Late Departures from Paper-Based to Supported Networked Learning in South Africa: Lessons Learned

• Published in: International journal of distance education technologies 2018-01, Vol.16 (1), p.56-75
• Main Authors: Kok, Illasha, Bester, Petra, Esterhuizen, Hennie
• Format: Article
• Language: English
• Subjects: Blended Learning; Colleges & universities; Computer Networks; Computer Software; Digitization; Distance Education; Distance learning; Education; Focus Groups; Foreign Countries; Handheld Devices; Health Services; Information Technology; Management Systems; Methods; Nurses; Nursing; Nursing Education; Online instruction; Qualitative Research; Resilience (Psychology); Student Attitudes; Tablets; Teaching; Technology adoption; Transformative Learning; Web Based Instruction; Wi-Fi
• ISSN: 1539-3100; 1539-3119
• DOI: 10.4018/IJDET.2018010104

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.