Sibongile Simelane-Mnisi

By Olika Moila, Andile Mji and Sibongile Simelane-Mnisi

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

By Sibongile Simelane-Mnisi and Ntebogeng Mokgala-Fleischmann

The purpose of this study was to develop a training framework to enhance digital skills, practice and pedagogy of Chemistry teachers to effectively use a learning management system (LMS). The Department of Chemistry has been unsuccessful in adopting and integrating technology in teaching since 2011 due to the lack of a framework for training teachers in skills and competencies required to successfully implement digitalization pedagogy, engage students and improve student success. The challenge was that Chemistry teachers used LMS as a repository. This observation was not in line with the newly approved study University’s Teaching, Learning and Technology Strategy and did not support student-centered learning. Action research was employed. It was found that the teacher-training framework and the remote training of Chemistry teachers were developed and implemented. After training, the design and development of online modules significantly improved. COVID-19 lockdown accelerated the transition to fully online teaching.

Part of the book: New Updates in E-Learning

By Sibongile R. Ngcapu, Sibongile Simelane-Mnisi and Andile Mji

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