Abstract:

The COVID-19 pandemic has accelerated the prevalence of 21st-century digital learning technologies in numerous curriculum-related learning environments. Institutions of higher education progressively tune to use learning technologies to resource and support teaching and learning environments in either face-to-face or blended or hybrid approaches. Currently, Higher Education spaces systematically introduced digital learning technologies into the module design to enhance teaching and learning during COVID-19. However, before the widespread preparation of these technologies, little or no knowledge was accessible on educators’ perception of the value of these technologies. Lecturers may reveal boxed-in angles toward technology and perceived quality of technology in teaching, the institutional cultural surroundings, likewise as resources accessible to support uptake. This study may influence the adoption of digital learning technologies. The purpose of this study is to attain a better understanding of lecturers’ perceptions of the worth of digital learning technologies and the factors possible to influence their selection to adopt and integrate these technologies into teaching and learning. The overall objectives of this paper seek to add lecturers’ value to the contribution of digital learning technologies in enhancing student learning and the types of things doable to influence the speedy adoption of technologies. Surveys will be administered to fifty self-selected lecturers involved in teaching Science at the university in the Eastern Cape, South Africa. Data will be analysed quantitatively using Statistical Product and Service Solutions (SPSS). The underpinning theory used to evaluate the integration of digital learning technologies into learning and teaching is the Substitution Augmentation Modification and Redefinition (SAMR) model. This analysis is believed to contribute to the growing significance of the individual, discourse, and cultural influences among the adoption of digital learning technologies into learning and teaching.

Keywords:

COVID-19, Digital Learning Technologies, Module Design, Student Learning, SAMR, SPSS.