NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1134987
Record Type: Journal
Publication Date: 2015-Nov
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0256-0100
Students' Perceptions on IWB through the Lens of the Community of Inquiry Framework
van Niekerk, Molly Patricia
South African Journal of Education, v35 n4 Article 1212 Nov 2015
Interactive whiteboards (IWBs) are being utilised at a rapidly increasing rate, especially in distance education (DE). As a medium of instruction they allow the presenter to simultaneously interact with numerous students at different centres across the country. This study is unique in the sense that a collaborative learning community is created between two groups separated by distance. If utilised correctly and efficiently, IWBs have the potential to enhance the teaching and learning experience for the student. This article focuses on the perceptions of students (adult learners) from various school management teams (SMT), pertaining to their experiences with several IWB sessions. Open-ended questionnaires were completed by 45 students enrolled for the Advanced Certificate in Education (School Management and Leadership) (ACE SL). Participants' perceptions with regard to their IWB learning experience were determined according to the Community of Inquiry (CoI) framework, creating a collaborative constructivist educational experience. This article will indicate how important it is to focus on keeping the balance between the three presences in the CoI and also highlight the crucial role that presenters play to ensure an effective teaching and learning experience through the use of IWBs.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A