Digital apartheid and the effect of mobile technology during rural fieldwork

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Abstract

Fourth year occupational therapy students at the University of the Witwatersrand attend a three-week rural fieldwork placement. During this time, they are in a resource-limited environment with limited access to their usual Virtual Learning Environment (VLE) in a blended learning curriculum, thereby contributing to 'digital apartheid' between students from different socioeconomic backgrounds.

 This study investigates the effect of mobile technology during rural fieldwork to address 'digital apartheid'.

 A self-reporting pre-test post-test survey design was used. Students self-evaluated their understanding of fieldwork learning objectives at the start of the year and again midyear. Rural fieldwork marks were collected mid-year. The experimental group (n1=13) accessed the VLE via the mobile technology, whereas the control group (n0=7) did not. Data were analysed for significance and effect size.

 While there was no significant difference in the student marks (p=0.27), there was a significant effect on self-evaluated knowledge gain for the experimental group's rural fieldwork learning objectives (d=2.02) which was a notably larger effect size than their other fieldwork learning objectives (d=1.36) and that of the control group's learning objectives. The use of mobile technology during rural fieldwork was a successful strategy towards 'digital democracy' by allowing students equal access to access the VLE.

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Author Biographies

  • Paula Barnard-Ashton, University of the Witwatersrand

    Academic degrees: BSc OT (Wits), MSc OT (Wits)

    Position: Lecturer and Manager of eFundanathi - Learn with Us,  School of Therapetiuc Sciences, Faculty of Health Sciences, University of the Witwatersrand. Affiliated to Department of Occupational Therapy.

  • Fasloen Adams, University of the Witwatersrand

    Academic Degrees: BSc OT (Stellenbosch); MSc OT (UCT); PhD (Wits)

    Position: Head of Department; Department of Occupational Therapy; School of Therapeutic Sciences; Faculty of Health Sciences; University of the Witwatersrand

  • Alan Rothberg, University of the Witwatersrand

    Academic Degrees: MBBCh (Wits); FCPaed (SA), PhD (Wits)

    Position: Associate Professor; School of Therapeutic Sciences; Faculty of Health Sciences; University of the Witwatersrand

  • Patricia McInerney, University of the Witwatersrand

    Academic Degrees: BSc Nursing (Wits); Dip N Ed (Wits); MSc Nursing (Wits); PhD (Wits)

    Position: Associate Professor; Centre for Health Science Education; Faculty of Health Sciences; University of the Witwatersrand

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Published

09-08-2018

How to Cite

Digital apartheid and the effect of mobile technology during rural fieldwork. (2018). South African Journal of Occupational Therapy, 48(2), 20-25. https://journals.assaf.org.za/index.php/sajot/article/view/19555
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