Use of digital tools for social engagement in remote learning during the COVID-19 pandemic: a case study of a South African university

Abstract

Digital tools have evolved into a way of life, and as a result, they have become a growing area of interest for academics who research teaching and learning. Scholars increasingly agree that because digital tools affect human-to-human connection, a greater emphasis on understanding their function in engagement from an interdisciplinary viewpoint is required. However, there does not appear to have been much research on how these tools facilitate social engagement, especially in teaching and learning. This mixed methods study employs a case-study design and explores how digital tools help or hinder social engagement in teaching and learning at a South African-based tertiary institution. A questionnaire consisting of open and closed questions was used to collect data from 88 students from four academic departments at a University of Technology (UoT): Media, Retail and Business Management, Entrepreneurship, and Food Science. Based on the concept of social engagement and the uses and gratifications theory, this interdisciplinary project examines how different fields employ digital tools for social engagement. Some of the findings are that of the communication technologies considered, WhatsApp (97%), video conferencing via Blackboard Collaborate (96.6%) and blackboard course content (95.5%) were the top three ranked tools. Further, WhatsApp was the preferred digital tool for communication with lecturers and peers, while Blackboard was the preferred platform for accessing course materials such as readings and videos. Other than video conferencing platforms such as Zoom, Blackboard Collaborate and YouTube, students use digital tools for engagement with peers. For example, around a quarter of students who used Blackboard Discussion Forums reported engaging with each other. From the qualitative reflections, the study found that students were communicating more with their lecturers through digital tools. Despite having access to lecture recordings, there was still a sense that the educational experience was not as engaging as students wanted it to be because of the lack of in-person engagement