Learners' access to tools and experience with technology at the University of the South Pacific: Readiness for e-learning

Abstract

Technology in higher education has become exceedingly popular and useful; however, a digital divide generally applies to the use of technology in education in many developing countries. The Pacific Island countries differ in their technological capacities and infrastructure, with the Fijian capital Suva being most technologically and infrastructurally advanced compared with other towns in Fiji and in other Pacific Island countries. This led the researchers to investigate access to e-learning tools and experience with technology amongst a group of 92 students, ranging from 18 to over 55 years of age, enrolled in postgraduate courses in education at the University of the South Pacific. A survey consisting of questions on age, gender, qualification, professional experience, ethnicity and access to and experience with technology was carried out for one cohort. The findings indicate an encouraging level of readiness for e-learning. IntroductionThe Pacific Island countries are sparsely populated and spread across the Pacific Ocean. In order to make education accessible to masses, it would be worth probing if Pacific Islanders have adequate access to and experience with technology, should the alternative methods of instructional delivery in distance education be provided on a larger scale. The University of the South Pacific (USP) is a regional university in the South Pacific region and serves its twelve member countries (Cook Islands, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu) having a total population of approximately 1.4 million, extending over 33 million square kilometres of ocean. USP also attracts students from other Pacific Island countries in the region besides the member countries. Distance education (DE) Although DE at USP has undergone an exponential growth (Baba, 1997;Sharma, 2008), it has encountered unique challenges (Prasad, 1988;Tuimaleali'ifano, 1994;Hola, 1995;Bolabola & Wah, 1995;Thaman, 2001; Marsh & Hogan, 2005;Sharma, 2008). In order to propose and implement modifications in the existing education policy and practices designed to curb these problems, an empirical study of student background is warranted. There has been a tremendous transformation in DE leading up to the fourth generation of the flexible learning model (Taylor, 1995), giving educational institutions a number of options to improve or modify the curricula, necessary ICTs

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