CONCLUSIONS OF THE STUDY

This study investigated the computer-based programme for training miners. The activity theory was identified to frame the study as it could map out the process of learning through the use of computers. Using the appropriate methods in the investigation, data collected yielded the findings. This study has outlined a number of examples of how the application of the methodology enabled the understanding of the complex issues related to the programme.

The findings not only facilitated the achievement of the objectives of the study, but also prompted reflection on activity theory. As a result, a theoretical modification of the AT is entertained in this chapter. The different perspectives of those within the activity system emerged more explicitly, and tensions and contradictions became more evident. Having read and taken into consideration articles about activity theory, and having been employed in studies of human-technology interaction for almost three decades offered me useful insights and guidance. The findings suggest a need to intensify the entire AET programme by including multimedia in the teaching-learning methodologies to train mine workers in computer-based skills, while considering the learners’ needs, as cautioned in the contribution of the study by Clemmensen, Kaptelinin, and Nardi (2016). The intensification of the programme will instil confidence in adult learners and achieve best practice as well as return on investment for the organisation.

In Chapter 1 the research problem was identified, contextualised, motivated and stated, followed by its related questions. The problem was premised on the suppositions that underlie the programme used to train adult mine workers in computer-based skills. This was done with particular reference to the perspective of divergence of thoughts around teaching adult learners in the two AET learning environments in the mine to eliminate illiteracy among the workforce. The concepts which are suggested by activity theory were useful scaffolds in the examination of the use of computers for teaching and learning. These can be traced back to the work of Kaptelinin (2005:5), who contends that the concept of the object of activity is a promising analytical tool which provides the possibility of understanding not only what people “are doing, but also why they are doing it”.

Chapter 2 presented a review of relevant literature and discussed the tool mediation and theoretical framework, which began with an overview of AT (see section 2.2). The work of seminal scholars who have contributed to the development of AT drove the discussions in the chapter. For instance, it was noted that Morf and Weber (2000:84) postulate that AT is a conceptual framework based on the idea that activity is primary, that doing precedes thinking, and that goals, images, cognitive models, intentions and abstract notions such as “definition” and “determinant” grow out of people doing things. Section 2.2.1 elaborates in detail on the genesis of the AT in this study and explains how in a complex world the activity of learning should be carried out, and what actions the participants should perform to bring the activity to its logical conclusion.

Section 2.2.2 was written in what could be labelled a personal narrative of what was anticipated within the activity system in the AET learning environments at the mine. The activity was directed at the object (computer/s) to contend with the emerging learning practices when a computer is introduced for teaching and learning by corroborating how adult learners acclimatise to learning new “ways of doing” things. It was presumed that if the object of the activity is maintained, it is possible to predict the results because the object requires the subject to be on point.

In section 2.2.3, Vygotsky’s concept of the zone of proximal development (ZPD) was used to elaborate on the level of engagement of adult learners with computers as an intrinsic aspect of motivation in the study (Dicks, Soyinka & Coffey, 2006:78). Hardman and Ngambi (2003:10)

conceptualise this gap between unassisted and assisted performance as the ZPD, that “space” where learning leads to proximal development of skills.

New elements were introduced in the activity as contradictions (in section 2.2.4), which manifested themselves in the form of the limited technological access to some Own-Time and Full-Time learners, including methods of learning, values, beliefs and diversity, rules and the community, which were explored in the research field detail in Chapter 4. This chapter ended with a discussion of boundary crossing and its sources of potential difficulties. It concluded with how learners went into the unfamiliar territory of the computer lab and cognitive retooling that they brought to the domain as they learned to work independently and together as a collective in order to generate new ways of doing and knowing (Tsui & Law, 2007:1289).

The role of facilitators in addressing the challenges that adult learners faced every day as they engaged with the computer during classes was discussed. The discussion further covered the frustrations that the learners experienced at the hands of the information technology, and how the employed andragogy, as coined by Knowles and Associates (1984:180), as a teaching method is different from traditional pedagogy. As Adler and Ronda (2014:68) observe, South African teachers tend to implement traditional approaches in the classroom, which was also mostly evident in the Full-Time learning environment and some Own-Time teaching and learning in the AET environment of the mine. They start the learning day by revising the previous day’s homework, demonstrating the new work with an example, and giving the learners some exercises to do. Mji and Makgato (2006:98) also perceive that out-dated teaching practices have caused poor teaching standards in South Africa.

Chapter 3 on the research methodology of the study was designed to elucidate the different understandings of the who, how and what in the study. For this reason, the research site and population were identified and justified in section 3.2, as well as the choice of the qualitative approach through interaction with participants to realise the findings of the study. The research design took the form of a qualitative case study, which provided an opportunity for discovery beyond that which is currently known, strengthened by the direct observations and data collection in a natural setting (Shavelson & Townes, 2002:99-106). The research methods and data collection

instruments yielded the findings of the study, guided by the AT and the articulation of Mwanza’s eight-step model. This chapter also explained the analysis of the data with reference to the theoretical framework. The ethics and trustworthiness of the study were accounted for.

Chapter 4 presented the research findings arising from the data analysis according to the advancement of the participants in engaging with computers for teaching and learning in the context of the AT. The importance of the human activity in the study was contextualised for the purpose of teaching and learning with computers and contradictions in the environment were noted.

The findings revealed the following:

a) AET policy and procedure

 The AET policy was more focused on Full-Time than Own-Time learners because of the nature of its enrolment, which was not obligatory. Attendance in these classes was poor, which made it impossible to get a rounded picture of this learning environment.  Learners’ perspective was that even though the AET policy stated that preference was given to learners who had previously attended Own-Time, the selection of those learners was subjective.

 The policy did not state the kind of the programme envisaged for learning and timelines of completion except those provided by the service provider.

b) Integration of computers for learning

 The inadequate integration of computers for learning in the chosen mine was evident. The combination of multimedia and face-to-face learning was implemented only in one Own-Time learning centre out of the four AET centres. Even though learners in Own-Time used computers for learning, they could not tell which programmes they were busy with. However, interaction with this computer programme transformed learners’ thinking.

 Facilitators set up the computer programme for learners, whose task it was just to navigate with the assistance of facilitators at the beginning. As time went by, learners

were able to navigate through the programme on their own by co-using the computers, which encouraged collaborative learning. Learning via the computer was more focused on the programme itself and not learning how to use the computer. Learners learned the required or planned skills just in time.

 The results regarding the primary area of this study, which included the evaluation of the effectiveness and value of the computer-based learning, cannot be conclusive. The investigation for the effective use of computers for teaching and learning was possible only at one Own-Time centre, which used a combination of face-to-face and multimedia teaching-learning.

 Good quality multimedia content with built-in tutors was appropriate for use in content design for first language speakers but was inappropriate for use by second language users without taking cognisance of their age and cultural beliefs.

 Examinations from the IEB were paper-based. A compulsory computer-based examination exercise would encourage the mine to use technology for learning effectively.

c) Attendance at Own-Time

 Learners were not released on time by supervisors from underground work to come to the surface to attend the afternoon classes. Lack of cooperation of some supervisors to release workers on time was revealed in the interviews.

 Even though learners had been taught how to read, write and speak in English, the influence of “Fanakalo” (unofficial language used specifically for communication in the mines) persisted as they spoke it among themselves and with supervisors when they sought clarity.

 During the interview responses showed that some social conditions that greatly affected learners’ computer-based learning included underprivileged internet connectivity and lack of access to the computer lab, difficulty in learning on their own due to lack of computer infrastructure

 Despite the above, learners were able to express themselves in English. This made it possible for them to communicate, especially with their supervisors.

 The learners’/workers’ performance at work improved a great deal, as can be gathered from their responses in Table 4.5. They even took the learning experience home as they were able to apply what they had learnt there as well. They gained confidence in themselves.

 Though facilitators might have experienced certain challenges, they played an important role by accommodating learners’ diversity. That contributed to the positive outcomes of learning.

 Learners were now functionally literate and consequently could read and interpret their payslips, time sheets, memos and notices.

 Learners’ literacy skills improved when facilitators provided them with opportunities to learn using the computer, or to implement what they had learnt during face-to-face classes in the computer lab.

 Interestingly, all these learners were characterised as indigenous, yet such indigeneity and age did not seem to influence the kinds of communal capital outcomes experienced. For example, learners in this study derived pleasure primarily from changes in how they articulated words in English and distinguished between the sums and the numerical signs when engaging with computers for learning.

 Examples learners gave regarding how the AET programme had impacted on their lives were proof that the programme had improved their literacy and numeracy skills, which made the difference in their lives, as seen during the focus group interviews.

 The interaction and collaboration which occurred as learners engaged with computers for learning enhanced their knowledge, skills, attitudes and beliefs and led to positive outcomes such as literacy and numeracy skills, and the more indefinable intrapersonal skills and traits of, for example, self-confidence and self-esteem and ability to do mathematical calculations

In the light of the summary of the study presented above, it is clear that the objectives of the study were achieved through the research activities. These objectives were as follows:

 To establish how the impact of the computer-based AET programme or training on the mine workers’ can assist them to practically apply the knowledge and skills which they have acquired by:

o showing understanding of written English through examining operational reports, and deviation reports of events;

o verbally communicating in English with their supervisor and their fellow workers; o reading their payslips, their time-sheets, memos and notices sent via e-mail and

interpreting them; and

o doing basic mathematical or numerical calculations related to their duties using the computer.