Doing
2.6 The Impacts of Using leT in Higher Education
2.6.1.3 Learning resources
Learning materials such as WebPages, downloaded files
and online databases play a major role in the lCT classroom (Clark, 2004; Hew& Brush, 2006) are examples of online and interactive materials.
2.6.1.4 Collaborative andindividual learning
E-Ieaming allows participation inleaming; where people who would under normal circumstances unsuccessfully take part are provided an opportunity to engage in the learning process (Tsoi, Goh & Chai, 2000). According to Hew and Brush (2006), engaging learners in activities provides opportunities for collaboration among students, where they successfully collaborate with other students from different cultures and backgrounds.
2.6.1.5 Formal andinformal learning
E-Iearning course design varies considerably, and as a result, determines the degree of freedom and the desire of students to learn. This flexibility of program is highly
dependent on the objectives of the course, whether for fonnal or infonnallearning (Clark, 2004).
2.6.1.6 Support
Lee (2001) asserts that as an innovation in teaching and learning, the use of lCT attracts peers, friends and family, all of whom provide support, motivating students to learn in and out of school.
2.6.1.7 The Tutor's role
Inan lCT integrated classroom, educators serve as facilitators and supporters of students rather than in a traditional class, where they used to be controllers and directors. Through e-Ieaming, students are more active, because their learning is learner-centred and they are responsible for their own learning (Lim& Chai, 2008).
2.6.1.8 Student's role
E-Iearners prefer to be more independent and self-reliant than traditional learners. They possibly learn from their peers and tutors. In lCT-mediated classrooms, students engage in activities which can promote their critical thinking (Wang & Woo, 2007). Wang and Woo assert that lCT integration in the classroom can provide students with appropriate skills that help them to take control over the content, pace and sequence of their learning.
2.6.1.9 Assessment
lCTs enable a systematic consideration of what the educator wants from an e-Iearning course, where diagnostic and perfonnance-based assessments are possible; enabling the educator to deal with each individual's need (McAlpine & Gandell, 2003). According to Eade (2002) where lCTs have been successfully integrated into teaching, methods used for assessment include writing online reflection journals, peer evaluation, or portfolios.
lCT-based assessment includes computer-based testing, multi-media program development, PowerPoint presentation, web log-writing or concept map construction.
2.6.1.10 Equity issues
Itis clear that there are critical equity issues related to the uses of ICTs in education. ICT use also holds a very real promise for facilitating the greater inclusion of marginalised groups into existing educational practices and environments (Wang & Woo, 2007; Clark, 2004).
2.6.1.11 Special Needs and Disabilities
There is a ricWy documented history of what works - and what does not - related to the uses of ICTs to assist in the education of students with a variety of disabilities, both cognitive and physical (Snell, 1999). Certain applications of ICTs have been shown to have positive and important effects on the educational development of students, exhibiting a great variety of special needs (including blind and deaf students and those who are learning disabled) (Barker& Torgesen, 1995)
For many learners, alternative methods of input to the computer, such as the joystick and touch-screens, may provide easier access to students who have special educational needs (Cromby, Standen & Brown, 1996). The point made by Cromby, Standen and Brown (1996) is that resources like Braille-translation software can be used by disabled students to produce text and Braille versions. According to McDonald, McPhail, Maquire and Millet (2004) hearing-impaired students can also benefit from ICT, where technological tools such as emails can be used to give them quality of access to communication.
2.6.1.12 The Impact on Motivation
The impact on motivation varies. Students' motivation levels are influenced by the types of tools they use and how they use such resources. Availability of resources in the classroom also motivates students, hence providing quality education (Barker &
Torgesen, 1995). Sufficient evidence by Adam and Tatnall (2008) indicate that ICT usage can have a positive impact on student motivation; such gains in motivation tend to be linked closely to students who are already the most academically motivated and who are the highest achievers; and this is possible where ICTs can be successfully used in
education (Birch & Sankey, 2008). Cuban (2001) suggests that ICTs be used to improve administrative efficiency; disseminate teaching and learning materials to teachers and students; improve the ICT skills of teachers and students, and allow teachers and students access to sources of infOlmation from around the world where they can share ideas on education and learning, collaborate on joint projects, and conduct lessons from a remote location. According to Adam and Tatnall (2008), technology can make a significant difference to educate all students regardless of their educational needs.
2. 7 Factors influencing academics' adoption and integration of
leT
It may be noted that the academics' adoption and integration of ICT in education is influenced by both industrial and individual factors (Birch & Sankey, 2008). According to Birch and Sankey (2008) personal factors would include opportunistic, practical, psychological and pedagogical motivations and inhibitors. They outline these factors as below: