Abstract
Online teaching and learning have become a fundamental platform for teaching and learning in higher education institutions, more so, since globally an extensive academic disruption was experienced during the coronavirus pandemic 2019 (COVID-19) lockdown. This study describes pre-service teachers’ perceptions on online teaching and learning platforms at one University in South Africa. The purpose of this paper is to report on the challenges detected in their perceptions. The paper engages a quantitative approach, through 10 statements on a Likert scale to draw the perceptions of 220 pre-service teachers on their online teaching and learning experiences. Data were analyzed by means of MS Excel and presented in the form of bar charts, indicating percentages. The findings indicated that although some pre-service teachers agreed to the benefits of online teaching and learning, challenges such as the lack of access to relevant digital resources, equipment and skills led to the ineffectiveness of this platform. The preservice teachers’ perceptions abetted the researchers to conclude that although online teaching and learning practices are in place, the stakeholders still need to ensure equal access to all relevant digital resources for teaching and learning on this platform to be highly effective.
Author Information
Olika Moila, Walter Sisulu University, South Africa
Paper Information
Conference: ECE2023
Stream: Higher education
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Moila O. (2023) Pre-service Teachers’ Learning Experiences With Educational Technologies in South Africa ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.10
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.10
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