Abstract
M.Ed.
Computers are an integral part of life, and have become integral to everyday
functions of work, travel, health, entertainment and study. It is crucial that this
technology be utilised to maximum effect. In schools, learners are increasingly
required to enhance their computer skills, and at tertiary level students explore
ways they can be used to develop and enhance capacity, functions and
responsibilities. This study examines ways in which computer technology can be
used to teach, so as to benefit all role-players in the learning process, including
lecturers, students, the learning fraternity and industry, contributing to a more
competent and capacitated workforce. In particular, it looks at an electronic
assessment tool implemented by the University of Johannesburg (UJ), intended to
enhance and upgrade learning in courses where computers are used. However,
with the initial use of system, certain shortcomings were identified which affected
its performance. As computer-related testing was considered important in
contributing to assessment, it was critical to identify any problems that were
inhibiting its optimal performance. To this end, the researcher studied the subdepartment
End-User Computing (EUC), located within the department of
Business Information Technology (BIT) at UJ. A qualitative phase consisted of two
identified focus groups made up of specific individuals from BIT, comprising
lecturers engaged in the daily use and activation of the electronic assessment
system and supported by information system technical support personnel. A
second phase, quantitative in nature, used responses to structured questionnaires
delivered to students who had used the assessment tool. The University’s Statcon
unit analysed results, and identified problems. Lecturers pointed to the language
used in questions and system challenges to teaching and learning, while students
highlighted a need for preparing them for the process, particularly calling for a
tutorial with class presentation prior to assessment.