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dc.contributor.authorKok, Illasha
dc.contributor.authorBester, Petra
dc.contributor.authorEsterhuizen, Hennie
dc.identifier.citationKok, I. et al. 2018. Late departures from paper-based to supported networked learning in South Africa: lessons learned. International journal of distance education technologies, 16(1):56-75. []en_US
dc.identifier.issn1539-3119 (Online)
dc.description.abstractFragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approachen_US
dc.publisherIGI Globalen_US
dc.titleLate departures from paper-based to supported networked learning in South Africa: lessons learneden_US
dc.contributor.researchID21466386 - Esterhuizen, Hendrik Daniel
dc.contributor.researchID11311738 - Bester, Petra
dc.contributor.researchID10317724 - Kok, Illasha

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