Abstract
University students require digital skills and digital competencies to take full advantage of online learning. Students engaging in online learning often feel isolated from their peers and because of a lack of social presence. The purpose of this chapter was to explain the digital skills, digital competencies, and social presence required for effective, online learning for students in a South African university. The extended general technology competency and use framework was used from a social presence theory perspective in the study reported in this chapter. A case-study approach was used, involving a highly-ranked university. A mixed-methods design was followed. Data were collected using an online questionnaire completed by 127 respondents, and semi-structured interviews with seven participants. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using thematic analysis. The findings indicated that online communication, social context, and interactivity were a challenge to students when engaging in online learning. Students felt isolated from educators, which affected their online learning experience. The study contributes to the body of theory by adding social presence in general technology competency and use. The findings of the study contribute to policies such as lifelong learning in South Africa, and quality education towards achieving Sustainable Development Goal 4. The findings of the study also contribute to the body of knowledge regarding information and communication technology and education.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
DiGiuseppe, M., et al.: Are you ready? Assessing digital competencies for online learning via the General Technology Confidence and Use (GTCU) Instrument. In: EdMedia+ Innovate Learning. Association for the Advancement of Computing in Education (AACE) (2017)
Webb, A., McQuaid, R.W., Webster, C.W.R.: Moving learning online and the COVID-19 pandemic: a university response. World. J. Sci. Technol. Sustain Dev 18(1), 1–19 (2021)
Andrews, J., Jones, M.: What’s happening in their space? Exploring the borders of formal and informal learning with undergraduate students of education in the age of mobile technologies. J. Interactive. Media Educ. 1, 2015 (2015)
Cronje, J.: Towards a new definition of blended learning. Electron. J. e-Learn. 18(2), 114–121 (2020)
Oblinger, D., Oblinger, J.: Is it age or IT: first steps toward understanding the net generation. Educ. Net Gener. 2(1–2), 20 (2005)
Barakabitze, A.A., et al.: Transforming African education systems in science, technology, engineering, and mathematics (STEM) using ICTs: challenges and opportunities. Educ. Res. Int. 2019, 1–29 (2019)
UNESCO: COVID-19 a Global Crisis for Teaching and Learning. UNESCO (2020)
Munoz, K.E, Wang, M.J., Tham, A.: Enhancing online learning environments using social presence: evidence from hospitality online courses during COVID-19. J. Teach. Travel Tourism 1–20 (2021)
UNESCO: COVID-19: reopening and reimagining universities, p. 36. Survey on Higher Education through the 2021 UNESCO National Commissions (2021)
Bozkurt, A., et al.: A global outlook to the interruption of education due to COVID-19 Pandemic: navigating in a time of uncertainty and crisis. Asian J Distance Educ 15(1), 1–126 (2020)
Waller, P.P., Maxwell, K.L.: Mathematics teachers’ perceptions of resources and curriculum availability in post-apartheid schooling. Int. J. Sci. Math. Educ. 15(4), 741–757 (2017)
Group, A. Development, and Bank: Africa Infrastructure Development Index (AIDI), 2020 (2021)
Chinembiri, T.: Despite reduction in mobile data tariffs, data still expensive in South Africa. Research ICT Africa (2020). https://researchictafrica.net/publication/despite-reduction-in-mobile-data-tariffs-data-is-still-expensive-in-south-africa/. Accessed 28 Oct 2020
National Planning Commission: National Development Plan 2030: Our Future-Make It Work. T.P.R.o.S. Africa, Editor (2012)
Hargittai, E.: Survey measures of web-oriented digital literacy. Soc. Sci. Comput. Rev. 23(3), 371–379 (2005)
UNESCO: Digital skills critical for jobs and social inclusion [cited 28 Oct 2020] (2018). Available from https://en.unesco.org/news/digital-skills-critical-jobs-and-social-inclusion
Adedoyin, O.B., Soykan, E.: Covid-19 Pandemic and Online Learning: the Challenges and Opportunities. Interact. Learn. Environ. 1–13 (2020)
Haider, M., et al.: The impact of human resource practices on employee retention in the telecom sector. Int. J. Econ. Fin. Issues 5(1S) (2015)
Twinomurinzi, E., Msweli, N.T.: Digital natives still need intentional digital skills in the 41R: comparing the general and ICT self-efficacy of South African Youth. Development 12, 15–20 (2019)
Landa, N., Zhou, S., Marongwe, N.: Education in emergencies: lessons from COVID-19 in South Africa. Int. Rev. Educ. 67(1–2), 167–183 (2021)
Mpungose, C.B.: Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Hum. Soc. Sci. Commun. 7(1), 113 (2020)
He, T., et al.: (2020) Exploring students’ digital informal learning: the roles of digital competence and DTPB factors, pp. 1–11. Behaviour & Information Technology (2020).
Short, J.E., Williams, Christie, B.: The Social Psychology of Telecommunications. Wiley, Toronto, London, New York (1976)
Händel, M., et al.: Digital readiness and its effects on higher education students’ socio- emotional perceptions in the context of the COVID-19 pandemic. J. Res. Technol. Educ. 1–13 (2020)
Kang, M., Im, T.: Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment. J. Comput. Assist. Learn. 29(3), 292–301 (2013)
Lin, C.-H., Zheng, B., Zhang, Y.: Interactions and learning outcomes in online language courses. Br. J. Edu. Technol. 48(3), 730–748 (2017)
Abbasi, S., et al.: Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pak. J. Med. Sci. 36(COVID19), S4(2020)
Tsang, J., et al.: Higher education during the pandemic: The predictive factors of learning effectiveness in COVID-19 online learning. Educ. Sci. 1(8), 446 (2021)
CHE: Higher Education Monitor 5: ICTs and the South African Higher Education Landscape. The Council on Higher Education, Pretoria (2005)
Bharuthram, S., Kies, C.: Introducing e-learning in a South African Higher Education Institution: challenges arising from an intervention and possible responses. Br. J. Edu. Technol. 44(3), 410–420 (2013)
Firat, M., Bozkurt, A.: Variables affecting online learning readiness in an open and distance learning university. Educ. Media Int. 57(2), 112–127 (2020)
la-Mutka, K., Punie, Y., Redecker, C.: Digital Competence for Lifelong Learning, pp. 271–282. Institute for Prospective Technological Studies (IPTS), European Commission, Joint Research Centre. Technical Note: JRC, 48708 (2008)
Mgqwashu, E.M.., et al.: Transitions from rural contexts to and through higher education in South Africa: negotiating misrecognition. Compare: J. Comparative Int. Educ. 50(7), 943–960
Mojapelo, S.M.: The internet access and use in public libraries in Limpopo Province, South Africa. Public Library Quart. 39(3), 265–282 (2020)
Dimri, A.K.: E-counselling support during COVID-19 pandemic: Analysis of learners’ feedback. Asian Assoc. Open Univ. J. (ahead-of-print) (2021)
Nguyen, T.: The effectiveness of online learning: beyond no significant difference and future horizons. MERLOT J. Online Learn. Teach. 11(2), 309–319 (2015)
Rizvi, S., Rienties, B., Khoja, S.A.: The role of demographics in online learning; a decision tree based approach. Comput. Educ. 137, 32–47 (2019)
Yaniawati, P., et al.: Integration of e-learning for mathematics on resource-based learning. Increasing Math. Creative Thinking Self-Confidence 15(06), 19 (2020)
Dwivedi, Y.K., et al.: Impact of COVID-19 pandemic on information management research and practice: transforming education, work and life. Int. J. Inf. Manage. 55, 102211 (2020)
Bezuidenhout, A.: Analysing the importance-competence gap of distance educators with the increased utilisation of online learning strategies in a develo** world context. The Int. Review Res. Open Distrib. Learn. 19(3) (2018)
Cloete, A.L.: Technology and education: challenges and opportunities. HTS: Theol. Stud. 73(3), 1–7 (2017)
Tu, C.-H., McIsaac, M.: The relationship of social presence and interaction in online classes. Am. J. Distance Educ. 16(3), 131–150 (2002)
Lowenthal, P., et al.: “Thinking beyond zoom: using asynchronous video to maintain connection and engagement during the COVID-19 Pandemic. J. Technol. Teach. Educ. 28, 383–391 (2020)
Tallent-Runnels, M.K., et al.: Teaching courses online: a review of the research. Rev. Educ. Res. 76(1), 93–135 (2006)
Greenhow, C., et al.: “A decade of research on K–12 teaching and teacher learning with social media: Insights on the state of the field. Teach. Coll. Rec.: Voice Scholar. Educ. 122(6), 1–72 (2020)
Desjardins, F.: Information and communication technology in education: A competency profile of francophone secondary school teachers in Ontario. Can. J. Learn. Technol./La revue canadienne de l’apprentissage et de la technologie 31(1), 1–14 (2005)
Desjardins, F., Peters, M.: Single-course approach versus a program approach to develop technological competencies in preservice language teachers. In: Preparing and Develo** Technology-Proficient L2 Teachers, pp. 3–21 (2007)
Picciano, A.G.: Beyond student perceptions: Issues of interaction, presence, and performance in an online course. J. Asynchron. Learn. Netw. 6(1), 21–40 (2002)
THE: World University Rankings 2021 [cited 10 Feb 2023] (2021). Available from https://www.timeshighereducation.com/world-university-rankings/2021/world-ranking#!/page/0/length/25/locations/EGY/sort_by/rank/sort_order/asc/cols/stats
Abubakre, M., Faik, I., Mkansi, M.: Digital entrepreneurship and indigenous value systems: an Ubuntu perspective. Inf. Syst. J. 31(6), 838–862 (2021)
NSFAS:2021 Progamme Funding Status Report. National Student Financial Aid Scheme (NSFAS) (2021)
Saunders, M.N., Lewis, P.: Doing Research in Business & Management: An Essential Guide to Planning Your Project. Pearson (2012)
DiGiuseppe M., et al.: Exploring Competency Development with Mobile Devices. International Association for Development of the Information Society (2013)
Braun, V., Clarke, V.: Using thematic analysis in psychology. Qual. Res. Psychol. 3(2), 77–101 (2006)
Diga, K., May, J.: The ICT Ecosystem: The Application, Usefulness, and Future of an Evolving Concept, pp. 1–6. Taylor & Francis (2016).
Hargittai, E.: Digital na(t)ives? Variation in internet skills and uses among members of the ‘net generation.’ Sociol. Inq. 80(1), 92–113 (2010)
Van der Vyver, A.G., Williams, B., Marais, M.A.: Using social media as a managerial platform for an educational development project: Cofimvaba. Int. J. Inf. Educ. Technol. 5(12), 910–913 (2015)
Eberhard, B, et al.: Smart work: The transformation of the labour market due to the fourth industrial revolution (I4. 0). Int. J. Bus. Econ. Sci. Appl. Res. 10(3) (2017)
Dube, B.: Rural online learning in the context of COVID 19 in South Africa: evoking an inclusive education approach. Multidiscip. J. Educ. Res. 10(2), 135 (2020)
Stevens, K.E., Stevens, R.E., Grady, R.L.: Facilitating student-instructor and student-student interaction during remote learning using a 3D printed mirror mount. J. Chem. Educ. 98(4), 1436–1441 (2021)
Bappah, A.S.: Appraisal of Social Learning Potentials in Some Trending Mobile Computing Applications. ar**v:1402.1919 (2014)
Markett, C., et al.: Using short message service to encourage interactivity in the classroom. Comput. Educ. 46, 280–293 (2006)
Hennessy, S., Harrison, D., Wamakote, L.: Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale Online J. Afr. Stud. 2(1), 39–54 (2010)
Partin, C.M., Lauderdale, S.: Bringing it all together: Interdisciplinary perspectives on incorporating mobile technologies in higher education. In: Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies (2013)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Lubisi, N., Mwapwele, S.D. (2024). Factors Affecting Online Learning for South African University Students: Social Presence, Digital Skills, and Digital Competence. In: Akinlolu, M., Makua, M., Ngubane, N. (eds) Online Teaching and Learning in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-031-56953-1_5
Download citation
DOI: https://doi.org/10.1007/978-3-031-56953-1_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-56952-4
Online ISBN: 978-3-031-56953-1
eBook Packages: EducationEducation (R0)