Abstract
The use of technology in education has seen rapid increases in recent years. The COVID-19 pandemic accelerated this use. The thinking that technology-based education assists with developing 21st-century learning skills and supports learner preference have also gained momentum. The study describes how students experience technology use in a learning environment and the perceived impact on their ability to participate fully in learning activities. The focus of the study is the experience and perceptions of the students. Highlighting experienced difficulties encountered by students from poor socio-economic backgrounds and limited experience with ICTs when moving to technology-enabled education adds to understanding the phenomenon.
Qualitative research methodology based on a case study with data primarily retrieved through semi-structured interviews formed the basis of this research output. A small sample group of students with limited previous ICT exposure in an educational setting were interviewed about their experience in a blended-learning environment. The blended-learning experience of the students is described against the TAM3 framework, and the perceived impact of the learning environment on student adaptability and engagement in the learning experience is explored.
The study highlights a clear gap between the entry-level understanding of learner digital competence and the immediate requirements to engage with the learning methodology. Understanding how this impacts their view on the ability to fully participate in learning activities can help inform empathetic learning design in a South African context rather than preconceived notions of inherent generational digital literacy.
Keywords: computer anxiety, self-efficacy, TAM3, blended-learning, student experience, digital literacy.