Global transition in higher education: From the traditional model of learning to a new socially mediated model

Abstract

This article reports on the pedagogical value of Web 2.0 tools at Unisa (i.e., whether these tools can improve teaching and learning). A quantitative approach was used to conduct the study, with a questionnaire as a data collection instrument. The sample size was 301 lecturers drawn using stratified sampling, with proportional allocation drawn from all Unisa colleges. Descriptive statistics were employed to analyse and interpret the data. The results show that Web 2.0 tools are playing a pivotal role when it comes to opening avenues and collapsing the transactional distance in an ODL institution. A combination of web technology and the trend of constructivism can transform the learning process. This article therefore recommends that Unisa sensitise its lecturers to the adoption of Web 2.0 tools as an innovative way to improve teaching and learning.

Social media and their use in learning: A comparative analysis between Australia and Malaysia from the learners’ perspectives

“…A large number of students in higher education use social media (Aydin, 2012;Karvounidis, Chimos, Bersimis, & Douligeris, 2014;Mbatha, 2014;Roblyer, McDaniel, Webb, Herman, & Witty, 2010;Rogers-Estable, 2014). According to a Facebook spokesperson, approximately 297,000 users in 2011 identified themselves as academics (Roblyer et al, 2010).…”

“…A more recent study by Sobaih, Moustafa, Ghandforoush and Khan (2016) found that social media can potentially benefit teaching and learning, but is under utilised in most faculties. In fact, several studies have reported positive affordances for teaching and learning using social media (Irwin et al, 2012;Junco, 2012;Karvounidis et al, 2014;Mbatha, 2014;Sobaih et al, 2016). Despite the benefits of social media in teaching and learning, the levels of adoption for professional and teaching purposes lag behind that of personal use (Mbatha, 2014;Roblyer et al, 2010;Rogers-Estable, 2014;Veletsianos & Kimmons, 2013).…”

Implications of the University of South Africa's (UNISA) shift to Open Distance e-Learning on Teacher Education

“…A number of these initiatives aim at making use of technological tools to facilitate an interactive student support system (Mbatha, 2014). …”

“…Similarly, in postgraduate level, students' collaboration could be based on academic and motivation needs. Virtual collaboration can be facilitated through Web 2.0 tools like social networks, vodcasts, podcasts, blogs, wikis, shared docs, YouTube, bookmarks, multimedia sharing, and tagging (Mbatha, 2014). The benefits of virtual collaborative learning include among others; being able to collaborate online, having access to evolving content, limitless and safe data sharing and storage through cloud computing, increased user participation and rich user experience.…”

“…Different ODL institutions in South Africa and on the African continent use a wide variety of modern and/or affordable technologies to facilitate the sharing of learning content with, and among their geographically distant students. ODL is characterized by use of new Web 2.0 tools (Mbatha, 2014). The latter allow for more interaction between the lecturer and the students, the students and the learning environment, the student and fellow students, and the students and the institutions with which they are affiliated.…”