2020 - 20212
Author: Maphalala, Mncedisi Christian × Subject: Fourth industrial revolution ×
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    The extent of South African schools’ preparedness to counteract 4IR challenges: learners’ perspectives
    2021
     | Italian e-Learning A...
    The aim of this paper was to explore learners’ perspectives on how their schools are preparing them to prosper in the Fourth Industrial Revolution (4IR) era, which is powered by Artificial Intelligence (AI). Taking cognizance of the learners’ perspectives on how South African schools are preparing them is essential for enabling the education fraternity to ascertain its level of effectiveness and efficiency, hence improving its state of readiness to face the challenges of the 4IR. Therefore, the exploration of the level of preparedness, in line with 4IR challenges, can assist educational policy makers and planners to be more proactive and craft mechanisms to ameliorate the obstacles and discrepancies inhibiting the acquisition of the 21st-century educational competences and skills. Employing a qualitative paradigm, semi-structured focus group interviews were used to solicit data from a sample of 30 grade 10 and 11 learners. Findings reveal that computer technology was irregularly and insignificantly used, indicating that South African schools are highly ineffective in dispensing grade-appropriate skills, thus producing ill-prepared learners to prosper in the 4IR world of work.
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    Rethinking technological learning spaces for effective teaching and learning in higher education institutions: a perspective from South Africa
    2020
     | Conscientia Beam
    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
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