In our lives, technology has taken center stage. Technology has also changed the way university students and professors learn. Some institutions have already transitioned to some form of online teaching and learning before 2020. Then, as the COVID pandemic expanded, computerized education became widespread in many parts of the world.
Yet, colleges cannot provide technology platforms on their own. Lecturers, for example, must be adept in imparting knowledge. They must also be able to appropriately support their students as they navigate the challenges of online education systems. Most students entering higher education in South Africa, as in many developing countries, are unfamiliar with online learning. Then again, who doesn't? Students have difficulty navigating university learning management systems. The dilemma is made worse when instructors don't have the abilities needed to facilitate classes and tutorials online. This lack of abilities on the part of their professors might have a negative impact on students' performance and achievement.
I conducted research to determine how lecturers' e-learning skills, competence, and experience influence student assistance. The research focused on Africa's largest open distance e-learning institution.
It does not include any face-to-face training. Prior to the pandemic, students were taught using a blended learning technique in which written materials were mailed to them while others accessed them online via the university's learning management system.
As a result, its teaching staff should be particularly adept at using online technologies to instruct and help students. My participants were academic staff members who had completed a digital skills training program. I also collected feedback from students' discussion boards to see how their learning experiences altered when their lecturers were technically savvy versus when they were not. Prior to the training, I observed that the majority of professors lacked the necessary knowledge and digital abilities for open distance e-learning. This had a significant negative impact on their attitudes on the employment of technology in the classroom.
It also hindered their ability to assist pupils effectively. In contrast, the capacity-building program they completed greatly improved their digital literacy. It also aided in changing their perceptions.
My findings indicate that institutions should give their teachers with ongoing professional development in distance education and e-learning. This will enable academics to provide better support to students and boost the quality of their learning experiences.