Online Studios and Digital Literacy Among Undergraduate Students: An Activity Theory Perspective (Poster 41)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Guiding Growth: Creating Engaged and Adaptable Learners for a New Tomorrow

Abstract

South African higher education institutions have adopted educational technology tools to promote digital literacy and inclusion. Despite these efforts, challenges remain regarding how faculty in design fields use educational technology tools in design-related fields. This study sought to investigate the effectiveness of online studios in equipping students with vital digital literacy skills necessary for twenty-first-century design practices.

Employing a qualitative, interpretivist approach through a multi-site case study design, this research utilised interviews, focus groups, and participant observation as its core data collection techniques. Grounded in the principles of social constructivism, this study underscores the importance of understanding reality as a subjective construct shaped by inclusive human interaction, especially in educational contexts.

Author

• Blessed Aspinas Mhungu, University at Buffalo - SUNY