The Use of Various ICTs in Blended Collaborative

Learning at the University of BotswanaG.G.Seleka

K.V. Mgaya

M.N. Sechaba

OBJECTIVES To determine specific limitations found in

developing countries that call to different approach to e-learning

To investigate whether a single specific tool or combination of ICT tool(s) can adequately meet the requirements of a blended environment in a developing country

OUTLINE OF METHODOLOGY Data collection - Year 1, 2, 3 Students 200 questionnaires distributed randomly; 138

were correctly completed Descriptive Statistics

Review of related Works

Flexibility and Convenience Cost Reduction Access to Technology Computer Skills Platform or Tool used

ANALYSIS

Popularity of Course Delivery Tools WebCT Most Popular, LAN Folders and Course

Websites Commonly Used Facilities in each Tool

Downloading of course material and assignments WebCT used for “simple staff”

Accessibility, Friendliness, Availability WebCT and LAN Folders scored well

RECOMMENDATIONS Call for more extensive use of Web-based platforms

such as WebCT to fully exploit their potential For example: Educational Technology departments should

popularize and provide extensive training on the capability of such tools to both lecturers and students

ICTs should be used in such a way that they complement each other WebCT is more interactive but slower than LAN Servers,

therefore using both tools would be ideal Policy makers ought to understand the cost

implications of adopting ICT platforms. Given the use of WebCT for “simple staff” is the cost

justified?

CONCLUSION

Most of the key points presented in the literature review are supported by the study

At UB, WebCT and LAN Servers are the most popular tools, Course Website are not used. Possible due to the following: WebCT License provided by the university LAN folders infrastructure readily available and easy to

develop It is not easy to develop Course Website