Experiences with technology among early adopters at the University of Botswana

Dintoe, Seitebaleng Susan (2017) Experiences with technology among early adopters at the University of Botswana. Doctoral (PhD) thesis, Memorial University of Newfoundland.

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This study explores the experiences with technology among early adopters in the transition from face-to-face (f2f) to distance education to online learning at the University of Botswana. The University of Botswana had used the national education policies, government reports, National Development Plans, Vision 2016, Maitlamo National ICT Policy, to guide them with their intentions to propose technology in the system and to professionally develop and train lecturers. Yet, the rate of adoption of new technology is slow. This study uses Rogers (2003) Diffusion of Innovation (DoI) theory and focuses on three concepts: the compatibility of technology, social systems, and early adopters, in order to understand and describe the lecturers’ experiences with and use of technology in the transition process. A qualitative case study method was employed. The study used four methods of data collection: artifacts, secondary documents, interviews, and observations. Data collected using these methods were used to determine whether what was stated in the artifacts and secondary documents were actually corroborated by f2f in-depth interviews with nine participants from the Department of Adult Education in the Faculty of Education at the University of Botswana. Three main findings resulted from the study. First, despite intense efforts from the University of Botswana to promote the transition to online learning, very little technology was being used outside of the f2f teaching. Second, even though the lecturers worked within an environment, which restricted the use of technology, they did what they could to use online technologies in the f2f teaching. Third, the top-down technology adoption approach of the University of Botswana contributed to an environment that promoted minimal technology use and supported compatible technology use. Recommendations have been made for lecturers to be included in decision-making relating to technology, for online technologies to be promoted among students, for professional development and training to be considered along with time management training for lecturers, and for the university to plan, organize, and manage programs with all faculty and departments to share ownership of and responsibility for the programs.

Item Type: Thesis (Doctoral (PhD))
URI: http://research.library.mun.ca/id/eprint/12813
Item ID: 12813
Additional Information: Includes bibliographical references (pages 301-324).
Keywords: experiences with technology, diffusion of innovation, transition, compatibility of technology, social systems, face-to-face, distance education, blended and online learning, early adopters, adult education, University of Botswana
Department(s): Education, Faculty of
Date: October 2017
Date Type: Submission
Library of Congress Subject Heading: University of Botswana -- Students -- Effect of technological innovations on; College students -- Effect of technological innovations on -- Botswana; Educational technology -- Botswana

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