Rethinking Technological Learning Spaces for Effective Teaching and Learning in Higher Education Institutions: A Perspective from South Africa

Abstract

The emergence of learning technology in higher education is an interesting phenomenon that continues to gain acceptance. While South Africa is regarded as one of the leading African nations with quality higher education, there is a need for her tertiary institutions to fortify their technological learning spaces to meet the needs of today’s upwardly-mobile higher education students. This study adopts a single case qualitative study design in the form of a survey to examine the state of technological learning spaces in a comprehensive university. The actual data for the study was collected from eight (8) academic staff in a rural-based university in South Africa. Data were collected through focus group interviews to allow for rich descriptions of the true state of technological space of learning in the institution. The data were analyzed using thematic analysis. The main variables of technological learning spaces were broken down into sub-themes to address key research issues raised in the study. The findings revealed that though technological facilities such as Wi-Fi internet services, computer laboratory, and Learning Management System (LMS) are available in the institution, some factors are constraining the staff and students from effectively utilizing of these technologies. The study recommends adequate funding/investment, as well as a partnership between the rural based institutions and the universities of technologies in South Africa, as key steps in repositioning the institution’s technological space towards teaching and learning needs of the 21st century higher education students.