REVIEW OF LITERATURE
3.8 Technology
Technologically assisted education, also called ‗networked learning‘, and defined as,
―learning in which information and communications technology is used to promote connections: between one learner and other learners; between learners and tutors;
between a learning community and its learning resources‖ (Buckley et al 2010:57).
Significant positive associations were found between both deep and strategic approaches to study (P.33) and students‘ perceptions of networked learning, and negative associations were found with a surface approach (Buckley et al 2010).
A University College Northampton study found that surface learners were not keen to participate in virtual seminars whilst strategic learners found an opportunity to develop time management skills. Deep learners were comfortable with ICT. They preferred independent study and had a positive perception of gains from computer conferences. Students were positive about the incorporation of technology but concerned about the time needed to become competent. They demonstrated a reflective approach and appreciated various ways knowledge could be interpreted.
They benefitted from sharing personal experiences on the online forum site. Hence, a blended curriculum design was recommended (Buckley et al 2010).
The ideal situation is where ICT connectivity at the school, students‘ homes and work-places work together (Kazmer 2000). In New Zealand the DL process is such that the ICT is unbundled so that students and their supporters choose to access what they want when they want it (Butterfield 1999). Student technological coping includes: training, appropriate technology use and effect of technology on school work. ICT experts would be on stand-by to assist students with difficulties in using technology. Students are trained in the use of ICT hardware and software for their programme, and technology chosen for studies works well (Kazmer 2000).
Even where it is available, the use of ICT falls short of expectations. Some shortcomings are due to problems with the technology. Others are due to
administration, instructional methods and/ or students. These problems include the quality of instruction, hidden costs, misuse of technology, and the attitudes of instructors, students and administrators. Each one of them has an impact on the quality of DL as they are all interrelated (Buckley et al 2010).
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Administration often believes that technology improves the quality of the class while technology does not teach students but effective teachers do. Many teachers do not design lessons that support the available technology thereby compromising the quality of instruction. Research suggests that the effectiveness of education, DL included, depends on preparation and teachers‘ understanding of students‘ needs.
The same goes for the understanding of the use of technology. Technology should be incorporated in the design and delivery of courses (Valentine 2002).
Besides the cost of the technology, there is the possibility of not utilizing all its potential. Some problems arise from lack of training, some from the instructor‘s attitude towards use of technology and others are hardware problems. Instructors need to be trained to use DL technology, but usually they are not. Advancement in technology does not amount to effective DL. The best DL practices depend on creative, well-informed instructors (Buckley et al 2010).
Some people suggest that newer technologies are not better than old ones and many lessons learned from the application of older technologies apply to newer technology. Instructors should be trained to take advantage of their experience and be able to adapt that experience to the new environment of DL. Instructors must be trained to effectively adapt their organization and delivery of material to the use of technology. Instructors must have technological skills and confidence to use the various electronic devices in order to be effective in the classroom (Valentine 2002).
Literature indicates a need for instructors to adapt their teaching methods to the DL.
Where lecture is not effective, multimedia presentations could be successful. This implies that there must be motivation and preparation time for the instructor.
Valentine (2002) cites (Walcott 1994) who found that, faculty need to look at distance teaching from the students‘ point of view in order to effectively bridge the gaps between classroom and distance teaching. Teleconferencing would be more useful for interaction with and between students than for transmitting course content.
Orientation programmes should acknowledge multiple stages of the integration and acceptance of technology. A successful orientation programme should recognize different levels of technology apprehension, previous exposure, and adoption to an individual‘s learning style. Programmes might either consider modular implementation throughout a semester or might even embed just-in-time orientation (Brescia, Miller et al. 2004). Apple Computers found that it takes two years for instructors to adjust to working with the tools, implement them successfully, and to integrate them into their curriculum. This implies that teachers need support, when they are learning about new technology, regardless of their classroom experience. As they begin their hands-on training with new technologies, some feel intimidated by the equipment, even in a non-threatening environment. Thus, they need to communicate with colleagues who have gone through this process and are competent to advise them and serve as role models (Sherry (1996).
Some institutions either fail to provide ICT competent staff or to facilitate communication with remote rural students (Galusha 2006). Hong Kong is a technologically oriented place with free local phone calls. OUHK students‘ non- participation in ICT was found less due to access than it not counting towards assessment (Aylward 2001). This leads institutions to rely on print medium (Bontempi 2003) . Kangai and Bukaliya (2010) found that the majority of ZOU
students were not ready and prepared to use ICT as only 34% of ZOU students were computer literate, 5% had personal computers, 12% had access to computers either at home or at the workplace . Kangai and Bukaliya (2010) also cite (Barnes 1995)who found that a project in Canada found that even when students had access to computers and knowledge about them, students needed considerable time to master the techniques involved in using e-mail for discussions and communications, and searching and retrieving information from remote sites.
DL institutions must know their students‘ characteristics and the environment in which they operate before introducing technology. They should conduct surveys to determine the extent to which students are prepared to use new technology (Kangai and Bukaliya 2010). Any successful ICT programme must focus on the instructional needs of the students, rather than on the technology itself. Sherry (1996) cites Schamber (1988) who states that it is essential to consider students‘ ages, cultural and socioeconomic backgrounds, interests and experiences, educational levels, and familiarity with DL delivery systems. Sherry (1996) also cites Millbank (1994) who mixed audio and video in corporate training and found that the retention rate of trainees rose from 20 % to about 75% after introducing real-time interactivity.
To facilitate andragogy and constructivism while teaching with technology, DL institutions can use technology with flexibility that enables adults to move through lessons anytime, anywhere and at their own pace. Material developers should include logical explanations of how learners can adapt the lessons or material that covers what they need to learn and eliminate the material that is not necessary. To adapt to adults‘ needs, technology-based learning design must be interactive, learner-centred and facilitate self-direction (Buckley et al 2010).
Materials using adult education concepts in the preparation of lessons must also be developed by the facilitators of DL. They should include student input into their
design and create technology-based lessons which are easily adaptable to make the presentation of topics relevant to those they teach. Following such guidelines ensures that the instruction that is developed is both technologically workable and effective from a learner‘s perspective (Knowles et al 1998).
Instructors should realize that technicians are an integral part of DL and treat them as such. Valentine (2002) cites Olenski et al (1995) who argue that often communication between the technician and the instructor is not cordial either because the technician‘s role is unclear or there is a shared perception of a difference in status between the two. Instructors must be motivated to prepare adequately for classes. Part of the responsibility for motivation lies with the administration and its support of the programme.
Successful technological innovations must consider the social and political climate of the university and reinforce the authority of teachers and not undermine it. Little happens without administration buy-in. Administrators cannot expect teachers to be comfortable with technology, use it effectively, and maintain it well, without giving them resources and time. Instructors need access to data links, e-mail, and video links. They need to download and upload resources and lesson plans, consult other teachers, and try out new learning modules. The best way to achieve success is to find the right people rather than the most exciting technology. It is necessary to have teachers who are comfortable, and work well with the media, then give them the technical support they need. Their job is to teach, not to maintain the conferencing software. The more transparent the media are to them, the better service they will deliver. This has a financial payoff. The better a teacher works with media, the less the need for expensive distance delivery coursework like graphics and sophisticated editing resulting in creation of quality product (Sherry 1996). I explored the structures and strategies used by adults to meet ICT needs and cope with DL.