Abstract
The aim of this study was to ascertain the role of technology in promoting quality teaching and learning in the MA CW (Public Management and Governance) in the School of Public Management, Governance and Public Policy programme at the University of Johannesburg (UJ). The study applied a qualitative approach in terms of unobtrusive research methods (conceptual and documentary analysis). For the empirical investigation primary data was gathered from interviews conducted at the SPMGP with master’s students to ascertain their perceptions of technology usage in classrooms or via online teaching. The use of thematic analysis assisted to determine the connection and relationships that existed between phenomena. The findings indicated that online learning eradicated the barriers of time, geography and economics. Consequently, students found that online teaching and learning in the programme provided an attractive, flexible option for students who did not live in close proximity to the UJ campus. Notably, the university needs to address equity issues as not all students have equal access to reliable technology to access information in a timeous and reliable fashion.
KEY TERMS
Technology, technology-assisted learning, learning management systems, governance, effectiveness, perceptions.