The rapid and continuous changes in technology place lecturers using web 2.0 and web 3.0 technologies in their online courses in a predicament. The question uppermost is how to determine which tool will suit the circumstance of the students and lecturers and the teaching model adopted by the institution the best. This is an important question because every lecturer adopting technology as part of their teaching strategy is confronted with the question whether the tool they are using will enhance their pedagogy, incorporate different learning strategies and ultimately improve the performance outcomes of the entire qualification. Incorporating technology into teaching for the mere purpose of using technology, without considering the pedagogical implications, will cause a lot more harm than good. The research reported on in this paper relates to providing an initial quantitative perspective on the use of Virtual Learning Environment (VLE) tools towards effective teaching and meaningful learning of Computer Programming in an Open and Distance Learning (ODL) context. More specifically, the main research question addressed in this paper relates to the use of specific VLE tools by first year programming students and their effectiveness towards teaching and meaningful learning.

1. Affordances And Acceptance Of
Emerging Virtual Learning
Environment Technologies When
Teaching Programming Via
Distance E-learning

2. Why?
• How to determine which technology suits the
circumstances of learners, teachers and the
teaching model adopted by the institution.
• Every teacher adopting technology as part of
their teaching strategy is confronted with the
questions:
– whether the technology they use enhances their
pedagogy,
– incorporates different learning strategies
– improves the performance outcomes of the
qualification.

3. Review of References
• Emelyanova and Voronina (2014, pp. 272 - 289), investigated students’
and academics’ perceptions on introducing a virtual learning environment
- at a Russian higher education institution.
• Govender (2010, pp. 244 - 262) examined African students’ attitudes
towards the use of a virtual learning environment - face-to-face mode of
instruction.
• Greenland and Moore (2014, pp. 45 - 54) performed a preliminary
exploration regarding patterns of student enrolment and attrition in an ODL
environment - Australia.
• Halabi, Essop, Carmichael and Steyn (2014, pp. 405 - 423) found
preliminary evidence of a relationship between the use of e-learning and
academic performance in a South African first-year higher education
institution module - accounting students.

4. Research Design/Methodology
• Non-experimental quantitative research
design
• Data collection instrument used was a
descriptive survey
• Respondent sample representing 19% of the
student population
• Student Module Evaluation (SME) undertaken
by the Directorate of Institutional Research in
May/June 2014

5. Participation In Online Tutorial Activities

6. Percentage Of Online Tutoring Activities
Participated In
71%71%

7. myUnisa Experience

8. myUnisa Functions

9. Resources and Study Material
• 146 items
• Access - 20 202

10. Announcements
• 46 Announcements sent
• What to do/study each
week
• Revision
• Public Holidays
• Important information

11. Prescribed Book

12. Self-Assessments
• One per chapter
• Not compulsory
• Access - 2 734

13. Schedule

14. Learning Units
• Tutorial Letters
• Study Guide
• Access – 1 790

15. Podcasts/Vodcasts
• 84 vodcasts
• 1 per activity

16. Discussion Forums
• 57 Topics
• 803 posts

17. Blogs
• Not compulsory
• Access - 303

18. Online Meetings
• Big Blue Button
• 2 meetings
• Practical assignment
• Examination
• 8% participation

19. Recommendations
• 71% participate in 50% or less online activities
– Blogs: Compulsory assignments
– Vodcasts: More visual link, indicate number
available
– Meetings: Stress importance of attendance

20. Conclusion
• Uptake of “normal”/”standard” tools good to
high
• Uptake of “lesser used” tools low
• The more tools used by all will increase
uptake of tools