Transforming Teaching and Learning through Technology: A Case Study of the Institute of Extra Mural Studies of the National University of Lesotho

Abstract

Despite the recognised need for the use of adequate and relevant technological devices in the distance mode of learning to transform teaching and learning, the Institute of Extra Mural Studies (IEMS) of the National University of Lesotho (NUL) faces an enormous challenge of adopting the use of desirable technological devices. The IEMS is mandated to widen access to educational opportunities through distance education. This mode of learning separates learners from the teaching institution as well as deprives them of regular contact with their peers. Hence, it is mandatory that students be able to access learning materials from various technological devices to enable them achieve their academic goals.

Students enrolled in the Adult Education Programme (ADE) are geographically separated from the institution because of the nature of the mode of learning they have opted for. The distance mode of learning deprives learners of access to learning resources available at the institute. Therefore, learners have to supplement the prescribed self-instructional materials by accessing additional information through various technological devices.

Primarily, the study investigated the usefulness of technological devices in ADE in distance mode at IEMS. Qualitative data was collected from 20 students and 10 academic staff through focus group discussions. Findings from the study revealed that there was dissatisfaction regarding technological support. The students have minimal access to computers either at the main centre or designated regional centres. In addition, participants also reported that IEMS did not equip them with relevant and adequate technological skills to prepare them for the world of work. Interventions to improve use of relevant technological devices to  transform teaching and learning are suggested.