The Use of Various ICTs in Blended Collaborative Learning at the University of Botswana G.G.Seleka K.V. Mgaya M.N. Sechaba

OBJECTIVES To determine specific limitations found in developing countries that call to different approach to e-learning To investigate whether a single specific tool or combination of ICT tool(s) can adequately meet the requirements of a blended environment in a developing country

OUTLINE OF METHODOLOGY Data collection - Year 1, 2, 3 Students 200 questionnaires distributed randomly; 138 were correctly completed Descriptive Statistics

Review of related Works Flexibility and Convenience Cost Reduction Access to Technology Computer Skills Platform or Tool used

ANALYSIS Popularity of Course Delivery Tools  WebCT Most Popular, LAN Folders and Course Websites Commonly Used Facilities in each Tool  Downloading of course material and assignments  WebCT used for “simple staff” Accessibility, Friendliness, Availability  WebCT and LAN Folders scored well

RECOMMENDATIONS Call for more extensive use of Web-based platforms such as WebCT to fully exploit their potential  For example: Educational Technology departments should popularize and provide extensive training on the capability of such tools to both lecturers and students ICTs should be used in such a way that they complement each other  WebCT is more interactive but slower than LAN Servers, therefore using both tools would be ideal Policy makers ought to understand the cost implications of adopting ICT platforms.  Given the use of WebCT for “simple staff” is the cost justified?

CONCLUSION Most of the key points presented in the literature review are supported by the study At UB, WebCT and LAN Servers are the most popular tools, Course Website are not used. Possible due to the following:  WebCT License provided by the university  LAN folders infrastructure readily available and easy to develop  It is not easy to develop Course Website