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Year 2024, Volume: 10 Issue: 27 & 28 -Joint Issue, 85 - 94, 03.05.2024

Jackalyn Appalsami , Kubashinie Coopasamy , Greig Douglas

https://doi.org/10.5281/zenodo.11002400

Abstract

References

  • Adams, D., Joo, M. T. H., Sumintono, B., & Pei, O. S. (2020). Blended learning engagement in higher education institutions: A differential item functioning analysis of students’ backgrounds. Malaysian Journal of Learning and Instruction, 17(1), 133–158. https://doi.org/10.32890/mjli2020.17.1.6
  • Al-Busaidi, K. A., & Al-Shihi, H. (2010). Instructors’ acceptance of learning management systems : A theoretical framework. Communications of the IBIMA, 2010, 1–10. https://doi.org/10.5171/2010.862128
  • Bharuthram, S., & Kies, C. (2013). Introducing e-learning in a South African higher education institution: Challenges arising from an intervention and possible responses. British Journal of Educational Technology, 44(3), 410–420. https://doi.org/10.1111/j.1467-8535.2012.01307.x
  • Cilliers, C. B. (2012). Student perception of academic writing skills activities in a traditional programming course. Computers & Education, 58(4), 1028–1041. https://doi.org/10.1016/J.COMPEDU.2011.12.001
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Czerniewicz, L. (2020). What we learnt from going online during university shutdowns in South Africa. PhilOnEdTech. https://philonedtech.com/what-we-learnt-from-going-online-during-university-shutdowns-in-south-africa/
  • du Plooy-Cilliers, F., Davis, C., & Bezuidenhout, R. (2021). Research Matters (2nd ed.). Juta.
  • Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today, 8(6). Retrieved from http://www.uwsa.edu/ttt/articles/ gamham.htm
  • Gani, F. (2013). Lecturers’ utilisation of institutional learning management systems in an OLD higher education institution in South Africa (Issue April) [Dissertation]. University of South Africa.
  • Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4–14. https://doi.org/10.1016/j.iheduc.2012.09.003
  • Hoadley, U., & Jansen, J. (2014). Curriculum: Organizing knowledge for the classroom. Oxford University Press Southern Africa.
  • Kupczynski, L., Mundy, M. A., Goswami, J., & Meling, V. (2012). Cooperative learning in distance learning: A mixed methods study. International Journal of Instruction, 5(2). www.e-iji.net
  • McGhie, V. (2017). Entering university studies: identifying enabling factors for a successful transition from school to university. Higher Education, 73(3), 407–422. https://doi.org/10.1007/s10734-016-0100-2
  • Mhlanga, D., & Moloi, T. (2020). COVID-19 and the digital transformation of education: What are we learning on 4IR in South Africa? Education Sciences, 10(7), 1–11. https://doi.org/10.3390/educsci10070180
  • Mpungose, C. B. (2020). Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Humanities and Social Sciences Communications, 7(1). https://doi.org/10.1057/s41599-020-00603-x
  • Mulenga, E. M., & Marbán, J. M. (2020). Is Covid-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), 1–11. https://doi.org/10.30935/cedtech/7949
  • Peel, M. (2000). “Nobody cares”: the challenge of isolation in school to university transition. 1–10.
  • Pete, J., & Soko, J. J. (2020). Preparedness for online learning in the context of Covid-19 in selected Sub-Saharan African countries. Asian Journal of Distance Education, 15(2), 37–47. http://www.asianjde.org
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
  • Priego, R. G., & Peralta, A. G. (2013). Engagement factors and Motivation in E-Learning and Blended-Learning Projects. ACM International Conference Proceeding Series, 453–460. https://doi.org/10.1145/2536536.2536606
  • Salami, S. O. (2011). Psychosocial Predictors of Adjustment Among First-Year College of Education Students. US-China Review, 8(2), 239–248.
  • Schoepp, K. (2005). Barriers to technology Integration in a technology-rich Environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 1–24. www.zu.ac.ae/lthe
  • Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media and Society, 6(3), 341–362. https://doi.org/10.1177/1461444804042519
  • Sevinc, S., & Gizir, C. A. (2014). Factors Negatively Affecting University Adjustment from the Views of First-Year University Students: The Case of Mersin University. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2014.4.2081
  • Stacey, E. (2001). Social presence online: Networking learners at a distance. Paper presented at the IFIP World Conference on Computers in Education.
  • Sun, T., Youn, S., Wu, G., & Kuntaraporn, M. (2006). Online word-of-mouth (or mouse): An exploration of its antecedents and consequences. Journal of Computer-Mediated Communication, 11(4), 1104–1127. https://doi.org/10.1111/j.1083-6101.2006.00310.x
  • Tansel, A. (2002). Determinants of school attainment of boys and girls in Turkey: individual, household and community factors. Economics of Education Review, 21(5), 455–470. https://doi.org/10.1016/S0272-7757(01)00028-0
  • van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2019). The first-level digital divide shifts from inequalities in physical access to inequalities in material access. New Media and Society, 21(2), 354–375. https://doi.org/10.1177/1461444818797082
  • van Dijk, J. A. G. M. (2017). Digital Divide: Impact of Access. In The International Encyclopedia of Media Effects (pp. 1–11). Wiley. https://doi.org/10.1002/9781118783764.wbieme0043
  • WHO. (2020). WHO Director-General’s opening remarks at the media briefing on COVID-19-11. https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020

BARRIERS TO TRANSITIONING FROM FACE-TO-FACE SCHOOLING TO ONLINE LEARNING AT A SOUTH AFRICAN PRIVATE TERTIARY INSTITUTION

Year 2024, Volume: 10 Issue: 27 & 28 -Joint Issue, 85 - 94, 03.05.2024

Jackalyn Appalsami , Kubashinie Coopasamy , Greig Douglas

https://doi.org/10.5281/zenodo.11002400

Abstract

The paper presents the barriers to transitioning from face-to-face schooling to online learning in a private higher education institution within South Africa. First-year students have limited experience with online learning, as they are exposed primarily to face-to-face teaching during their schooling years. Therefore, this study aims to explore the barriers that exist when transitioning from a face-to-face learning environment to an online learning environment. A qualitative interpretive approach was adopted. Twenty-one first-year students were purposively and conveniently sampled to generate the data. The selection criteria included that all modules from the first semester were passed. Students were interviewed in the form of face-to-face focus groups using semi-structured questions. A thematic approach was used to analyse the data from the interviews. The key findings revealed four main themes, technological barriers, social barriers, emotional barriers and learning environment. Limited access to the Internet and digital devices such as computers, laptops or smartphones was identified as technological barriers. Socioeconomic, interpersonal factors and digital literacy emerged as social barriers. Socioeconomic factors include limited access to resources. The interpersonal factors that were experienced included a sense of isolation, communication challenges and disengagement with their peers, lecturers and online learning activities. Students experienced stress and lack of emotional support as emotional barriers. Challenges related to the learning environment, including the lack of a quiet and conducive space as well as the absence of human contact in the online learning environment, are addressed.

This study contributes to the field of technology-integrated teaching and learning. It underscores the need for educational managers and lecturers to increase their awareness of the barriers students face when teaching online. Their consideration in the space will lead to effective teaching and learning and ultimately student success if these barriers are addressed.

Keywords

transition first-year students online learning online teaching barriers tertiary education

Ethical Statement

The researchers followed all ethical measures during our study.

Thanks

Thank you for allowing us to submit our paper to your journal. We have followed the template guidelines accordingly.

References

  • Adams, D., Joo, M. T. H., Sumintono, B., & Pei, O. S. (2020). Blended learning engagement in higher education institutions: A differential item functioning analysis of students’ backgrounds. Malaysian Journal of Learning and Instruction, 17(1), 133–158. https://doi.org/10.32890/mjli2020.17.1.6
  • Al-Busaidi, K. A., & Al-Shihi, H. (2010). Instructors’ acceptance of learning management systems : A theoretical framework. Communications of the IBIMA, 2010, 1–10. https://doi.org/10.5171/2010.862128
  • Bharuthram, S., & Kies, C. (2013). Introducing e-learning in a South African higher education institution: Challenges arising from an intervention and possible responses. British Journal of Educational Technology, 44(3), 410–420. https://doi.org/10.1111/j.1467-8535.2012.01307.x
  • Cilliers, C. B. (2012). Student perception of academic writing skills activities in a traditional programming course. Computers & Education, 58(4), 1028–1041. https://doi.org/10.1016/J.COMPEDU.2011.12.001
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Czerniewicz, L. (2020). What we learnt from going online during university shutdowns in South Africa. PhilOnEdTech. https://philonedtech.com/what-we-learnt-from-going-online-during-university-shutdowns-in-south-africa/
  • du Plooy-Cilliers, F., Davis, C., & Bezuidenhout, R. (2021). Research Matters (2nd ed.). Juta.
  • Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today, 8(6). Retrieved from http://www.uwsa.edu/ttt/articles/ gamham.htm
  • Gani, F. (2013). Lecturers’ utilisation of institutional learning management systems in an OLD higher education institution in South Africa (Issue April) [Dissertation]. University of South Africa.
  • Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4–14. https://doi.org/10.1016/j.iheduc.2012.09.003
  • Hoadley, U., & Jansen, J. (2014). Curriculum: Organizing knowledge for the classroom. Oxford University Press Southern Africa.
  • Kupczynski, L., Mundy, M. A., Goswami, J., & Meling, V. (2012). Cooperative learning in distance learning: A mixed methods study. International Journal of Instruction, 5(2). www.e-iji.net
  • McGhie, V. (2017). Entering university studies: identifying enabling factors for a successful transition from school to university. Higher Education, 73(3), 407–422. https://doi.org/10.1007/s10734-016-0100-2
  • Mhlanga, D., & Moloi, T. (2020). COVID-19 and the digital transformation of education: What are we learning on 4IR in South Africa? Education Sciences, 10(7), 1–11. https://doi.org/10.3390/educsci10070180
  • Mpungose, C. B. (2020). Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Humanities and Social Sciences Communications, 7(1). https://doi.org/10.1057/s41599-020-00603-x
  • Mulenga, E. M., & Marbán, J. M. (2020). Is Covid-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), 1–11. https://doi.org/10.30935/cedtech/7949
  • Peel, M. (2000). “Nobody cares”: the challenge of isolation in school to university transition. 1–10.
  • Pete, J., & Soko, J. J. (2020). Preparedness for online learning in the context of Covid-19 in selected Sub-Saharan African countries. Asian Journal of Distance Education, 15(2), 37–47. http://www.asianjde.org
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
  • Priego, R. G., & Peralta, A. G. (2013). Engagement factors and Motivation in E-Learning and Blended-Learning Projects. ACM International Conference Proceeding Series, 453–460. https://doi.org/10.1145/2536536.2536606
  • Salami, S. O. (2011). Psychosocial Predictors of Adjustment Among First-Year College of Education Students. US-China Review, 8(2), 239–248.
  • Schoepp, K. (2005). Barriers to technology Integration in a technology-rich Environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 1–24. www.zu.ac.ae/lthe
  • Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media and Society, 6(3), 341–362. https://doi.org/10.1177/1461444804042519
  • Sevinc, S., & Gizir, C. A. (2014). Factors Negatively Affecting University Adjustment from the Views of First-Year University Students: The Case of Mersin University. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2014.4.2081
  • Stacey, E. (2001). Social presence online: Networking learners at a distance. Paper presented at the IFIP World Conference on Computers in Education.
  • Sun, T., Youn, S., Wu, G., & Kuntaraporn, M. (2006). Online word-of-mouth (or mouse): An exploration of its antecedents and consequences. Journal of Computer-Mediated Communication, 11(4), 1104–1127. https://doi.org/10.1111/j.1083-6101.2006.00310.x
  • Tansel, A. (2002). Determinants of school attainment of boys and girls in Turkey: individual, household and community factors. Economics of Education Review, 21(5), 455–470. https://doi.org/10.1016/S0272-7757(01)00028-0
  • van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2019). The first-level digital divide shifts from inequalities in physical access to inequalities in material access. New Media and Society, 21(2), 354–375. https://doi.org/10.1177/1461444818797082
  • van Dijk, J. A. G. M. (2017). Digital Divide: Impact of Access. In The International Encyclopedia of Media Effects (pp. 1–11). Wiley. https://doi.org/10.1002/9781118783764.wbieme0043
  • WHO. (2020). WHO Director-General’s opening remarks at the media briefing on COVID-19-11. https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
There are 30 citations in total.

Details

Primary Language English
Subjects Information Systems Education, Management and Organization Education
Journal Section Articles
Authors

Jackalyn Appalsami

Kubashinie Coopasamy

Greig Douglas

Early Pub Date April 22, 2024
Publication Date May 3, 2024
Submission Date February 17, 2024
Acceptance Date March 20, 2024
Published in Issue Year 2024 Volume: 10 Issue: 27 & 28 -Joint Issue

Cite

EndNote Appalsami J, Coopasamy K, Douglas G (May 1, 2024) BARRIERS TO TRANSITIONING FROM FACE-TO-FACE SCHOOLING TO ONLINE LEARNING AT A SOUTH AFRICAN PRIVATE TERTIARY INSTITUTION. IJAEDU- International E-Journal of Advances in Education 10 27 & 28 -Joint Issue 85–94.
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