m-Learning Readiness of the University of Zululand: a Structuration Theory Perspective (original) (raw)

Research on educational technology & pedagogy has shifted from the traditional e-Learning and learning management system (LMS) adoption discourse, into how are converged technology solutions exploited in higher education (HE) spaces. Convergence anticipates information-society citizenry as defined by dependence on efficient technology solutions across all modern life faculties – be it work, learning or play. In the HE context, an always connected student, an IT literate, multimedia and network reliant leaner is assumed. Clearly, rigid e-Learning solutions can no longer meet the needs of this modern learner. For, mobility, synchronous access and independent enquiry are the defining characteristics – where interactive mobile technology solutions have become the basic requirements. In South Africa however, several historically disadvantaged institutions (HDIs) remain on the opposite end of the rural-and-urban development divides. Rural universities in particular, are lagging on readiness to integrate IT solutions into curricula and pedagogy, occupying the base spot on the development continuum in terms of infrastructure, IT resources and related skills sets. In a quest to solicit redress insight, this paper explores mobile learning (m-Learning) readiness of the University of Zululand (UniZulu). We drew on the notions of structure, structuration, system, urgency, tools and resources in structuration theory (ST)-to unpack the status-quo. A qualitative methodology – based on interviews of decision makers and personal observations by the researcher – was followed. In earlier m-Learning adoption attempts, resistance to change is never uncommon. For, unless a deliberate transformation of structure is enforced, comfortable social relations between actors will serve as a force of signification that reproduces regular social practices (the status-quo) over time and space. A lack of rules (policies & guides) and an enabling resources base, is clearly an impediment to m-Learning readiness efforts at UniZulu. Whilst UniZulu is committed to integrating educational technology into its curricula, adoption efforts are still at infancy. According to the ST insight, the institution has not applied changes to the basic conditions of structure (rules & resources), structuration and system needed to fast-track a transformation. That is, to sanction a reproduction of stale systems, and to significate new and desired social practices. As such, findings point to one conclusion-that the status of m-Learning readiness is minimal at best, and at worst –borders close to non-existent. Key Terms: Structuration Theory, information-centric learner, m-Learning, m-Learning Readiness, IT & Pedagogy, Quality Learning, Computer Assisted Learning, IT Integration, UniZulu