Show simple item record Lumadi, Mutendwahothe Walter Mabidi, Ndamulelo Innocentia 2023-11-01T08:39:21Z 2023-11-01T08:39:21Z 2022
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 6 (3) (2022) Special Issue en_US
dc.description.abstract The intent of the research is to conduct a phenomenological study about the lived experiences of South African university lecturers. The experiences of the lecturers are explored with regard to the online learning barriers encountered when using communication strategies. The Community of Inquiry and Heidegger’s interpretive phenomenological framework were employed to comprehend the lecturers’ experiences of designing and implementing teaching using online technologies, such as smartphones, emails, SMSs, WhatsApp, Facebook, tutorial letters and discussion forums of the learning management system when communicating with students. In view of the current situation with all the intricacies, deficiencies, and challenges of online teaching and learning, the findings showed that the lecturers’ teaching presence is not clearly discernable. Nevertheless, there seem to be attempts by lecturers to ensure that their teaching and social presence are better integrated, albeit in an amorphous manner. en_US
dc.format.extent 14 Pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Phenomenology en_US
dc.subject Online Communication en_US
dc.subject Lived Experience en_US
dc.subject Strategies en_US
dc.subject Google en_US
dc.subject.lcsh Phenomenology en_US
dc.subject.lcsh Web-based instruction en_US
dc.subject.lcsh Social media in education en_US
dc.title Online learning barriers encountered by university lecturers in using communication strategies: a phenomenological approach en_US
dc.type Article en_US

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