Phenomenological Insights into Challenges and Opportunities of Learning through Social Information Communication Technology Andragogy

Abstract

Globally, Social Information Communication Technology Andragogy (SICTA) has long been advocated for in tertiary institutions. Yet, most lecturers have remained stuck in their traditional face-to-face andragogical practices. The lockdown to curb the spread of the corona virus, COVID-19, has accelerated the adoption SICTA. In this article, we adopted a phenomenological design from a qualitative research perspective to examine students‘ challenges, solutions and opportunities of SICTA learning. Six students doing a Postgraduate Diploma in Tertiary Education (PGDTE) shared their experience of SICTA learning. A three-staged process was adopted to generate qualitative data through written narratives, document analysis and dialoguing. The content qualitative analysed data revealed multiple and nested challenges grounded in the use of multiple SICTA based platforms. SICTA created learning opportunities such as online learning competences, learning material accessibility and sharing, time limitless collaborative learning and enhanced self-directed learning.  The researchers recommend that educators at tertiary level should conduct professional students and staff development on social ICT, design and establish policies for the use of Social ICT and disseminate relevant information as well as undisrupted access to internet and technological devices.