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Annual Conference of the Southern African Computer Lecturers' Association

SACLA 2022: ICT Education pp 171–185Cite as

“I Feel Like I Am Teaching Myself” - An Exploratory Study of the Factors and Implications of Online Learning

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Part of the Communications in Computer and Information Science book series (CCIS,volume 1664)

Abstract

Higher education institutions had to adapt to a new normal quickly brought about by the Covid-19 pandemic. This research set out to explore the factors impacting the adoption of online learning by students and the implications of these factors on future learning. An online survey was conducted and analysed using quantitative and qualitative methods, guided by an extended technology acceptance model. The research was necessary as online learning is anticipated to continue to be used for education by higher education institutions. The findings showed the benefits of learning flexibility of online learning. However, social isolation resulted in low motivation and perception of lowering the quality of education. The research concludes that students need reassurance that they are getting an adequate education through structured learning materials and processes with timely lecturer support. Students need access to peers and must be encouraged to engage. Furthermore, students need to find their optimal learning spaces because, as life-long learners, they need to teach themselves effectively.

Keywords

  • Online learning
  • Flexibility
  • Isolation
  • Education quality
  • Learning spaces
  • Extended technology acceptance model

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Fig. 1.

(adapted from [4])

Fig. 2.

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Author information

Authors and Affiliations

  1. School of IT, University of the Western Cape, Cape Town, Western Cape, South Africa

    Malcolm Garbutt

  2. Faculty of Commerce, University of Cape Town, Cape Town, Western Cape, South Africa

    Pitso Tsibolane & Tristan Pillay

Authors
  1. Malcolm Garbutt
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  2. Pitso Tsibolane
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  3. Tristan Pillay
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Corresponding author

Correspondence to Pitso Tsibolane .

Editor information

Editors and Affiliations

  1. Stellenbosch University, Stellenbosch, South Africa

    Richard J. Barnett

  2. Stellenbosch University, Stellenbosch, South Africa

    Daniel B. le Roux

  3. Stellenbosch University, Stellenbosch, South Africa

    Douglas A. Parry

  4. Stellenbosch University, Stellenbosch, South Africa

    Bruce W. Watson

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Garbutt, M., Tsibolane, P., Pillay, T. (2022). “I Feel Like I Am Teaching Myself” - An Exploratory Study of the Factors and Implications of Online Learning. In: Barnett, R.J., le Roux, D.B., Parry, D.A., Watson, B.W. (eds) ICT Education. SACLA 2022. Communications in Computer and Information Science, vol 1664. Springer, Cham. https://doi.org/10.1007/978-3-031-21076-1_10

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  • DOI: https://doi.org/10.1007/978-3-031-21076-1_10

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