This chapter explores students' experiences in the use of online learning management systems (LMS) and advanced digital media technology to enhance learning skills in historically disadvantaged universities in South Africa. A qualitative research design was used to highlight how digital transformation could improve or enhance the student's learning experience and make an effective contribution to an effective learning culture, especially in historically disadvantaged higher education institutions in the Global South. In this chapter, a total number of 20 honours students from the University of Venda in South Africa were purposively selected to voice their views, opinions, and experiences with online learning and the use of digital technology for learning purposes during the COVID-19 pandemic. The chapter established that online learning management systems such as Blackboard, Moodle, and digital media technology played a vital role to enhance student's learning experience at South African rural universities during the COVID-19 pandemic.
TopIntroduction And Background
South Africa for years has been imperiled to serious inequalities and disparities in various sectors of society including the institutions of higher education. The South African higher education system comprises twenty-six institutions of higher education teaching and learning, of which only the University of South Africa (UNISA) offers quality distance education through an online learning management system and advanced digital technology platforms. Given the past South African colonial education system, these higher education institutions are further subdivided into historically advantaged and disadvantaged institutions. In addition, these public institutions are classified into three groups, such as traditional universities which offer theoretically orientated university degrees; universities of technology which offer vocational-oriented diplomas and degrees; and comprehensive universities which offer a combination of both types of degrees. The South African educational system was previously cautiously designed to benefit the minority of individuals in the country while the majority were disadvantaged. However, in the context of present-day South Africa, the purpose of education must contribute to and support the process of societal transformation with its compelling version of people-driven development leading to the building of a better quality life for all (Government Gazette, 15 August 1997).
Furthermore, there is no doubt that even in the South African educational system, quality learning can only be determined or achieved through the use of digital media technology and online learning management systems such as Blackboard, Moodle, and social media sites that could enhance students’ learning experience. Moreover, the outbreak of the Coronavirus also known as the COVID-19 pandemic, and the quick emergence of the fourth industrial revolution (4IR) interrupted the status quo regarding the traditional practice of students’ learning experience not only in South Africa but globally. Research shows that the COVID-19 pandemic disrupted various institutions' normal operations, including the higher education system. As Sari and Maningtyas (2020:94) indicated that “the outbreak of coronavirus (Covid-19 pandemic) caused upheaval in almost all sectors such as economy, social, culture and education around the world such as the closure of offices, schools, universities, air, land, shopping centres, and sea transportation”. The outbreak of coronavirus has transformed how teachers and learners interact in the educational setting with the introduction of lockdown levels. During the lockdown, children were expected to continue learning from their respective homes. Thus, most institutions of higher education in South Africa started to entirely disband contact classes or lectures for online learning. As such, online teaching and learning or digital transformation became a subject matter of debate and focus globally.
South Africa has eight universities or institutions of higher education for teaching and learning that are categorised as rural-based or historically disadvantaged institutions namely, the Mangosuthu University of Technology, the University of Fort Hare, Walter Sisulu University, the University of Venda, the University of Zululand, the University of Limpopo, the Sefako Makgatho Health Sciences University, and the University of Western Cape. This chapter focuses on students’ use of online learning management systems to enhance quality learning at the University of Venda, which is situated in a rural area of Limpopo Province, South Africa. During COVID-19 lockdowns, the University of Venda was forced to use online learning management system such as Blackboard and then Moodle. Online learning is a “distance learning process by utilising Internet-based digital media that can support the learning process without physical contact between” lecturers and students (Sari & Maningtyas, 2020: 97). Whereas Zhao (2020: 31), highlighted that the “pandemic has allowed society to rethink education and focus on what, how, and where of learning”. Most importantly, digital technology and online platforms have become part of our lives in such a way that they have transformed not only the way society think, communicates, socialises, and interacts, but how educational services and activities are offered to higher education students.