Readiness of Students for Multi-Modal Emergency Remote Teaching at a Selected South African Higher Education Institution

Autor/inn/en	Matarirano, Obert; Yeboah, Abor; Gqokonqana, Onke
Titel	Readiness of Students for Multi-Modal Emergency Remote Teaching at a Selected South African Higher Education Institution
Quelle	In: International Journal of Higher Education, 10 (2021) 6, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Distance Education; Higher Education; Educational Technology; Technology Uses in Education; Integrated Learning Systems; Readiness; College Students; Age Differences; Gender Differences; Instructional Program Divisions; Student Characteristics; Accounting; South Africa + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Abrechnung; Buchführung; Buchhaltung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The closures of Higher Education Institutions (HEIs) due to the COVID-19 pandemic meant that face to face classes had to be put on hold. However, the growth in information and communication technologies (ICT) made it possible for HEIs to continue with their core activities remotely, primarily using learning management systems (LMSs). The overuse of LMS at the selected HEI resulted in the former's collapse. The consequence was that management of the institution advised lecturers to use multi-modal emergency remote teaching (ERT) to save the academic year. Lecturers adopted a variety of platforms and approaches, largely depending on their preferences. This study identified the ICT platforms and approaches used by lecturers during remote teaching as well as estimating the readiness of students for emergency remote learning. Readiness was established with the use of the Technology Readiness Index 2.0 (TRI2.0) of the Technology Readiness Model. In addition, the effects of age, gender and level of study on technology readiness were estimated. A self-administered questionnaire was shared with senior students within the accounting department of the selected HEI. Descriptive and inferential statistics were used to analyse the data collected from 243 respondents. The study found that Microsoft teams was the commonly used platform whilst pre-recorded lectures and live classes were the popular approaches used. In terms of technology readiness, the study found that students were not ready as indicated by a low TRI 2.0 of 2.8. Age and study level had a positive effect on technology readiness. To provide the best possible learning experiences to students, lecturers need to understand what worked, what did not and why. The results of this study provide invaluable information and lay a foundation for successful future e-learning projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01