Using Technology to Enhance Higher Education

Abstract

Whether our students are sitting in the room with us as we teach, sitting in their home listening, participating by video-conference, or answering discussion questions on an online platform, technology can play a pivotal role in student learning. In this article we discuss technology in higher education, specifically its role in hybrid or online formats. As Renard (2005) so eloquently stated, "No generation has ever had to wait so little time for so much information" (p. 44). Presented here is a discussion of the types of students who benefit from distance learning, the factors that prompt instructors to engage in distance learning, and what instructors should know about distance education before they begin teaching with this kind of delivery.

Trends in Digital Pedagogies: Implications for South African Universities Expanding through Hybrid Online Education

“…Digital teaching offers universities the possibility of sustaining programmes that are struggling with low numbers, and of competing against the growing number of private HE institutions, as well as businesses and companies who do the training and retraining of their personnel themselves. Renes and Strange (2011) conclude that continuing education using a hybrid format is appealing to employers who can reduce training costs; increase productivity with less time spend away from work; and increase the professional development options for their employees. Employees who need to relocate as their careers develop can do so more easily when studying online.…”

“…There is thus a need for a change in pedagogy from lecturer controlled, prescriptive and didactic modes to learner-driven, and social, collaborative and participatory approaches to task design and learner engagement. The so-called digital natives, namely individuals who have grown up with technology, are not only well suited for education using technology, but they want to regulate and sequence their own learning (Renes & Strange, 2011). Digitally-based teaching and learning thus acknowledge the manner in which digital natives work, socialise and learn within a digital world.…”

“…Researchers (Herselman & Hay, 2005;Renes & Strange, 2011) highlight the benefits of the new delivery mode for HE institutions. Digital teaching allows universities more opportunities to tap into national and international markets than was possible with the traditional classroom.…”

“…When faculties consider using ICT they should take cognisance of the institution's commitment and capabilities; students' needs, capacities and access; and the lecturers' skills (Renes & Strange, 2011). If there is a market in the student population for learning in new formats, the institution and faculty's commitment to these learning formats and the support to help lecturers use the formats have to be the first considerations.…”

“…If there is a market in the student population for learning in new formats, the institution and faculty's commitment to these learning formats and the support to help lecturers use the formats have to be the first considerations. Renes and Strange (2011) argue that if a lecturer is excited about offering a course using ICT, but the institution or the technological support is not available, the best-developed course will fail if it requires for example, bandwidth or other computer requirements that are not available to many of the students wishing to enrol for the course. Lecturers should therefore become familiar with the level of institutional and technological support available to them and with the degree of student access.…”