Abstract
Developments in information technology (IT), coupled with economic developments such as globalisation, have resulted in a change in skills demanded from graduates. Graduates are now expected to possess skills such as, inter alia, critical thinking, problem-solving, and communication skills. These skills can be developed using student-centered practices. Consequently, HEIs have moved from educator-centered learning to student-centered learning. In student-centered learning, the student actively participates in the learning process, they construct their own knowledge, take responsibility for their learning, and learn deeply and with understanding. Previously, student-centered learning mainly manifested in contact-based learning, as online learning was not widely adopted, especially in developing countries.
The Coronavirus (COVID-19) pandemic accelerated the adoption of online learning in higher education institutions (HEIs), especially in developing countries. Thuthuka students at the University of Johannesburg (UJ), South Africa, (a developing country) experienced online learning for the first time in 2020 due to COVID-19. The move to online learning was necessary for the continuation of scholarly activities. However, it came with its challenges, most of which stemmed from the digital divide, where students from developing countries did not have access to a stable internet connection, experienced a lack of digital devices for online learning, or experienced load shedding (national blackouts where the electricity demand is higher than the supply), which hindered them from attending online classes.
Literature shows that HEIs will continue with blended learning (contact-based and online) after the COVID-19 pandemic. Further, student-centered learning can be effectively adopted in an online learning environment. As such, it is important to understand Thuthuka students' online learning experience to aid future student-centered teaching and learning practices in an online learning environment. The primary research objective of this study is to investigate ways to improve student-centered teaching and learning practices for Thuthuka students in an online learning environment. The secondary objective of this study is to investigate Thuthuka students’ online learning experience, including the challenges and benefits. The context provided by the secondary objective is important to fulfil the primary objective.
To achieve this, the researcher obtained insight into online learning benefits, the devices used by students for online learning, the online learning platforms used, and the locations used by students for a stable internet connection for online learning. The researcher employed a digital
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divide framework for insight into online learning challenges. For insight into student-centered learning in an online learning environment, the study followed four general principles:
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The student actively participates in the learning process
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The student constructs their knowledge through discussions and collaboration with peers
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The student takes responsibility for their learning through continuous reflection on their own learning goals and self-assessing
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There is an emphasis on deep learning and understanding for the student.
A case study methodology was selected, and it focused on a single case of Thuthuka students at UJ. The study was conducted in two stages. Stage 1 utilised questionnaires, while Stage 2 collected data through focus group discussions. During Stage 1, the questionnaire aimed to investigate Thuthuka students’ online learning experience, including the challenges and benefits, as well as their perceptions of student-centered learning in an online environment. During Stage 2, the focus group discussions aimed to deepen the understanding of Thuthuka students’ use of student-centered learning practices to enable the improvement of these practices in an online learning environment.
This study found that the overall online learning experience for Thuthuka students was positive. The students benefited from the flexibility and accessibility of online learning material. Thuthuka students had access to laptops and desktop computers as provided by their bursary, which aided them in online learning. This study also showed that students benefited from using online learning platforms (for example, Blackboard), where students could use the chat function to ask and answer questions in live classes without showing their faces/videos. Further, using polls and online quizzes in these online learning platforms increased student engagement and motivation. Lastly, students benefited from pre-recorded videos on these platforms, which they could pause, rewind, and watch multiple times. This enhanced their learning. Students studied at the university library or residence for a stable internet connection. However, the internet connection was also unstable during load shedding at these locations. Their main challenge for online learning was load shedding and internet connection. Load shedding affects internet connection; students also cannot charge their digital devices during load shedding. Further, students faced challenges of discipline, where they procrastinated about their academic activities. They also struggled with mental health issues, which meant that they could not study for some time while they felt unwell. However, pre-recorded lecture videos enabled these students to catch up on their learning when they felt better.
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Using the four general principles of student-centered learning, this study found that students actively participated in their learning in an online environment through online quizzes. They used online quizzes for self-assessments and revision. The study recommends that educators should reward good performance in online quizzes, as this will motivate students. The use of videoconferencing platforms also improves students’ active engagement and participation. For example, using the chat function in these platforms enables them to engage in class discussions freely or ask and answer questions without worrying about being seen, as they can switch off their video. Further, online classes on these platforms can be recorded, allowing students to pause, rewind, and watch these videos multiple times, which enhances their understanding.
For knowledge construction in an online learning environment, this study found that students used YouTube for academic research. This helped them attain different viewpoints on the same topic, improving their understanding. Students suggested that educators recommend additional YouTube videos to watch or provide guidance in finding them. This would lessen the time spent searching for relevant content on YouTube, and they could then use their time more productively. Students also used note-taking and summaries to construct their knowledge. This practice kept them engaged in their learning. They suggested that it be compulsory to upload notes or summaries on lessons before being allowed to move on to the next lesson. Lastly, students used their practical experiences outside the classroom to construct their knowledge.
In taking responsibility for their learning, students did self-assessments through online quizzes. Further, students took responsibility for their learning by reflecting on their learning goals and assessments. This helped them to identify their strengths and weaknesses. They also reflected on their learning with peers. Sharing their learning experiences with peers helped them collaborate. Lastly, students collaborated with their peers for deep learning and understanding. Explaining what they had learned to their peers enhanced their understanding. Students often used WhatsApp groups for collaboration with peers, where they sent each other voice notes explaining different concepts to one another for deep learning and understanding.
This study offers practical strategies for students, educators, and HEIs to implement to improve and enhance future student-centered practices for Thuthuka students in an online learning environment. Further, these practical strategies can be implemented globally by educators who similarly experience a non-traditional student cohort, such as the Thuthuka student body.