The Perceptions of New Lecturers towards Adopting a Learning Management System for Facilitating Modules Online in a South African ODeL Institution

Autor/inn/en	Modise, Mphoentle; Molotsi, Abueng
Titel	The Perceptions of New Lecturers towards Adopting a Learning Management System for Facilitating Modules Online in a South African ODeL Institution
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 18 (2022) 1, S.27-41 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Integrated Learning Systems; Educational Technology; Electronic Learning; Open Education; Distance Education; Technology Uses in Education; College Faculty; Teacher Attitudes; Pedagogical Content Knowledge; Technological Literacy; South Africa + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Lehrerverhalten; Pädagogische Kompetenz; Technisches Wissen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Learning management systems (LMSs) are among the key digital tools that most institutions have developed for their lecturers and students to manage their online academic activities. The aim of this study was to explore new lecturers' perceptions of adopting and using an LMS for facilitating online modules in the College of Education (CEDU) of an open distance and e-learning (ODeL) institution in South Africa. ODeL institutions recruit new lecturers from other traditional universities and private organisations, with the result that these individuals often have no experience of the ODeL context and therefore encounter challenges using distance education technologies to teach and support students. A qualitative case study research design was employed in this study. Semi-structured interviews were used to collect data from 11 new lecturers who were purposely selected to participate in this study. The findings revealed that most lecturers were not using the university's LMS frequently. The non-use of the university's LMS was affected by various factors, including lack of proper skills, the design of some LMS functions and the lecturers' attitudes. The researchers recommend that relevant training be aligned with the specific digital literacy needs of lecturers. LMS platforms form a major part of the e-learning initiatives at universities and are often central to student support; consequently, they should be used effectively to teach and support students. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01