In higher education institutions various VLSs have been formally adopted to support online teaching and learning.
However, there has been little research on patterns of VLS use among educators. The purpose of the research was to
provide a descriptive analysis of VLS feature usage, and associated challenges at two South African higher education
institutions. A case study research strategy was adopted, combining qualitative and quantitative approaches to data
collection and analysis. Survey findings revealed four clusters of VLS feature usage, namely, communication, management,
content and pedagogic. Analysis showed that the ‘content cluster’ was used more than the other clusters. The average
usage of the ‘pedagogic cluster’ for Durban University of Technology (DUT) was significantly greater than that of
University of KwaZulu-Natal (UKZN), which tentatively indicates that staff development seems to be an important aspect
of VLS usage. There was no significant difference in the usage of the ‘communication’ and ‘management’ clusters between
the two institutions, DUT and UKZN. The study contributes to the body of system utilisation research by confirming an
uneven pattern of VLS feature usage among educators, whilst providing fresh insights into the challenges associated
with the usage of two different VLSs in two different universities.
Zawacki-Richter, Olaf; Brown, Tom; Delport, Rhena(European Distance and E Learning Network, 2009-04)
During recent years, many distance teaching as well as residential institutions have started to experiment with mobile learning through pilot projects as part of their e-learning and technology enhanced learning environments. ...
Ngozo, Boesman Petrus(University of Pretoria, 2012-11-22)
This study examines the significance of understanding learners’ learning styles in relation to an educator’s learning style. The study explores the extent to which an educator and learners make provision for learning style ...
Barac, Karin(College of Economic and Management Sciences, University of South Africa, 2012)
Learning approaches in accounting, distinguishing between deep,
surface and strategic approaches, have been widely researched.
This study provides a South African perspective by investigating the
learning approaches to ...