Chapters authored
Lecturers’ Experiences in Teaching Using VR Resources at a Selected University, South Africa
Globally, academics have reconnoitered the various benefits of virtual reality (VR) in education. This study explored the lecturers’ experiences with VR resources in teaching and learning environments with pre-service teachers at one of the selected universities in South Africa. The study engaged a qualitative method, comprising of semi-structured face-to-face interviews with 6 lectures. The data from the interviews were evaluated by hand and the findings from this study were precisely described as given by the interviewees. These findings specified that the lecturers acknowledged the effectiveness of the use of VR resources in teaching and learning since all activities become more concrete., However, the lecturers indicated that there were some challenges that hindered them from employing VR resources into their teaching and learning environments and these included a lack of adequate lecturer development for the use of VR tools for teaching; inadequate VR tools for teaching and learning in their departments; VR resources were not tailor-made for their current curricula; and inadequate funding for 4IR resources. Hence, this study recommended that this university should immediately provide all the support required to facilitate the lecturers’ use of VR resources for teaching to avoid the use traditional teaching and learning methods.
Part of the book: Augmented Reality and Its Application
Strategy as Plan for Technology Integration to Reposition Lecturers for the New Normal in Higher Education
This chapter reports on the strategy as plan using ICT policy that could impact on repositioning the lecturers for the integration of technology for the new normal in education. Global, the COVID-19 pandemic distinctly exposed the unpreparedness of lecturers to integrate technology in teaching and learning when the shutdown of the higher institutions was announced. The participants consisted of 37 lecturers from four departments in the School of Education at a university of technology in South Africa. A qualitative case study method was used. An open-ended questionnaire, individual interviews and document analysis were used to collect data. Atlas.ti was used to analyse data. The findings revealed that the study University does not have the eLearning policy to enforce technology integration. Hence the unpreparedness of lecturers to integrate was discovered during Covid-19. It is recommended the study university develops an ICT policy, involving lecturers as stakeholders to promote ownership and conformability.
Part of the book: New Updates in E-Learning