E-Learning Environments in Undergraduate Design and Technology Courses

Abstract

When e-learning and other information and communication technologies (ICT’s) became accepted in both distance and face-to-face modes of learning in tertiary education, expectations were high that they would, within a reasonable time frame, yield visible and perhaps irrefutable gains in course delivery strategies and revolutionise both learning content knowledge and access to it. In developing countries it was hoped that there would be benefits in tapping into a knowledge revolution currently dominated by industrialised countries, who are by far the greatest contributors and beneficiaries.

The University of Botswana’s (UB) efforts, initiated in 2001, at technological transformation in teaching and learning for meaningful quality processes and outcomes have been evaluated by researchers, reviewers and participants. Comments have been made such as, ‘substantial progress, but many challenges” “very useful teaching support tool for large classes, but there is need to address key background issues” , “students share learning through educational technologies, but appropriate learning environments are required” . It has been evident that although a lot has been done at institutional management level to promote adoption and implementation of e-learning as a rule at UB, the ideal situation has not materialised. Much of the problem seems to emanate from the interaction between key players, such as top management, the teaching staff and students.

This paper reports on an on-going qualitative study that was carried out in order to negotiate and establish acceptable quality and effectiveness of e-learning envisaged by both the staff and students in a course that was not online at the time, in preparation of launching the course online in the next cycle. The action learning research study aimed at constructing an environment and a disposition towards e-learning mutually negotiated between students and their lecturers. Data was collected through various student-lecturer and student-student interaction processes such as classroom lecture, internet search, group presentations, tests, assignments, classroom observations, questionnaires, and video script analyses. Preliminary findings indicate that most students are enthusiastic about adopting e-learning if they have been adequately pre-oriented into the method and are consistently guided by caring and competent staff. They also will appreciate quality and effective learning if this is negotiated with someone who can articulate standards of performance.