50%
45%
5%
authentic learning active learning passive learning
Figure 5.2. Students’ experiences on the benefits of LMS for learning
Based on the data collected from the students’ questionnaire, the inclusion of LMS in learning may bring about authentic and active learning because students are fully engaged in the process.
However, five percent of students indicated that this technology may result in passive learning.
According to Birch and Burnett (2009), this is possible with those individuals who may lack technical capability, knowledge and skills for operating technological devices.
To conclude, the responses provided for this research question imply that LMS is useful for learning. The analysis suggests that both sets of users, students and instructors, perceive that the LMS has great potential for teaching and learning. In their interviews, the academics indicated that this technology has resource list, previous course outlines and references to other resources.
Active participation of students in the learning process is also important. The construction of knowledge and meanings are the responsibilities of students. LMS can facilitate their communication. Students can chat, email, and discuss anytime to facilitate the development of their portfolios.
5.2.2 Research question two
What are challenges facing users of the Learning Management System for teaching and learning?
Themes that emerged from the data relating to this question are accessibility, physical barriers (poor quality of hardware, limited number of computers with Internet and the space) and technical skills
Accessibility
A number of factors affect accessibility of this technology for learning. For example, figure 5.3 illustrates that 75% of the participants from the questionnaire with students indicated that network failure impacted on accessibility. The following quote from the focus group interview indicates some of the accessibility issues:
“Nowadays we are experiencing load shedding, is even worse. So when you want the computer now, the server is down, we have got so many problems... sometimes you want to consult your colleagues and you find that the server is down.”
During one of the observation session, the researcher experienced network failure and noticed the frustration of the students when they could not submit their portfolios on that day because the server was down. Accessibility was also hindered by insufficient number of computers connected to Internet. This is evident with data coming from the students’ questionnaire:
there are not sufficient LANs for all students, accessibility becomes a problem…..
It is also evident from the focus group data with the students:
“We have problems, we cue the whole day for the computers, we don’t access information any time you want. There are a controlled number of computers.”
Physical barriers
In this study, physical barriers include things such as hardware, software, memory, quality of computers and any other materials that work in conjunction with LMS utility. Some of the data in this study suggest that other challenges facing LMS users are due to physical barriers. In an interview, one lecturer said:
“Printers – sometimes no paper for students to print. Frustration when printer
does not work. Quality of computer-memory/speed. Down loading time is too long…..slow bandwidth.”
Some data from focus group interview with students;
“….and also replace the computers frequently because some of computers are very old. They are just decorating.”
The researcher observed a number of computer users (students after hours) frustrated because they were unable to recover their portfolios due to virus attacks. In the technological context, Pandor (2004) defines a virus as software programmes that are capable of destroying data. In some cases, technology users might become technophobic (threatened) to work with technology because their work could get destroyed or distorted.
Technical skills
The questionnaire data implies that a number of LMS users lack technical skills to fully implement this idea in educational technology. It is evident from figure 5.3, that fifteen percent of the participants from questionnaire indicated that some students lack technological competent skills. They are struggling with things such as sending attachments. However, this technology requires students who can retrieve information and at the same time, they should be able to use chat rooms, email tools and discussion forum to facilitate the process of teaching and learning.
One student said:
“You know the lack of skills, lack of skills always is factors. Very much interfere with the use of LMS.”
Bonk (2001) explains that a frequently given excuse for non-adoption and non-integration of educational technology in education, is a lack of specialized and on going technical support.
The researcher has designed the following pie chart to represent the data relating to question four of the questionnaire. That is, what challenges are you currently facing in utilizing LMS in learning? Participants provided a variety of opinions on the experiences of using the LMS in learning. Their responses were grouped and identified as the themes, namely: accessibility, physical barriers and lack of technological competent skills. The figure 5.3 represents the
quantitative data gathered for this question. Charts can be used to present quantitative data (Pietersen & Maree, 2007).