|The Cape Peninsula University of Technology (CPUT) Electronic Theses and Dissertations (ETD) repository holds full-text theses and dissertations submitted for higher degrees at the University (including submissions from former Cape Technikon and Peninsula Technikon).|
Adoption of cloud pedagogy by higher learning institutions in Southern Africa
Previous research work in the field of education has highlighted that technology plays an integral role in deepening and accelerating learning. New technologies are providing educators with new tools to support teaching. Cloud computing is one such new technology that promises to take the knowledge delivery process to greater heights. The integration of cloud computing into the teaching and learning environment will enhance the curriculum and creates an embedded learning environment known as cloud pedagogy. Cloud pedagogy has been defined as the art of teaching while encouraging omnipresence learning via cloud based applications (Barack, 2014). In simple terms, it refers to any form of teaching and learning that is done using cloud-based learning. Higher Learning Institutions (HLIs) around the world have already started integrating cloud pedagogy into their curriculum and reaping many benefits from this. While the adoption of cloud pedagogy is gaining popularity around the world, this has not been the case in Southern Africa. The region is lagging behind in the adoption of cloud pedagogy and the adoption rate is largely unknown. In addition, few studies have tried to identify the factors that are influencing the slow adoption rate of cloud pedagogy in the region. This study addresses these issues by investigating factors that influence the adoption of cloud pedagogy in Southern Africa. It also investigates the barriers that hinder the adoption process. This research is exploratory in nature and adopts a qualitative research approach. It therefore follows the interpretivist paradigm. The study was done at two universities in Southern Africa; Cape Peninsula University of Technology (CPUT) from South Africa and Great Zimbabwe University (GZU) from Zimbabwe. Survey questionnaires were used to collect data. The questionnaires were distributed online but printed copies were also made available to respondents who preferred hard copies. The study was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) in both data collection and analysis. It employed the convenience and purposive sampling methods to select the two institutions and the respondents. Literature on adoption of cloud computing was also explored to arrive at a deeper understanding of the adoption of technology. Thematic analysis was used to analyse the collected data. The themes were derived from the theoretical constructs of UTAUT. The aims and objectives of the study were conceptualised around the four main constructs from the theory (performance expectance, effort expectance, social influence and facilitating conditions).