Prospects and Prevalence of Higher Education Learning Technologies for Secondary Social Sciences Student-teachers in South Africa and Lesotho: A Comparative Study

Carlie Luzaan Schlebusch; Motsamai Joseph Mosebekoa

Makale detayları

Prospects and Prevalence of Higher Education Learning Technologies for Secondary Social Sciences Student-teachers in South Africa and Lesotho: A Comparative Study

Yazarlar:

Carlie Luzaan Schlebusch | Motsamai Joseph Mosebekoa

Yayıncı:

Kafkas University

Ana Başlıklar:

Instructional Technologies | Educational Technology and Computing

Dergi:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.161-173

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001342478

pISSN:

2148-8940

Anahtar kelimeler:

Özet:

 The South African Development Communitys educational framework for Higher Education emphasises the enhancement of learning technologies to ensure quality teaching and learning. This study seeks to compare the advancements in learning technologies within Higher Education in South Africa and Lesotho, specifically in social sciences education. One university from South African and one from Lesotho were purposefully selected for this comparative study. Adopting a pragmatic paradigm, the study prioritises the methods that best address the research questions, employing a qualitative approach. The primary participants were student-teachers, selected purposefully from each university. Data was gathered through interviews and analysed thematically. The findings reveal that in both countries, learning technologies serve various purposes, including providing learning resources, facilitating and assessing learning, promoting cooperative learning, enabling learning anywhere, and managing COVID-19 impacts. The available learning management systems at each university, Thuto Lesotho and eThuto South Africa, are supported by devices such as computers and smartphones.

 The South African Development Communitys educational framework for Higher Education emphasises the enhancement of learning technologies to ensure quality teaching and learning. This study seeks to compare the advancements in learning technologies within Higher Education in South Africa and Lesotho, specifically in social sciences education. One university from South African and one from Lesotho were purposefully selected for this comparative study. Adopting a pragmatic paradigm, the study prioritises the methods that best address the research questions, employing a qualitative approach. The primary participants were student-teachers, selected purposefully from each university. Data was gathered through interviews and analysed thematically. The findings reveal that in both countries, learning technologies serve various purposes, including providing learning resources, facilitating and assessing learning, promoting cooperative learning, enabling learning anywhere, and managing COVID-19 impacts. The available learning management systems at each university, Thuto Lesotho and eThuto South Africa, are supported by devices such as computers and smartphones.

 The South African Development Communitys educational framework for Higher Education emphasises the enhancement of learning technologies to ensure quality teaching and learning. This study seeks to compare the advancements in learning technologies within Higher Education in South Africa and Lesotho, specifically in social sciences education. One university from South African and one from Lesotho were purposefully selected for this comparative study. Adopting a pragmatic paradigm, the study prioritises the methods that best address the research questions, employing a qualitative approach. The primary participants were student-teachers, selected purposefully from each university. Data was gathered through interviews and analysed thematically. The findings reveal that in both countries, learning technologies serve various purposes, including providing learning resources, facilitating and assessing learning, promoting cooperative learning, enabling learning anywhere, and managing COVID-19 impacts. The available learning management systems at each university, Thuto Lesotho and eThuto South Africa, are supported by devices such as computers and smartphones.

 The South African Development Communitys educational framework for Higher Education emphasises the enhancement of learning technologies to ensure quality teaching and learning. This study seeks to compare the advancements in learning technologies within Higher Education in South Africa and Lesotho, specifically in social sciences education. One university from South African and one from Lesotho were purposefully selected for this comparative study. Adopting a pragmatic paradigm, the study prioritises the methods that best address the research questions, employing a qualitative approach. The primary participants were student-teachers, selected purposefully from each university. Data was gathered through interviews and analysed thematically. The findings reveal that in both countries, learning technologies serve various purposes, including providing learning resources, facilitating and assessing learning, promoting cooperative learning, enabling learning anywhere, and managing COVID-19 impacts. The available learning management systems at each university, Thuto Lesotho and eThuto South Africa, are supported by devices such as computers and smartphones.

Makale detayları

Prospects and Prevalence of Higher Education Learning Technologies for Secondary Social Sciences Student-teachers in South Africa and Lesotho: A Comparative Study

Yazarlar:

Carlie Luzaan Schlebusch | Motsamai Joseph Mosebekoa

Yayıncı:

Kafkas University

Ana Başlıklar:

Instructional Technologies | Educational Technology and Computing

Dergi:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.161-173

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001342478

pISSN:

2148-8940

Learning technologies

student-teachers

higher education

Sayı

Makale detayları

Prospects and Prevalence of Higher Education Learning Technologies for Secondary Social Sciences Student-teachers in South Africa and Lesotho: A Comparative Study

Yazarlar: Carlie Luzaan Schlebusch | Motsamai Joseph Mosebekoa

Yayıncı: Kafkas University

Ana Başlıklar: Instructional Technologies | Educational Technology and Computing

Dergi: e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.161-173

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001342478

pISSN: 2148-8940

Learning technologies

student-teachers

higher education

Sayı

Yazarlar:

Carlie Luzaan Schlebusch | Motsamai Joseph Mosebekoa

Yayıncı:

Kafkas University

Ana Başlıklar:

Instructional Technologies | Educational Technology and Computing

Dergi:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.161-173

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001342478

pISSN:

2148-8940