A QUANTITATIVE STUDY ON THE IMPACT OF E -LEARNING AND MODERN TECHNOLOGY ON TEACHING AND LEARNING IN THE NATURE CONSERVATION DEPARTMENT AT MANGOSUTHU UNIVERSITY OF TECHNOLOGY: ENHANCING STUDENT PERFORMANCE IN RURAL COMMUNITIES AND SUPPORTING UNTRAINED LECTURERS.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i3.1631

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i3.1631

Keywords:

E-Learning, Modern technology, Rural communities, Untrained lecturers, Nature Conservation, Digital divide, Teaching and learning, Student engagement, Mangosuthu University of Technology (MUT), Educational transformation

Abstract

Background

The adoption of eLearning and modern technologies is transforming education globally, offering enhanced teaching and learning experiences. However, in specialized fields like Nature Conservation, students from underprivileged rural areas and untrained lecturers face considerable barriers. At South African institutions such as Mangosuthu University of Technology (MUT), addressing digital access and literacy challenges remains critical.

Methods

This study employed a quantitative research design to evaluate the impact of e-learning and technology integration in the Nature Conservation Department at MUT. A structured survey was conducted with 150 final-year students and 20 lecturers. Data collection focused on access to eLearning tools, digital literacy, lecturer training, and academic performance. Descriptive statistics were used to analyze the data.

Results

Among the students, 85% were aged between 20–25 years, while lecturers had an average of five years of teaching experience. The study found notable disparities between rural and urban students. Seventy percent of rural students reported access challenges, and 65% experienced difficulties in practical applications, while over 70% of urban students demonstrated strong digital literacy and learning outcomes. Lecturer training improved from 30% in year one to 70% in year three, but 30% remained untrained. E-learning was reported to enhance theoretical understanding (30%) and flexibility (25%), though practical challenges (25%) and limited resources (20%) were ongoing issues.

Conclusion

While eLearning enhances theoretical learning and flexibility in Nature Conservation education, disparities in access, digital literacy, and training hinder its full potential, particularly for rural students.

Recommendations

To bridge the digital divide, institutions should prioritize targeted lecturer training, expand infrastructure, and develop context-specific e-learning strategies tailored to under-resourced environments.

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