Abstract:

Background:
In the higher education sector, technology-enhanced teaching and learning is not a novel concept. However, technological advancements and the internet have completely altered the teaching and learning landscape. South Africa, like the rest of the world, has seen widespread digital transformation in the education sector, owing to the evolving needs and expectations of learners for a seamless, personalised, and flexible educational experience. For example, the incorporation of Web 2.0 technologies and applications into teaching and learning activities has shaken up the traditional learning approach. Web 2.0 technologies and applications create new platforms for educational content creation and sharing, allowing for easier access to information, communication, improved synchronous and asynchronous learning, and collaboration efforts. All of this was critical during the COVID-19 pandemic, which forced the unprecedented closure of higher education institutes (HEIs) around the world and a shift to online teaching and learning. Confronted by several challenges, this transition was an onerous task for most HEIs in South Africa. The challenges included disparities in digital infrastructure across the HIEs spectrum and issues around digital skills and literacy. As a result, the outcomes of HIEs’ technology-enabled teaching and learning activities in HIEs are jeopardised. In light of these arguments, the study investigates the efficacy, suitability, and relevance of technology-enhanced teaching and learning in South African HEIs.

Objective:
From a critical realist perspective, the study aims to understand how, why, for whom and in what circumstance (s) do digital technologies contribute to enhance the teaching and learning activities in South African HEIs. To unpack this aim, the following research questions are posed;
(I) what are the generative mechanisms that explain digital technologies contributions in enhancing the teaching and learning process in HEIs in South Africa?
(II) What are the contextual factors that influence these generative mechanisms?
(III) How do the characteristics of learners and educators in the South African context influence the identified generative mechanisms?

Method:
A critical realist stratified ontology within a qualitative approach is employed to provide an in-depth understanding of and explanations for the effects of technology enhanced teaching and learning in South African context through generative mechanisms. A total of 60 participants were purposively sampled from a higher education institution in South Africa. The study draws on the normalization process theory (NPT) as an explanatory framework to offer an understanding of the aim of the study.

Findings:
Finding reveal that generative mechanisms such as technology aesthetics, efficiency, effectiveness and convenience may explain digital technology contributions. Whereas contextual factors such as need for technology, political influence, and socio-economic conditions could influence the generative mechanisms.

Conclusion:
Understanding the identified generative mechanisms and overcoming contextual factors that have negative influence is critical for effective and impactful technology enhanced teaching and learning in South African HEIs.

Keywords:

Higher Education, digital technology, South Africa, digital transformation, teaching and learning.