Exploring the perceptions of technology usage amongst distance learners in African universities: A case of the University of Namibia

Abstract

Understanding how distance learners in Africa interact with technology is crucial for improving educational practices and results as digital technologies continue to change the face of higher education worldwide. The study focused on the insights of technology use at the University of Namibia's distance learning programmes. The study employed a mixed-method approach, collecting data from a sample of University of Namibia distance learners using both quantitative and qualitative methods with an embedded mixed-method approach. The quantitative method was prioritized by means of a questionnaire survey, followed by the qualitative method using semi-structured interviews and online lesson observations. The research aimed to address several key questions: to find out the opinions of distance learners towards the use of technology in their own learning; to identify barriers to the effective use of technology by distance learners; to find out how technology can support distance learners' day-to-day academic activities; and to explore how better distance learners can be supported to use technology more effectively in their learning. According to the findings, distance learners at the University of Namibia have a positive attitude towards technology use, with the majority indicating that technology has improved their learning experience. The majority of distance learners reported that they use technology for various learning activities, such as accessing course materials, participating in online discussions, and submitting assignments. However, the study did identify several problems that distance learners encounter, such as limited access to technology, poor internet connectivity, and a lack of technical support. The Technology Acceptance Model guided the study, providing a structured approach to understanding the interactions between distance learners and technology. The study offers suggestions of how universities might improve technology to enhance the learning experience of distance learners. The findings have broader implications, highlighting the need for improved infrastructure and support systems to facilitate technology use