Digital Device Ownership and Learning Environment Preferences of Students in South Africa and Ghana

dc.contributor.authorAheto, S-P.K.
dc.contributor.authorCronje, J.
dc.date.accessioned2023-11-09T10:20:15Z
dc.date.available2023-11-09T10:20:15Z
dc.date.issued2018
dc.descriptionResearch Articleen_US
dc.description.abstractThis paper explores differences in access to technology and configuration of preferences for learning environments among design students in two universities of technology in South Africa (ISA) and Ghana (IG). Laptops and Smartphones ownership influenced and supported design students’ learning. In IG, there was a 97% Laptop ownership as against 69% in ISA. IG does not have computer laboratories; hence Laptop ownership is a pre requirement for Design programs. Oppositely, ISA has fourteen computer laboratories for Design programs. There is no statistically significant difference between male and female design students in their choice of learning environments for academic success. Design students are not enthusiastic about accessing library resources via handheld devices. Towards academic success, students ranked low, their institutions’ Learning Management Systems. We recommend a blended approach when designing learning environments for Design Education, while promoting the use of media platforms for content management due to device ownership among students.en_US
dc.identifier.issn1302-6488
dc.identifier.urihttp://ugspace.ug.edu.gh:8080/handle/123456789/40762
dc.language.isoenen_US
dc.publisherTurkish Online Journal of Distance Education-TOJDEen_US
dc.subjectDevice ownershipen_US
dc.subjectdesignen_US
dc.subjectdesign studentsen_US
dc.subjecthigher educationen_US
dc.titleDigital Device Ownership and Learning Environment Preferences of Students in South Africa and Ghanaen_US
dc.typeArticleen_US

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