CHAPTER 2: OPERATIONALISATION OF THE KEY CONCEPTS AND
1.5 ROLE OF THEORY IN THE STUDY
This section explains the philosophical perspective and epistemological position on which the study is underpinned. The theoretical framework of this study is discussed grounded on two theories, namely, the practice theory and the uses and gratifications theory.
The main focus of these theories is to explain user adoption of information technology.
A consideration of these procedures in mass communication is essential about investigating the use of the internet as an academic tool by students at institutions of higher learning.
1.5.1 Philosophical paradigm: Constructivism
There are many philosophical paradigms in existence today due to the advancement in human ways of thinking and different ways of explaining social phenomena. The centre of this study is on deductive theory, with constructivism as an ontological position and interpretivism as an epistemology. Adom, Yeboah and Ankrah (2016:2) describe constructivism as a “philosophical paradigm as an approach that asserts that
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people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. It is based on the analogy or basis that people form or construct much of what they learn through experience”. Thus, constructivist philosophy depicts the notion that learning does not simply take place from the traditional way of lecturers standing in front of the students and lecturing.
However, learning also take place when students discover the knowledge through experimentation and practicing (Doğru & Kalender, 2007).
The constructivism philosophical paradigm is an efficient tool that can yield many benefits when implemented in the carrying out of research in diverse fields of study as well as in undertaking teaching and learning activities at any educational level (Adom et al, 2016). Hobein (1996) describes the constructivism philosophical paradigm as an approach that asserts that people construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. Constructivism is based on the analogy or basis that people construct much of what they learn through experience (Hein, 1991; Cashman et al., 2008). Thus, to the constructivist, constructing meaning is learning. Constructivism aims to study an issue from the perspective of the research participants and is subjective in nature (Honebein, 1996;
Adams, 2006; Kalender, 2007; Duckles et al., 2019). According to Kim (2005), there are two main processes involved in the construction of knowledge, accommodation and assimilation. The accommodation process in the construction of knowledge through learning involves the framing of one’s mental representation of the external world to fit the new experiences s/he has experienced. Thus, the learner allows room for new experiences in one’s mind. On the other hand, assimilation is the second process of knowledge construction, which means the learner incorporates the new experience one has learnt into the existing frame of mind one already had. Therefore, the old and new experiences coexist concurrently in the learner’s mind for use in decision making and advancement of learning.
This constructivist philosophical standpoint is used to reinforce studies that pursue to comprehend how subjects being investigated ‘make sense’ of their daily life in their normal settings, it could be at the school or working environment. Furthermore, it is suitable for a researcher who embark on a study with the purpose of comprehending the inspiration and impact of certain behaviour on the attitude of the subjects in a
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specific environment (Adom, Yeboah & Ankrah, 2016). Moreover, constructivism and interpretivism approaches maintain that knowledge is constructed by exploring and understanding the social world of the subjects being studied, focusing on their meaning and interpretations from a specific background (Al-Saadi, 2014).
This philosophical standpoint is suitable for this study, since the research sought to examine the use of the internet in enhancing students’ performance at institutions of higher learning. The researcher understands that certain behaviour towards using the internet could have impacted by several factors within the subjects’ environment.
Again, students possess certain knowledge, meaning and understanding regarding the use of various internet applications for academic purposes. It is with this background that the researcher positioned this study under constructivism philosophical paradigm.
1.5.2 Epistemological position: Interpretivism
Interpretivism integrates human interest into a study (Dudovsky, [Sa]). Interpretive researchers assume that access to reality (given or socially constructed), is only through social constructions such as language, consciousness, shared meaning and instruments (ibid.). Development of interpretivist epistemology is based on the critique of positivism in social science (positivism is based on the premise that science is the only way to learn about the truth and is associated with quantitative research) (ibid.).
Interpretivism, on the other hand, is associated with qualitative research and is based on the premise that alternatives exist in establishing truth in social science (Goldkuhl, 2012; Dean, 2018; Pulla & Carter, 2018). Therefore, interpretivism is in direct opposition to positivism (Ryan, 2018).
In this study, students registered at the three selected universities has constructed meaning of their experiences with regard to the use of technology for academic activities. The interpretation of the experiences of the students at the institutions of higher learning has been regarded as the reality of the students’ lived experiences at these universities, with specific reference to how they use technology to advance the education.
Assumptions of the practice theory and the relevance of this theory to this study are described next.
15 1.5.3 Practice Theory
The practice theory aims to move beyond the old debates about media effects, political economy, the ideological nature of the media, and active versus passive audiences (Couldry, 2004; Fourie, 2010). Rather, the theory seeks to focus on the media as practised in life, and how the media as a practice anchor and organise other human practices and experiences (Couldry, 2004). The practice theory states that media research should start not with media texts or institutions, but with what people are practically doing with media and what media are practically doing with people across a whole range of institutions and contexts (Fourie, ibid.).
The main questions of this theory are all about the following:
a) What does it mean to live in a media-saturated world?
b) What does the concept mediation really mean?
c) How do the expansion and infiltration of media in Africa and other developing regions affect traditional life and culture?
The practice theory is relevant to this study because it explains the use of media, which, in this study relates to internet use by students. The answers to the above- mentioned questions fulfil the purpose of this study which, amongst others, sought to explore how the internet has changed the behaviour of students with regard to searching for information, and how has it impacted on students’ academic performance.
As outlined by Fourie (2010:181) there are imperative questions which the practice theory tries to answer. These questions are outlined thus:
a) What does it mean, or what is it like, to live in a media-saturated world?
b) What does it mean to live in a society dominated by large-scale media institutions?
c) What are the role and the product of media practices in ordering other practices across the social world?
The basic assumptions of the uses and gratifications theory (UGT) are discussed next.
16 1.5.4 The uses and gratifications theory
Studies on the internet use have been conducted within the framework of the uses and gratifications theory (Kaye & Johnson, 2004; Kaye, 2007; Karimi, Khodabandelou, Ehsani & Ahmad, 2014; Musa, Azmi & Ismail, 2015; Malatji, 2019). The main functions of the media are, namely, to inform, entertain and to educate amongst others (Muhammed, 2013:410; Khalid & Ahmed, 2014:70). The uses and gratifications theory (UGT) explains the media consumption concept that describes why people use certain media and the gratifications derived from usage and access (Luo, Chea & Chen, 2014). This theory proposes that media consumption is purposive, and that users actively seek to fulfil their needs through a variety of uses. Media content is used to explore, challenge, adjust or confirm personal identity. The media fulfil the need for information about the immediate and distant world and circumstances. Media users get information about issues that can affect them directly or indirectly (Fourie, 2007).
Furthermore, Fourie (ibid.) highlights that the main questions of this theory are all about: what do people do with the media and what do they use media for?
The responses to these questions relate to the purpose of this study which sought to uncover what do the students use the internet for? and how do they use it for their academic purposes. Data were collected to get responses to the above-mentioned questions, and the responses were presented during data analysis and presentation in Chapter 6.
The following section describes and records the internet landscape in South Africa, the internet and social media usage and the aspect of the digital divide in higher education.