Page 46 - DUT Annual Report 2020

44
31%
OWN LAPTOPS
60%
BORROW
96%
OWN DEVICES
4%
DON’T OWN DEVICES
34%
INTERNET CAFÉS
96% of DUT respondents own at least one device they can study with, of which 31% own laptops. Of the 4% who do not own devices, 60% borrow from family and 34% make use of internet cafés.
94%
own smartphones that they use to engage with their studies.
36%
DUT
46%
OTHER UNIVERSITITES
36% of DUT respondents have a quiet place to study – compared to 46% of respondents from other universities.
Benefits of learning with technology: “Makes things simpler once one gets used to it. It’s very convenient and interesting, yet challenging too.”
Challenges of learning with technology: “Device I used (outdated), slow internet, data costs, secure/reliable network connections. Those factors that should enable me to use the technology effectively are the very same things that hinder my productivity level.”
Benefits of learning with technology: “Being able to do almost 90% of my schoolwork remotely, it also enhances my skills of using the internet and computer software.”
Challenges of learning with technology: “I am not familiar with using Microsoft websites, including Word, Excel and Powerpoint.”
DURBAN UNIVERSITY OF TECHNOLOGY ANNUAL REPORT 2020
In addition to the FYSS, three different student surveys were administered at the University to understand and address the academic impact of moving to online modes of teaching, learning and assessment.4 The results of the DHET authorised Students Access and Use of Learning Materials (SAULM) survey indicated that DUT students rely overwhelmingly on smartphones when engaging in online learning off-campus, and that they faced connectivity and data challenges. Implications for teaching and learning in this ‘new normal’ include the following:
Staff professional development in technical digital skills and in pedagogies of teaching and assessing effectively online, or with technology more broadly, particularly in delivering low-tech options for remote/hybrid learning that are less bandwidth intensive.
Focus on pedagogies to encourage student engagement and active participation in online

learning activities, rather than using the online environment mainly for submitting assignments, participating in tests or as a repository from which to download learning materials.
Support and training for students in academic and information literacy and using MS Office should be prioritised.
Peer learning was a preferred mode for DUT students during remote learning, and avenues for enabling this in the online learning environment should be explored.
The University should encourage and support the adoption of alternative and more flexible learning materials and methods where possible, including Open Educational Resources (OER) and institutionally developed materials.
Infographics relating to key findings from the national SAULM survey are provided below.
Frequency of words used to describe challenges:
Network Data 2 166 979
Connectivity Device 426 308
35%
DUT respondents believe they would be more successful if trained in:
were not prepared to use the technology required for their courses when entering DUT
4.
Survey on Types of Devices Used by Students (April); SAULM (August/September); Establishing DUT Students’ Preferences During COVID-19 (September).
87% 84% 84%
Using the
Learning Management
Microsoft Office Internet Searches System