Leveraging the Use of Learning Technologies in Higher Education to Optimise Student Learning

Abstract

In recent years, lecturers and educational practitioners in higher education institutions (HEIs) have widely discussed and debated pedagogical innovation. This research aimed to critically analyse the lecturers' views on the use of learning technologies to optimise student learning in HEIs. This research was conducted at a private higher education institution in Pretoria, South Africa. The effective use of learning technologies lends itself to pedagogical innovation and optimisation of student learning so that they are better prepared to integrate into the world of work. A qualitative research design was used for this study. The method of data collection was individual interviews with five lecturers from different faculties. Faculties include Education, Humanities and Social Science, Finance and Accounting, Law and Information Technology. Data was analysed through the lens of the SAMR model framework using qualitative thematic analysis. The key findings indicated that lecturers believed learning technologies are used effectively when fit-for-purpose and integrated into quality planning. Furthermore, lecturers emphasised that training, development, and collaborative decision-making were essential in selecting learning technologies. Module developers and lecturers need to work in collaboration and not in isolation.