1. An exploration of the feasibility of using computer-based learning with rural Open and Distance Learning (ODL) students at University of KwaZulu-Natal (UKZN) Presented by Lindiwe Mzizi

2. Background of Open Learning Network Established in 2000 to support delivery of ODL programmes using mixed mode Programmes offered by Education, Nursing & Community Development Established various learning centres across KwaZulu-Natal and in the Eastern Cape

3. Research Problem With increasing reliance on technology – use of computers for improving learning and teaching has become a driving need Programmes planning to introduce computer- based instructions into delivery methods Purpose: To assess students’ readiness to engage in computer-based learning

4. Literature Review Distance students need accessibility to computers and computer skills to be successful in computer-based learning (Agius, 2004) Computer skills required for successful online learning: word processing skills, telecommunication skills, conferencing skills (McConnell, 2000) Connectivity and ability to use internet prerequisite for online learning (Salmon, 2003)

5. Cont.. Computer self-efficacy significant influence on computer-use outcomes, emotional reactions to computers and actual computer use (Compeau and Higgins, 1995) Confidence in using internet and computer- mediated communication key factors for online learning (Warner, Christie and Choy, 1998)

6. Cont.. 21.8% of students had no knowledge of windows application and 40% had no knowledge of internet (Lupo and Erlich, 2001) Barriers to infusing technology use into ODL programmes: – Limited availability of equipment, lack of training, lack of technical support (Abdal-Haqq, 1995) – Economic factors, social-cultural barriers, political barriers, psychological barriers (Rambe and Mawere, 2011)

7. Research Method Cross-sectional survey in 2009 Self-administered questionnaires consisting 21 closed ended and 4 open-ended questions Carried out with students attending at 13 learning centres Students enrolled in Education and Nursing programmes

8. Findings 737 of 955 students (randomly sampled) completed and returned questionnaires (77%) 50% of respondents are computer literate 10% owned a computer 45% did not know how to use a computer 96% of the respondents agreed that it is very important to learn how to use a computer.

9. Cont.. School Leadership and Mathematics, Science and Technology (MST) have highest rates of students using a computer for study purpose (90% and 69% respectively) Both School Leadership and MST have offered computer literacy lessons Computer lessons may have made it easier for them to use computer for study purposes

10. Discussion Computer literacy classes offered as part of programmes – successful in improving computer self efficacy of students Though schools utilized as OL centres have computer facilities, challenges: – Lack of technical support – Students infecting computers with viruses – No provision of internet – Insufficient computers

11. Suggested Model Since 96% willing to take DoE offer – they would be willing to contribute towards buying their own computer Students surveyed were funded Cost of laptop ~ 13% of usual fee paid by funding agencies Adding cost of software and insurance ~ 20% of fees

12. Cont.. Altering contractual agreement with DoE – part of laptop cost be built into contract Teachers pay 10% for laptop fees The other 10% subsidized as part of the programme Recommend ODL programmes partnering with DoE to investigate how this option can be promoted

13. Conclusion Computer-based learning is feasible for rural ODL students, provided: – ODL providers become innovative to help students own computers and to learn to use a computer – 96% of the respondents agreed that computer usage is important – ODL students are willing and ready for computer- based learning

14. Thank you

15. References Abdal-Haqq, I. 1995. Infusing technology into pre-service teacher education. ERIC Digest Agius, B. 2004. Students’ readiness for online learning: A case study from The Faculty of Education, Journal of Maltese Education Research, Vol. 2, No. 2 Campeau, D.R., & Higgins, C.A. 1995. Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19(2), 189-211 Lupo, D., & Erlich, Z. 2001. Computer literacy and applications via distance e-learning. Computers & Education, 36, 333-345 Rambe, P., & Mawere, M. 2011. Barriers and constraints to epistemological access to online learning in Mozambique schools. International Journal of Politics and Good Governance, Vol. 2, No. 2 Salmon, G. 2003. E-moderating: The key to teaching and learning online. UK: Routledge Falmer