Technology enhanced learning as a support tool for learning and teaching process in Higer Education

MEd, North-West University, Mafikeng CampusThe purpose of the study was to investigate the implementation of technology enhanced learning (TEL) techniques as a support tool for the learning and teaching process at the Medunsa campus of the University of Limpopo, in the Gauteng Province of South Africa. The University of Limpopo was created in 2005 by the merger of two historically black institutions. The two merged universities, University of the North (Turfloop) situated in the Limpopo Province and Medical University o f Southern Africa (Medunsa) found in the Gauteng province became the two campuses o f this university. Ten years later, in 2015, the two merged institutions unbundled and a new health sciences university was es tablished as a res ult. The newly established university, Sefako Makgatho Health Sciences University, took over the services, resources and premises of the Medunsa campus. One of the initiatives this institution has to grapple with is TEL. The study employed multiple-mode approaches and methods. It used both qualitative and quantitative approaches and used two research methods, namely, case study and survey. The rationale to use multiple-mode design was to provide an additional source of validity and data trustworthiness. Most importantly, this type of design compensates for the limitations of the other. The population of the study was drawn from the 2012 first-year cohort of students at Medunsa, their lecturers and the campus management directly involved with the implementation o f TEL. Two sampling techniques were used, convenient sampling to select 266 students and purposive sampling to select 12 lecturers. The study used online and paper-based questionnaires to collect quantitative and for qualitative data, the study used interviews, observation and document analysis. Six (6) members of the campus management were interviewed. Policies relating to ICT and teaching and learning were analysed. A constant comparative method of analysis was used with the help of the hermeneutics strategy for interview data and content analysis strategy for document analysis and observation. The quantitative data was descriptively analysed using Survey Monkey for preliminary analysis and SPSS for fin al analysis. Findings showed that Medunsa partially implemented TEL, with a focus on computerised technologies. Three online learning tools were used by the campus; Bb managed from the ICT department, Amber.net from the Public Health department and one programme developed by a lecturer in the Human Anatomy department. Although Medunsa adopted TEL technologies to improve learning and teaching processes, the intended users showed a lack of interest in using these technologies and inadequate technical and academic support. Though the campus had Internet connection, it was not yet well-resourced with facilities that would assist in enhancing learning through various learning and teaching technologies, with the exception of the newly-erected e-Learning centre. It appears that the strategic plan for the implementation of TEL had not been fully implemented. Before implementation of the technology, several matters required serious consideration, for example, pedagogical, technical and cost issues. It is possible that inadequate attention was paid to these issues at that crucial stage of development. Even though the university erected the e-Learning centre, WIIFI and the provision of computers for students, attitudes had a negative effect, on the level of success of the implementation process. The lack of a clear and unequivocal TEL policy, may have given rise to the negative attitudes. The fact that many stakeholders were unaware of the existence of such a policy may have had a bearing on the lack of proper use of TEL. Policy underpins processes and procedures, giving them both direction and credibility. Finally, following the quality of discussion on the implementation of TEL as a support tool at HILs, this research might contribute to the body of knowledge by providing an increased understanding of the implementation of TEL as a support tool at Medunsa. The study recommended ways in which successful implementation can be carried out. In conclusion, an opportunity for further studies has been created. This broader TEL theme could be taken forward and the following themes researched further: • Use of TEL in health science education • Use of social media in teaching and learning Evaluation of this proposed integrated strategy to implement e-Learning.Master