Chronicling digital teaching at a South African historically disadvantaged comprehensive university
Navigating Institutional Culture for Agricultural Sciences Academics
Bibliographic Data
| ID | 6031008 |
|---|---|
| Authors | Msimelelo Buyisile Nkohla (0000-0002-0644-7300, University of Fort Hare, corresponding author) |
| Year | 2025 |
| Pages | 1-19 |
| Publication date | 2025-01-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | African Identities (JOURNAL) |
| Journal identifiers | ISSN: 1472-5843 • E-ISSN: 1472-5851 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14725843.2024.2439412 |
| OpenAlex | W4406378746 |
| Language | EN |
| Citations received | 3 |
| References cited | 60 |
This article presents a pragmatic study that explored academics’ experiences of using digital learning environments to teach agricultural sciences at a South African historically disadvantaged university. The study aimed to investigate challenges faced in integrating technology and proposes a contextually responsive approach to digital platform adoption in rural university settings. A mixed methods approach was adopted, involving reflective activities, one-on-one semi-structured interviews, focus-group discussion, and document analysis. Triangulation enhanced credibility through classroom observations and quantitative data collection. Two main themes emerged: pedagogical effectiveness, highlighting efforts to align digital tools with academic standards, and institutional culture, highlighting cultural norms, social relationships, and contextual realities on academics’ experiences. Using UTAUT2 model, findings revealed that while academics recognised the potential benefits of using prescribed digital platforms, they often customise their teaching with casual/informal platforms to reflect their personal identities and meet the needs of agricultural science modules. The study introduces a Contextually Adaptive Tech-Enhanced Pedagogy model, designed to improve the personalisation and quality within digital learning environments at historically disadvantaged higher education institutions. This study contributes to the growing discussion on contextually adaptive digital teaching practices, offering insights for inclusive and transformative teaching experiences in agricultural sciences
Agriculture · Disadvantaged · Higher education · Historically black colleges and universities · Media studies · Political science · Precarity · Social science · Sociology · Digital literacy in education · Gender Studies · History · Law
Research Methods in Education
Educational Design Research
Adoption and use of AI tools
Sampling and Sampling Methods
The theory of planned behavior
User Acceptance of Information Technology
Consumer Acceptance and Use of Information Technology
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Purposive sampling
Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic
Revisiting education reform in Kenya
Exploring the Migration to a Digitalised Curriculum at UKZN
Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model
Interrogating the discourses of ‘teaching excellence’ in higher education
Habit and social influence as determinants of PowerPoint use in higher education
Towards a critical re -conceptualization of the purpose of higher education
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands
Remodelling the role of facilitating conditions for Google Classroom acceptance
On Becoming a Pragmatic Researcher
Historically White Universities and Plantation Politics
Small world sampling
Students’ perceptions on the use of LMS at a Lesotho university amidst the Covid-19 pandemic
Digitalised curriculum to the rescue of a higher education institution
Students’ experiences of using digital technologies to address their personal research needs during the Covid-19 lockdown
Online University Teaching During and After the Covid-19 Crisis
Mixed Methods Research
Views from the margins
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |