Strategic Questions for WSU Academics: Implementation of Electronic Learning and Teaching

1. Strategic Questions for WSU Academics: Implementation of Electronic Learning and Teaching Mabovula Nonceba Nolundi Centre for Learning and Teaching Development Walter Sisulu University nmabovula@wsu.ac.za2-3 November 2010

2. Introduction • What does e-Learning mean? The notion of e-Learning means different things to different people. For some it means primarily the delivery of online courses whereas others define it more broadly and also consider communication via e-mail and online ways of collaborating and learning and teaching as e-Learning. For the purpose of this paper, e-Learning is defined as using computer technologies to achieve learning related purposes.

3. Rationale for writing this paper The rationale that underpins the paper is the effective application, optimal utilisation of and maximum impact of the Blackboard technology depend upon the amount of debate focused on the integration and implementation of the new electronic e-Learning system. This essential debate is rather inadequate at the moment. This absence of the expected healthy controversy essential for incorporating the diverse views of all stakeholders within WSU is the motivating factor that underscores the presentation of this paper.

4. Research Question • Key questions need to be posed more especially for academics so as to determine their level of readiness. The question driving this study is: are academics sufficiently knowledgeable and politically astute to participate and engage the appropriate pedagogical methods crucial to meeting the demands of e-technology at WSU?

5. Purpose • The purpose of this paper is to present the successful integration of e-Learning technological tool such as ‘Blackboard’ into curriculum design at Walter Sisulu University. • The establishment of the e-Learning technology offers superb opportunities for improving the quality and accessibility of learning and teaching at WSU. • This high-tech facility becomes a key tool in the socialisation and conscientisation of individuals as well as group on the e-Technology in the university community. • The paper argues that for facility to achieve its intended goals in enhancing knowledge production – the core business of an academic institution – many fundamental questions have to be addressed.

6. WSU Students trained on Blackboard • The training of students on Blackboard takes place in the CLTD labs. • The Education Technology and Innovation Unit (ETIU) invited lecturers to send their students in manageable groups to the e-Learning Centres for training on Blackboard. • The students are trained by the ETIU team and Computer Skills lecturers. • This is mostly done during the period 13H00 – 14H00 when the students are available (not in lectures or PAL sessions). • The Extended Programme courses are offered in the CLTD labs • The challenge encountered is that most of the first year students and some pipeline students are computer illiterate.

7. . Extended Studies Academy (ESA) courses using e-Learning • The Life Skills, Computer Literacy and Academic Literacy lecturers have uploaded learning materials onto Blackboard and their students are interacting with their respective courses. • All the ESA courses have the evaluation tool loaded and the students have been responding to the questionnaire (monitored by staff members). • The data from these questionnaires were analysed in the first week of October. • The Writing and Reading Centre (WRC) has uploaded some material onto Blackboard. • All WSU students have been loaded onto the WRC course as users. This means that they can all interact with Writing and Reading material and with the WRC Coordinators.

8. . Staff members who have visited the Staff Development Labs • So far, we have 52 out of 202 lecturers (excluding FSET e-Learning Team Leaders) who have been trained on Blackboard came into for practice session and consultation. • A few lecturers use the Blackboard helpdesk option while others use telephonic communication. • Staff training workshops conducted by CLTD, Post graduate Unit and Research Unit are mainly conducted in the CLTD Staff Development Labs.

9. Strategic Questions directed to Academics • The extent of the change anticipated as a result of the new communication technologies suggests that it may be pertinent to readdress many fundamental questions that underlie the smooth and successful operation of the Blackboard technology. • Six key questions are identified. The first problem is: What are the best ways to tackle questions outlined below? • The context of each question is described and further associated relevant questions are also posed and interrogated.

10. Role of Educators It is clear that the role of educators have changed as a result of increasingly sophisticated and widespread use of computer-mediated access to information, computer managed instruction and greater ease of communication between students and lecturers. • How has the role of educators changed as a consequence of this electronic revolution? • For what aspects of education is face-to-face contact between student and lecturer essential or particularly desirable? • What is the role of a lecturer in providing students with competencies, facilities and motivation necessary for them to benefit from the new range of learning opportunities?

11. Knowledge Acquisition? • How can the new communication technologies be used to facilitate learning and knowledge acquisition? • Which media, including face-to-face teaching and print, are most appropriate for meeting the needs and learning styles of individual students? How can educationalists be helped to identify and evaluate alternatives models to traditional modes of teaching learning? • What might be the influence of extensive use of electronically-mediated learning on the development of person’s self perception, spiritually and creativity? How can any perceived deficiencies be addressed?

12. How can e-Learning technology be used in different learning and teaching situations? • What is the division of labour between the competency and the requirements of lecturers as they prepare their learning materials for students who use this technology? •  What initiatives can academics take to promote e-learning and inclusion in their institution? • What kind of support and guidance do academics offer? • How does this differ from the traditional role of lecturing?

13. E-Assessment In what ways might assessment methods be adopted in recognition and support of new approaches to individual and group learning? • What new learning methods, teaching styles and forms of assessment are now feasible as a result of developments in electronic communications? • Are there any negative effects on knowledge production due learner interactions with the Blackboard technology, which leads to a greater capacity to retrieve information?

14. Electronic Books and Data-Base How do we know whether information one obtain from websites of reputable universities likely to be reliable? •  Are students made aware of plagiarism when writing their assignments and tasks using the Internet as their source of data? • What new opportunities are opening up for students who cannot or do not wish to be examined by Blackboard-based assessment procedures?

15. Computer/Video Conferencing What are the implications of this new technology in classroom practice? • Will this new technologies enable lecturers to adapt teaching more sensitively to each student’s learning style, motivation, stage of personal and intellectual development, and financial resources? How should fears of students being made to fit standardised teaching systems be addressed? • In what ways, and to what extent, should account be taken of the learner’s age, gender, religion, nationality, language and culture? • How can we ensure educational objectives rather than technological dictates dominate practice? • How, and by whom, should developments be planned, resourced, implemented and evaluated?

16. Conclusion A number of strategic questions have been posed in this paper – questions that deal especially with how academics will react to their classroom practice in this era of e-technology. The questions posed above are an idiosyncratic list reflecting my own interest, experience and academic background. Whether or not these are the right questions or not is not easy to determine. It is possible that there here are many fundamental questions which educationalists might address anew in the light of the impact of new electronic technologies: questions that workshop should generate and debate.

17. I THANK YOU