In many Global South countries, including South Africa, the adoption of Virtual Lab (VL) remains largely conceptual. This paper emphasizes the necessity of understanding teachers' perceptions of VL... Show More

In many Global South countries, including South Africa, the adoption of Virtual Lab (VL) remains largely conceptual. This paper emphasizes the necessity of understanding teachers' perceptions of VL before implementation to mitigate risks of abandonment or underutilization post deployment. Guided by the Technology Acceptance Model (Davis, 1989), the research employed a sequential explanatory mixed-methods approach. Phase 1 comprised a questionnaire survey with 186 randomly selected life science teachers in the Eastern Cape province, and Phase 2 involved in-depth semi-structured interviews with 4 teachers. Data analysis included descriptive statistics and thematic analysis. Findings reveal positive perceptions and a solid intention to adopt VL among teachers, highlighting its perceived usefulness in rural schools. However, caution is warranted as intention alone may not ensure actual adoption. This paper offers insights into the perceptions of teachers in rural regions, whose voices are conspicuously absent in the broader discourse on adopting novel technologies in science education.

This study determines collaborative writing factors affecting English as a foreign language (EFL) students' writing performance (WP). The model draws on Bandura's social cognitive learning theory... Show More

This study determines collaborative writing factors affecting English as a foreign language (EFL) students' writing performance (WP). The model draws on Bandura's social cognitive learning theory, focusing on environmental factors, individual beliefs, and behavioral factors. The questionnaires were delivered to 85 EFL students at a university in Vietnam. The statistics show that the standardized root mean squared residual index is .060, meaning a good model fit. In particular, the path regressions indicate that WP is affected directly by behavioral factors (63.7%) and indirectly by environmental factors (61.4%) and individual beliefs (24.1%). Regarding the collaborative writing environment, WP is indirectly affected by interaction with peers (37.3%), interaction with teachers (16.6%), and attitude toward the course (12.3%); however, the indirect effect of the use of technology on WP is not statistically significant. Finally, the author discusses some major administrative measures to stimulate causative factors, which will improve EFL students' WP.

This study explored the support needs of PG students in health studies at a South African Open Distance Learning institution during and after COVID-19 to address research-related challenges. Using a... Show More

This study explored the support needs of PG students in health studies at a South African Open Distance Learning institution during and after COVID-19 to address research-related challenges. Using a qualitative, exploratory, phenomenological design, 22 Master's and Doctoral students were purposefully sampled and interviewed via Microsoft Teams. Data were analysed using Tesch's coding technique. Findings reveal challenges in online communication with university departments, including delayed or non-responses from libraries, bursaries, registration offices, and supervisors. Recommendations include a centralized call centre, query management system, and faculty-specific workshops. Strengthened research and student support policies, including contingency plans for unforeseen disruptions, are essential. Enhanced information and communication technology is critical. This study offers insights for global institutions to better support PG students during future crises.

This study examines the perceptions and acceptance of virtual reality (VR) technology among underserved students through the Technology Acceptance Model (TAM), the influence of social interactions... Show More

This study examines the perceptions and acceptance of virtual reality (VR) technology among underserved students through the Technology Acceptance Model (TAM), the influence of social interactions, and the impact of a solar system–related VR activity. The study found that VR activities generally enhanced acceptance, with perceived enjoyment being the most influential factor, while perceived usefulness had the least impact. Strong social ties led students to value social interaction features, although these same students found VR less enjoyable. The solar system VR activity increased positive sentiment, particularly in perceived enjoyment, although other factors remained moderately influential. These findings highlight the need for refining VR's social interaction features to better meet the expectations of students with strong social ties. The study also underscores the importance of equitable VR implementation in education and calls for further research on VR's impact on learning outcomes and engagement and its effectiveness across diverse populations.