Abstract:

The latest technological advances in teaching and learning during the fourth industrial revolution have led to the introduction of novel and innovative teaching approaches and applications. Interactive video technological advances, which provide active learning opportunities, scaffolded learning objectives, and increase student engagement and asynchronous teacher presence, have become available to enhance teaching and learning at higher education institutions (HEIs). However, integrating technological advances such as interactive videos requires significant investment in technology and human resourcing, which could be even more challenging in developing countries (i.e., South Africa). The risk exists that the available technological resources go underutilised or not utilised at all by lecturers and students. As a result, this paper, using a three-phased sequential exploratory mixed method research design, explored the underlying drivers for adopting interactive videos through two lenses: the Technology Acceptance and the Community of Inquiry model. This paper elaborates on the factors that impact teaching staff’s ease of use and usefulness perceptions regarding interactive videos and their use of interactive videos within various delivery modes. Features influencing perceived ease of use were exposure, training, marketing, fear of technology, digital literacy, accessibility, personal agency, and self-efficacy. Features influencing perceived usefulness included time constraints, workload, student performance, online activity, and immediate feedback. Findings also show the diverse possibilities for using interactive videos to promote a teacher and cognitive presence to enhance learning. Findings from this study furthermore provide insight into how to capitalise on interactive video design and delivery to enhance students’ teaching and learning experiences. Understanding how attitudes and beliefs influence behaviour, such as adopting emerging technological trends within education, provides helpful information about what encourages and hinders lecturers, adoption and integration of technology, especially in developing countries. Such information is useful in supporting and guiding lecturers who could enhance hybrid learning at HEIs.

Keywords:

Asynchronous learning, community of inquiry model, higher education, interactive videos, teacher presence, technology acceptance model, technology integration.