Postgraduate English language students’ interactions with technology, what does the future hold?

Abstract

In keeping with international standards and technology the University of South Africa (Unisa), the only dedicated open distance learning institution in South Africa, has come up with policies to implement and facilitate online learning for all students, in particular those at postgraduate level. However, experience has shown that, among other challenges, some students might not be ready to embrace this innovation. This paper is based on a longitudinal three-year study of a postgraduate English Language course for teacher trainees. The aim was to determine the extent to which these students utilise the technological tools as per university expectations and in practice as they teach. The results, for the first year of the study, reveal that while a number of them are excited about online learning, the majority are rather conservative. Some view it as a social network that is not appropriate to a learning context; others are simply intimidated by venturing into something new, while a big majority is disabled from experimenting due to contextual factors. Chief of these is the inaccessibility to internet facilities in the remote areas where they teach. The paper argues that online learning at Unisa, should be introduced gradually even at postgraduate level and recommends an in-depth investigation of Unisa’s unique situation as an open distance education institution.