Lecturers Perspectives on the Advantages and Disadvantages of Tablet Use for Learning and Teaching in a South African Rustic University
DOI: 10.23977/aetp.2022.061201 | Downloads: 29 | Views: 481
Simon Christopher Fernandez 1
1 Department of Applied Informatics and Mathematical Sciences, Walter Sisulu University, East London, South Africa
Corresponding AuthorSimon Christopher Fernandez
This research sought to establish the lecturers perspectives on the advantages and disadvantages of tablet use for learning and teaching at a rustic university in the East London district of South Africa. The research was anchored on qualitative approach and design used to collect the data was Case study research. The sample consisted of 10 lecturers from the departments of Information and Communications Technology and Electrical Engineering. The researcher developed an open-ended questionnaire to collect the data. The responses gathered were analysed thematically. Findings showed that lecturers experienced the advantages of tablet use for learning and teaching such as tablet as a vital and user-friendly tool, enhanced engagement and collaboration between students and lecturers and to do research. They also experienced disadvantages such as distractions, connectivity problems, taking photos during lecture hours and lack of concentration. Like any other device, tablets also have advantages and disadvantages. Therefore, if the university can set a policy that needs to be followed by each lecturer and student in classroom, disadvantages and ineffectiveness can be turned to advantages and effectiveness and thereby making tablet an effective tool for learning and teaching.
KEYWORDSTablet Computers, Advantages, Disadvantages, Learning, Teaching, University, Educational Technology, Mobile Technology, Rustic University Education, Lecturers perspectives
CITE THIS PAPER
Simon Christopher Fernandez, Lecturers Perspectives on the Advantages and Disadvantages of Tablet Use for Learning and Teaching in a South African Rustic University. Advances in Educational Technology and Psychology (2022) Vol. 6: 1-9. DOI: http://dx.doi.org/10.23977/aetp.2022.061201.
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