Digital Device Ownership and Learning Environment Preferences of Students in South Africa and Ghana
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| Title: | Digital Device Ownership and Learning Environment Preferences of Students in South Africa and Ghana |
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| Language: | English |
| Authors: | Kafui Aheto, Simon-Peter, Gronje, Johannes |
| Source: | Turkish Online Journal of Distance Education. Jul 2018 19(3):93-111. |
| Availability: | Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, Ownership, Access to Computers, Preferences, Design, College Students, Laptop Computers, Handheld Devices, Telecommunications, Computer Centers, Academic Achievement, Student Attitudes, Statistical Analysis, Library Services, Management Systems, Blended Learning, Instructional Design, Gender Differences, Information Technology, Questionnaires |
| Geographic Terms: | South Africa, Ghana |
| ISSN: | 1302-6488 |
| Abstract: | This paper explores differences in access to technology and configuration of preferences for learning environments among design students in two universities of technology in South Africa (ISA) and Ghana (IG). Laptops and Smartphones ownership influenced and supported design students' learning. In IG, there was a 97% Laptop ownership as against 69% in ISA. IG does not have computer laboratories; hence Laptop ownership is a prerequirement for Design programs. Oppositely, ISA has fourteen computer laboratories for Design programs. There is no statistically significant difference between male and female design students in their choice of learning environments for academic success. Design students are not enthusiastic about accessing library resources via handheld devices. Towards academic success, students ranked low, their institutions' Learning Management Systems. We recommend a blended approach when designing learning environments for Design Education, while promoting the use of media platforms for content management due to device ownership among students. |
| Abstractor: | As Provided |
| Number of References: | 72 |
| Entry Date: | 2018 |
| Accession Number: | EJ1183332 |
| Database: | ERIC |
| Abstract: | This paper explores differences in access to technology and configuration of preferences for learning environments among design students in two universities of technology in South Africa (ISA) and Ghana (IG). Laptops and Smartphones ownership influenced and supported design students' learning. In IG, there was a 97% Laptop ownership as against 69% in ISA. IG does not have computer laboratories; hence Laptop ownership is a prerequirement for Design programs. Oppositely, ISA has fourteen computer laboratories for Design programs. There is no statistically significant difference between male and female design students in their choice of learning environments for academic success. Design students are not enthusiastic about accessing library resources via handheld devices. Towards academic success, students ranked low, their institutions' Learning Management Systems. We recommend a blended approach when designing learning environments for Design Education, while promoting the use of media platforms for content management due to device ownership among students. |
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| ISSN: | 1302-6488 |
