About this paper

Appears in:
Pages: 4534-4538
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0884

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain


U. Ramraj

Durban University of Technology (SOUTH AFRICA)
Worldwide, the educational landscape is on an ever-changing journey, requiring continuous development and learning. Digital tools and technologies are transforming essential elements of the educational space and is evolving rapidly. E-learning is an innovative and renewed educational technique that is taking the world by storm, with continual delivery and diversification of the educational spectrum. Technology enhanced learning is becoming vital in opening new doors with the growing availability of technology. Enriching the curriculum and enhancement of learning spaces is guaranteed when investing in digital technologies.

As the internet is here to stay, so too is the concept e-learning and it must be acknowledged as fundamental in the education sector. Educating in the digital era signifies that it is obligatory for instructors to be acquainted with new methods, tools and understand the outcomes of e-learning to capitalize on this boundless teaching instrument. Transformation into effective online instructors include, learner engagement, promoting active learning, fostering collaboration and encouraging constructive feedback. The study is underpinned by the Technology Acceptance Model (TAM) with two technology acceptance measures – ease of use and usefulness. TAM proposes that perceived ease of use and perceived usefulness of technology are predictors of user attitude towards using the technology, subsequent behavioral intentions and actual usage.

The aim of the paper is to demonstrate how digital tools and technologies have played a significant role in enhancing learning. A census survey of a purposive group of twenty-eight participants, who attended an online course was employed in the study and data was collected using a questionnaire. The quantitative research approach was used and the questionnaire design catered for both open-ended and closed questions. Data was analysed using the Statistical Package for the Social Sciences (SPSS) and Microsoft Excel. Participants were introduced to an array of digital tools throughout the course including online assessments, video recording, discussion forums, blogs and interactive assessments. Participants’ perceptions of these tools indicated that enhanced communication, student-centred learning, improved accessibility, collaborative learning and interactivity were some of the benefits attained from exposure to digital tools. The overall responses to the study were encouraging, with emphasis on learner engagement, instructor presence, increased collaboration and innovative assessments.
author = {Ramraj, U.},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0884},
url = {http://dx.doi.org/10.21125/inted.2018.0884},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {4534-4538}}
AU - U. Ramraj
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0884
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 4534
EP - 4538
ER -
U. Ramraj (2018) USING DIGITAL TOOLS TO ENHANCE LEARNING, INTED2018 Proceedings, pp. 4534-4538.