D Phiri 218002226 TST4 Final Research

University of Johannesburg
Faculty of Education
Utilising core ideas from the science of learning to inform the
design of Learning Management Systems (LMS’s) in the
context of Covid-19
Dimpho Phiri
218002226
Research Report
Teaching Studies 4
TSTF0Y4
in
Childhood Education
at the
University of Johannesburg
Supervisor: Mr L Molaodi
Date: 13th October 2022

TABLE of CONTENTS
CHAPTER ONE
INTRODUCTION………………………………..3
BACKGROUND………………………………………..3-4
PROBLEM STATEMENT…………………………………….5
RESEARCH QUESTION……………………………………..6
RESEARCH AIM and OBJECTIVES……………………….6
RESEARCH METHODOLGY and DESIGN………………6-7
CONCLUSION…………………………………………………..7
CHAPTER TWO
INTRODUCTION ……..……… 8-9
DISCUSSION of LITERATURE:
THE CONDITIONS THAT CREATE AN IMBALANCE BECAUSE of AN OUTDATED
CURRICULUM, WHILST LEARNING TRADITIONALLY OR REMOTELY and
ACCOMMODATING THE SCIENCE of LEARNING in A 4IR VUCA WORLD …… 9-10
THE IMPORTANCE of TEACHER TRAINING TO ENCOURAGE LEARNER
PERSONALISED LEARNING MANAGEMENT SYSTEMS (LMSs) DEVELOPMENTS

AS A COMPULSORY COMPLIMENT TO LEARNING ….……… 11-12
HOW PUBLIC and PRIVATE SOUTH AFRICAN LEARNERS and TEACHERS WERE
AFFECTED BY THE PANDEMIC and THE PROSPECT of TECHNOLOGY WITH
EDUCATION …………………….…………………... 12-13
CONCLUSION………………………………….14
CHAPTER THREE – FOUR

RESEARCH METHODOLOGY ……..……… 15
RESEARCH DESIGN ………………..……15
SAMPLING ……………………………..16
DATA COLLECTION ….…………………... 16
ETHICAL CONSIDERATIONS …………… 16
INTRODUCTION ………………….. 17
EVIDENCE of DATA ………………….. 17-18
FINDING PATTERNS in DATA ………………….. 19
CREATING THEMES …………………..20

Ms. D PHIRI 218002226 – TSTF0Y4- CHAPTER ONE ASSIGNMENT- MARCH 2022
Utilising core ideas from the science of learning to inform the design of Learning
Management Systems (LMS’s) in the context of Covid-19.
■ 1.2. INTRODUCTION
The abrupt launch of the Covid-19 pandemic caused educational institutions to acknowledge the
robust presence of the Fourth Industrial Revolution; with its proficiency to play a pivotal role within
the learning environment. It became imperative to consider technological implementations that
could conform to the continuation of the curriculum on online distance learning platforms. This shift
led to the escalation of Learning Management Systems (LMS’s) being used and developed as
tools to support and encourage teacher and learner engagement. These Learning Management
Systems (LMS’s) tools can consist of various forms of engagement to represent visual teaching,
formative/ summative assessments, retrievable literature and more. It is necessary to query
despite the presence and existing abundance in usage with these tools, to introspect the quality of
the Learning Management Systems (LMS’s). This pilots us to understand the design, the suitability
and objectives, in order to discover the effectiveness of its distance learning support. There is a
demand to find evidence to prove that the aspects surrounding the science of learning are being
fulfilled in the process. There are many sciences of learning principles that are used to promote
productive educational conditions. The science of learning ideas are the important principles of
learning objectives and competencies that originate and have been executed more in the physical
classroom dynamics in each activity. The core ideas from the science of learning and its impact on
Learning Management Systems (LMS’s) developments are crucial. Specifically based on how the
physical classroom environment has sufficient training, evidence and outcomes of how beneficial
the science of learning is.
■1.3. BACKGROUND
Learning Management Systems (LMS’s) have been a great part of our world, they are seen and
used as relevant development tools more gradually and significantly in the 21st century. The
aspect of understanding the gradual growth of this system assists in seeing how the principles of
communication, creativity, collaboration and critical thinking may have embodied inadequately.
This is due to the embraced culture of traditional teaching and learning tools that were more so
manual and so the idea of automatic learning tools was not accommodated. In a 2008 study, the
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use of just the internet was recognised as “infrastructures every educational institution has the
opportunity to make use of” (Kakasevski et al, 2008: 613). This study was conducted as an
evaluation and this was afore the Covid-19 pandemic, as it further states the possibility to use “the
internet as a communication medium” (Kakasevski et al, 2008: 613). This is in relation to
elearning and retrieving learning material from any LMS’s source present at the time. Though the
reality is besides the fact that LMS’s was not accommodated then, there were also fractional
measures put into place to cultivate it in a modern educational field. Otherwise, the uncertainties
posed in a 2020 study would have not reported about the evident “logistical challenges and
attitudinal modifications” towards LMS’s (Adedoyin & Soykan, 2020: 4). Despite the clear presence
of LMS’s from 2008, there stood a hindering fear extended to poor academic due to lack of
familiarity with LMS’s and teachers reserved and not confident to teach remotely (Adedoyin &
Soykan, 2020). Therefore, the reasons to LMS’s not being fully trusted and familiar could be
because it was not introduced as a blended way of learning during physical learning capacities.
Hence, a Learning Management System that has not been tested may not adequately support the
science of learning factors.
During an external WIL experience, teachers expressed that their school could not even
accommodate LMS’s due to the inability to find valuable techniques to engage learners.
Subsequently, contact learning occurred with 50% of the class each day, which entails the process
of teaching the same content twice in a week. A lot of syllabus time and quality is compromised
due to the fear of LMS’s channels not being seen as adequate tools to accommodate science of
learning principles. A colleague expressed that another school they visited embraced the Learning
Management System (LMS’s) found it challenging to introduce this concept abruptly in the
foundation phase, that it had to be discontinued. Piaget speaks about the concepts of assimilation
and accommodation, which entails the process of adjusting an idea with an existing concept
(McLeod, 2018). However, there was little to no introduction, thus no accommodation can be
made. Especially with South African schools, it is difficult to turn to LMS’s developments when
even teachers themselves are not trained sufficiently for usage. According to (Adedoyin & Soykan,
2020), teachers were worried about their digital competency and assessment supervision; leading
them to question if “learners are getting the same learning experience” (Adedoyin & Soykan,
2020:5). As a result, (Dhawan, 2020) suggests that LMS’s programs should be introduced and
taught first to leaners personally, educators should make time for “making effective strategies for
giving online instructions” (Dhawan, 2020: 9). This way strategies to work with LMS’s can be
consistent enough to accommodate the science of learning principles. Which could cater for
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remote-learning crisis like Covid-19, where effective learning still takes place nonetheless with
necessary modifications.
■1.4. PROBLEM STATEMENT
It is imperative to understand that the alternatives within learning environments are precedented, it
is seen in a traditional classroom where different learning methods are catered to accommodate
different learners. This is done with the objective of having utmost communication, creativity,
critical thinking and collaboration being fully instilled for the benefit of reaching each learner. Thus,
the Learning Management Systems is a great initiative to help learners to explore and broaden
their 21st century skills. For example, in a traditional classroom setup, it is understood that there
are different types of learners such as visual, kinaesthetic, auditory, verbal, tactile etc. type of
students. There are many forms of tools and strategies that can enhance engagement from
videos, dancing, lectures/discussions and physical projects (sewing, writing etc.). Nevertheless,
these are basic strategies that accommodate a physical environment. The Learning Management
Systems and the approaches of method teaching and activities should resemble that and be
assembled to accommodate effective learning. But also, the accommodation for academic support
in the capacities of Zone of Proximal Development and scaffolding, where collaboration is offered
as correction or support for the misconceptions learners will develop (McLeod, 2018).
Furthermore, it is in the way the setup of LMS’s activities and tasks that need to be modified in
order to embody the science of learning. As that is not present enough to find results that confirm
evidence of communication, creativity, critical thinking and collaboration. These are important
learning principles that scrutinise the performance expectations. For instance, could the LMS’s still
support the art of communication remotely as it has in a traditional classroom. Where learners get
to have activities where their opinions can be discussed, where they can answer questions and
reveal their mental critical thinking effectively. Especially for tasks such as shared reading or
guided reading, did learners get to read and analyse a text they retrieved from the LMS’s
effectively with the supervisor. If by any means, how then do the activities they engage in allow for
them to still continue engaging with their peers remotely to share perspectives on the content.
Where they can continue group work remotely. Is their creativity showcased in the tasks they are
doing, where it is not just digital creativity but tasks that also embrace their gross motor skills,
liking writing, drawing, projects and others forms that allow them to express themselves. These are
foundational 21st century skills that Learning Management systems must test because these are
global “surviving skills” that help learners to embrace “flexibility, adaptability, initiative, selfdirection,
social and cross-cultural interaction, productivity and accountability, leadership and responsibility”
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(Erdem, 2020:5-6). The absence of these principles in LMS’s leaves a vast gap of socio-cultural
experiences, which detaches the learning content and the learner from reality.
■1.5. RESEARCH QUESTION
How can core ideas from the science of learning be used to inform the design of Learning
Management Systems (LMS’s) in the context of the Covid-19 pandemic?
■1.6. RESEARCH AIM AND OBJECTIVES
The research objective of LMS’s being complimented by the science of learning is that the
evidence of engagement operations of communication, critical thinking, collaboration and creativity
can be seen in each activity. How will this or that presentation, literature, video, quiz etc. help
reach those principles despite being on an online platform. The aims of research will discover what
is it in the first place from the LMS’s activities that learners will and mainly take away from the
lesson as a whole. To investigate the compatibility of LMS’s, the engagement with blended
methods of interaction and the suitability of teaching methods/tools.
■1.7. RESEARCH METHODOLGY AND DESIGN
Qualitative research is the careful in-depth study of a topic where one gathers a thorough analysis
and an insightful pursuit of valuable material. This investigative process awards the provides rich
content that will be beneficial and knowledgeable towards discovering generational “observed
patterns, especially the invisible or surprising ones” (Busetto et al, 2020: 1). It is different from
quantitative study where quality is compromised with an abundance of information, the process of
scrutinising and further probing for extensive knowledge is absent. This makes qualitative research
the better option for research, because it is not compiled for basic or sizeable information but what
really needs to be understood. For example, a research on Learning Management Systems
(LMS’s) and their gradual growth over the years is a topic one could ponder on. Quality research
would go into depth about what over the past ten years individually sparked its growth, so factors
such as 4IR, instant gratification from technology, appreciation and ease of accessibility, Covid-19
factors, distance learning convenience and more would constitute of qualitative research.
Most importantly, this sort of research is not bias or more one sided, it unravels everything.
Participatory action research is the study of social surroundings. It is the process of engaging in
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studies of “communication, production and social organisation” (Kemmis & McTaggart, 2000: 282).
Simply put, this is an active assessment of social/community life by observing real life
engagements, interactions and responses of certain affected topics towards categorised groups of
people in an environment. For example, how effective and how far Learning Management Systems
(LMS’s) can be used in different foundation phase grades. Another example is how accessible
Learning Management Systems (LMS’s) are used at schools and at home – that disadvantages
learners’ introduction, understanding and comfortability with LMS’s.
■1.8. CONCLUSION
In conclusion, the observation of progressing technological needs within the learning environment
proves that the advancement of Learning Management Systems (LMS’s) should be complimented
by the principles of communication, creativity, collaboration and critical thinking. The narrative of
the Covid-19 pandemic has forced educational facilities to realise the growth of technology and
how substantial it is to the learning process in schooling accommodations. These are essential
components and objectives that should be considered in the establishment of Learning
Management Systems (LMS’s). In addition, it renders guidelines that are sufficient to offer a
qualitative learning experience, where evident grasping of information and knowledge is created.
Moreover, this process also signifies the role of blended learning of traditional, technological and
the futuristic classroom prospects with Learning Management Systems (LMS’s).
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Ms. D PHIRI 218002226 – TSTF0Y4- CHAPTER TWO ASSIGNMENT- JUNE 2022
Introduction:
The 21st century has brought a lot of changes in the world with the influx of technology, this alone has
created a VUCA (volatility, uncertainty, complex and ambiguity) conditioned world. The implementation of
technology has been dominant in almost all industries and even the education sector. The use of
technology has always made it easier to access material easier but also to connect people and places
quicker. Despite this, due to socio-economic backgrounds of schools, not many schools have had the
opportunity to utilise technology in learning to the fullest potential. This study serves to see the reasons
and results of learners and teachers not being familiar with the interface of Learning Management
Systems (LMSs), developing LMSs or even using them in the activities they engage in. Landa et al.
(2021) asserts how the pandemic became a visible emergency in education, this is because it prompted
all physical facilities to discontinue face to face learning from 26 March 2020. This especially became an
unforeseen hinderance when there that forced the education programmes to move from a traditional
physical learning space to remote online learning platforms. For most schools in South Africa who were
dependent on only physical learning experiences, the remote learning option would be difficult because
of not having enough exposure and personalised Learning Management Systems (LMSs).
This generally means that they are unable to successfully use Learning Management Systems (LMSs) to
create tasks that will engage learners and teachers. Moreover, the teachers do not have extensive
training or understanding on how to support learning remotely; and how to ensure that the science of
learning is evident throughout. I investigate what research says about how the education system has
evolved from the use of traditional teaching methods and how the use of technology in the classroom is
imperative. Although, I will also look at how academic literature navigates how that alone does not
eliminate the lack thereof in training learners and teachers to be confident in using the Learning
Management Systems (LMSs) in remote learning. Additionally, I will also delve into how the CAPS lesson
planning designs should also show encouragement of blended learning of physical and online services.
Which essentially entails finding out what the government can do to also supply schools with basic
technology to achieve these objectives. As the main goal of remote online learning is to ensure that the
use of Learning Management Systems (LMSs) can still enhance the standard of learning and encourage
communication, collaboration, creativity and critical thinking. Especially within the primary school and
foundation phase grades.
I will also unravel what researched studies have to say about learners’ from private and public schools
have endured before and after the Covid-19 pandemic. As well as how parents themselves may not be
literate at all or sufficiently themselves to help learners. This is especially important since during the
pandemic, they have had to communicate with teachers and be more actively involved in the learners’
academic progress. Thus, some learners also have no exposure to technology at home or effectively at
school and it may also indicate how parents themselves may need exposure to understanding and
engaging with technology. The literature review will bring more insight into how the Covid-19 pandemic
exposed how the education system needs to make amends to their curriculum, teaching methods and
tools. As other fields are advancing also within the science and mathematics departments with the use of
technology allowing them to be competent and engage with the world’s standard of Fourth Industrial
Revolution (4IR). In the education department, Learning Management Systems (LMSs) and other virtual
tools need to be introduced and personalised to ensure that learners benefit from online learning as they
would with physical learning. I will discover how the experience of the Covid-19 pandemic can reform the
curriculum in South Africa and install content that aids 4IR Learning Management Systems (LMSs)
interventions for personalised learning.
The conditions that create an imbalance because of an outdated curriculum, whilst learning
traditionally or remotely and accommodating the science of learning in a 4IR VUCA world
The use and development of technology has been growing significantly and has been seen to be a
possible tool to implement in the classroom. According to McBrien et al. (2009) technology is recognised
as an intermediate tool that can be accessible to make remote learning instant and easy. Kakasevski et
al. (2008) also alludes to how diverse technology can be utilised to promote effective learning, where the
learner has direct access to the material as the teacher. The pandemic’s immediate presence posed
uncertainties in how teaching and learning remotely can simplify or affect the curriculum and the pre-
planned duration of it (Ramrathan, 2020). It also exposed the extinct or seldom utilisation of technology in
the classroom as a compliment to the learning activities learners engaged in. We live in the 21st century,
where the Fourth Industrial Revolution (4IR) has introduced complex technological gadgets that simplify
the way we communicate, collaborate, create and critically think (Seepe, 2021). It is evident that
technology does support the fundamentals of interchanging information and connecting institutions that
have a similar interest to have a platform. However, if the traditional way of learning and teaching are
hesitant in creating avenues for digital interaction preceding the pandemic, the uncalculated response to
move to an online platform or await the end of this suggested trajectory becomes frustrating (Thomas
and Rogers, 2020).
Hence, Seepe (2021) acknowledges that the Fourth Industrial Revolution (4IR) became an accelerated
movement that transformed each sector vigorously. Its rapid relevance and in-depth operation are also
unquestionably defined under volatility, uncertainty, complexity and ambiguity (VUCA). This is due to how
it has updated and shaped our reality of teaching and learning, while the popular usage of technology
becomes a demand to conform to its availability in the cases of a crisis. As stated by Dhawan (2020) the
need to adapt is compulsory, remote learning and implementing technology in the classroom is not an
alternative subjected only to circumstances such as of the pandemic. It is a miscellaneous product that
permits humans to use their intelligence and creativity to produce more technological devices, which
elevates their craft and production. Seepe (2021) evaluates the need for the education sector especially
to be one of the sources reinforcing these skills in learners as that way they are investing in individual
learners that can share their skills with their communities. Therefore, this creates a continuous cycle, that
makes it impossible to not use technology as a universal tool, especially when it made up of aspects from
the science of learning and that is what shapes the objectives of a lesson. Maree (2022) also dissects the
need of practical use of digital education compared to the reality of how the pandemic challenged an
already developing educational system.
Seepe (2021) notes the distinction between ancient traditional teaching methods and technology learning
supplements learning is immense, there has been some improvements, but the progress seems
stagnant. The sole use of traditional teaching supported by the curriculum cannot equip learners and
teachers with the 21st century skills they need with the intention of adjusting to the demands and
challenges. Whereas any demands and challenges will affect the way communication, collaboration,
creativity and critical thinking is exhibited and reciprocated. This simply means that “4IR requires a
rethink if education is to meet the future demands” as the present and prospect of South Africa will more
than “book smart” individuals (Seepe, 2021, p. 8). Especially when the expertise of science, engineering
and mathematics are highly drawn to algorithms are the structures of how Learning Management
Systems (LMSs) work (Burgos, 2021). This essentially highlights the importance of learners being
introduced to technology in appropriate levels as they progress to higher grades. Alongside the gradual
introduction, learners are not pressured to learn about Fourth Industrial Revolution (4IR) development
with Learning Management Systems (LMSs) in a rushed process, like the experience of the pandemic.
Cowan (2014) remarks that the working memory enables one to grasp small information, then granting
them to comprehend the information in a reasonable size they can recall. It is significant to understand
the severity of how the introduction Learning Management Systems (LMSs) from the foundation phase
can prevent intermediate, secondary and higher education students from being overloaded with foreign
technological products. Especially when they need to use Learning Management Systems (LMSs) to be
productive and prepared for reality (Seepe, 2021).
In addition, Ramrathan (2020) emphasises on the concept of an outdated curriculum, how the guidance
of learning in schools should stem from the necessary skills that learners will need. With a curriculum that
only supported traditional learning methods, some schools halted learning and later had a portion of a
class attend physical classes. This was also because most of the size of learners in public school classes
are large, which would go against the government social distancing and indoor capacity regulations
(Maree, 2022). This sort of structure was helpful for the safety of the learners in a physical classroom,
although the use of Learning Management Systems (LMSs) would have not caused learning segregation
due to an unforeseen policy. As a weekly rotation is certain to disadvantage or advantage half of the
learners’ learning experience and the inconsistency of their academic participation. Nonetheless, even
with a weekly rotation set to foster physical learning in South Africa, there was needed intervention to
extend the academic year for curriculum coverage (Ramrathan, 2020). Ramrathan (2020) explains that
there is a demand for the CAPS document (2011) to focus on the learning outcome opposed to
curriculum advancement, as it currently outlines the curriculum to appear as a mechanical and robotic
system. The idea is to enrich teachers and learners comprehension on Learning Management Systems
(LMSs) how it accommodates the learning process and maximising the usage from Foundation Phase to
Higher education. This will impact their readiness to respond to a volatile, uncertain, complex and
ambiguous world; to encourage competent technology users and developers. Furthermore, what is
required is a curriculum that allows them the compatibility to assess and participate in resolving “issues
and challenges of the country within a global world” (Ramrathan, 2020, p. 383). This essentially reveals
that the inculcation of learning online can assist learners in attempting and testing software and gain
general and personalised knowledge.
Subsequently, Maree (2022) suggests that a restructuring of the curriculum is necessary as it will allow
learners to experience transformation understand the need of progression in updating, so relevancy is
supported. This can be practically accomplished by trimming and replacing content in the curriculum that
does not resonate with the needs of Fourth Industrial Revolution, that prioritises what learners need to
interpret in their communication and collaboration with the world (Maree, 2022). More so, the
development of the curriculum should accommodate Learning Management Systems (LMSs), as this will
train the teachers’ and learners’ intellect to analyse, design, implement, test, verify, deploy and maintain
Learning Management Systems (Burgos, 2021). This will also support the computability of the system to
notify learners of important tasks and not alert learners of insignificant information they do not need
(Adedoyin & Soykan, 2020). Landa et al. (2021) further elaborates on the requirement to observe how
the pandemic’s influence on the education system shaped the way technology is seen. As it goes beyond
being a creative space for personal engagement but being able to use for affirming learning and
reciprocal communication of teacher-learner. Eventually, the customisation of Learning Management
Systems (LMSs) for each grade and subject specification is needed, not only the sole variation but the
adequate qualifications as teachers to be cognisant in the way they work, when to use them and how to
accommodate them even in blended learning (Adedoyin & Soykan, 2020). This way the science of
learning and different learning styles can still be successfully catered for with online learning.
The importance of teacher training to encourage learner personalised Learning Management

Systems (LMSs) developments as a compulsory compliment to learning
The observation of how South African schools implemented rotation and hybrid learning seemingly
outlines the difficulties teachers and learners face, as they are either unable to use Learning
Management Systems (LMSs) or not being able to effective use for productive learning (Maree, 2022).
Sikhakhane et al. (2021) unravels the reality of teacher training with computer technology; as many
teachers are veterans in the teaching profession and have exhausted the concept of traditional methods
they are bound to execute successfully, while maintaining the science of learning in that environment.
Regardless of this, the sole dominance of teaching traditionally, entailing physical material in an evolved
world hinders both teachers and learners. While LMSs have been present and developed for educational
purposes, they were not prioritised in primary education, which may relate to the amount of time and cost
that e-learning and technological devices need – which the curriculum may not cater for (Dhawan, 2020).
There are different hours required for each phase and grade of learning that educational curriculum use
to nationally guide learning and interaction.
SUBJECT GRADE R GRADE 1-2 GRADE 3
HOURS HOURS HOURS
Home Language 10 8/7 8/7
1st Additional Language 2/3 Figure A: An extract of the hours/time allocation for
Mathematics 7 7 7 each subject in the Foundation Phase for Grades R to
Life Skills 6 6 7 Grade 3.
_ Beginning Knowledge (1) (1) (2)
Taken from: Department of Basic Education. (2011).
_Creative Arts (2) (2) (2) National Curriculum Statement (NCS): Curriculum and
_Physical Education (2) (2) (2) Assessment Policy Statement Foundation Phase Grades R
– 3. Life Skills, p.6.
_Personal & Social Well-being (1) (1) (1)
TOTAL 23 23 25
The above figure places more focus on the Foundation Phase time allocated on each grade within its
phase. Referring to McBrien et al. (2009) and Kakasevski et al. (2008) suggesting the prospect of LMSs
being used in the education space before the arrival of the pandemic; and many LMSs like Blackboard
have been developed for “online-based teaching innovations” (Landa et al., 2021, p. 175). However,
Landa et al (2021) concedes that these are higher education tools and that students would use YouTube
and WhatsApp when encountering difficulties with the Blackboard LMS. Clearly, even with the awareness
of Learning Management Systems (LMS), higher education students are not familiar with the interface
and turn to communicate with lecturers on WhatsApp and watch YouTube educational videos of their
content from diverse and unverified channels. Thus, with higher education learners having Learning
Management Systems (LMS) and being unable to navigate it, the leaners and teaches could not utilise
the same platform for teaching and learning. Sikhakhane et al. (2021) mentions that teacher training
institutions are necessary and need to capitalise on the pedagogical educational psychology model to
make blended learning effective and meaningful. As the hours of the Foundation phase are indicated
above, these were framed by the curriculum to support traditional learning. As the Covid-19 pandemic
disrupted learning, the suggested hours with an inflexible curriculum, alongside the expectancy to
creatively use technology can frustrate teachers and learners (Ramrathan, 2020). An alteration of the
content and personalised LMS for Foundation Phase education is crucial to implement developments
and suit the hours, phase and grade. More so, to have dynamic activities to support Life Skills,
Mathematics and Language subjects. Dhawan (2020) attests that the nature of updates will require
structured and intentional cost and time to revolutionise the use of LMSs in teaching and learning. This
would require the government to provide support to schools that are in rural settings and learners who
come from middle class backgrounds.
Hence, it is problematic if only teachers and especially in the Foundation Phase are being introduced to
basic computer knowledge at present and the inconsistency of training teachers (Sikhakhane et al.,
2021). This is because even for teachers that are technologically advanced, there is still a need to further
study more of the “reliability and sufficient of Information Communication infrastructure, learning tools” to
prepare for any hinderances they will encounter with usage to not waste classroom time (Dhawan, 2020,
p. 18). Although, most importantly Foundation Phase teachers in this regard need to be specialists in
developing, structuring and maintaining LMSs for the grades they teach; they have personal and
theoretical experience of learners. Outsourcing a Learning Management System (LMS) may be beneficial
if it correlates with attracting the learners’ ease of accessibility and an interface that is easy to manoeuvre
the content and participate in activities. Edmunds & Hartnett (2014) argue that personalised learning
tailors to the catering of learners’ interest and needs, thus requiring teachers to practise calculative
content approach. Personalised Learning Management Systems can block individualised learning from
taking place, “where learners are separated to learn on their own”, individualised learning eliminates the
science of learning (Edmunds & Hartnett, 2014, p. 12).
Active and engaging learning is achievable; where communication, collaboration, creativity and critical
thinking is present with the aid of Learning Management Systems (LMS). Sikhakhane et al. (2021)
alludes that learners in different grades show different levels of maturity, thus by the teacher
understanding the needs of a lesson, they can implement pedagogical, educational, content or
technological domain. Hence, by having teachers who specialise in a phase, they will understand the
way the Learning Management System (LMS) needs to be developed to support the science of learning
in the process. Seepe (2021) asserts that the use of technological devices that increasingly rise with the
advancement of the Fourth Industrial Revolution (4IR), it also brings about volatility, uncertainty,
complexity and ambiguity. That is why training needs to be constant and evolving, while facilities to
attend workshops can train and give feedback must be mandatory (Sikhakhane et al., 2021). This also
allows teachers with a common phase specialisation to interact, share recommendations and information
that can be knowledgeable for all to use in their classrooms. Edmunds & Hartnett (2014) attest that
teachers have attempted to reform their style of teaching and receiving various responses of success by
doing this. According to Sikhakhane et al. (2021) from observing how teachers teach with the aid of
computer tools, they noticed that learners are more motivated, engaged and impelled to collaborate with
peers and the technological devices. This supports the comprehension that learners today are more
inclined to technology supported learning, due to the advancement of Fourth Industrial Revolution (4IR),
so a curriculum that was used before Apartheid or after South Africa’s liberation is unsuitable now
(Seepe, 2021).
The circumstance of the Covid-19 pandemic and the uncertainty it brought affected educational practices
and thus also impacting the holistic experience of communities (Thomas & Rogers, 2020). The training of
teachers in understanding how to navigate technological tools and usability, can assist in educating the
community about the Fourth Industrial Revolution (4IR) and its developments. As some schools in South
Africa became hesitant in switching to online learning, parents became mediators of teaching, getting
advice from teachers and somewhat being responsible for their children’s learning (Maree, 2022). This
forced parents to be “stand-in-teachers overnight” and all this while they are faced with socio-economic
and holistic impact of the pandemic (Thomas & Rogers, 2020, p. 2). It is noteworthy to understand that
since not all teachers have experience or adequate knowledge of technology, so some may not have the
experience to bring convenience to coach the parents online. Especially on knowing how to use any
content given for the learners to make their learning experience more meaningful (Thomas & Rogers,
2020). There is then no LMS developed that leaners used in class to guide the parents on how they
navigate it. More specifically, the use of a Learning Management System (LMS) could have also allowed
Zone of Proximal Development (ZPD) to take place, as the teacher could “assess children’s intellectual
abilities and how to evaluate the efficacy of instructional practices” (Podolskij, 2012, p. 3485). This would
have re-introduced the same science of learning principles that learners were familiar with in class to be
present even in their different geographies. Whereby they get to engage in dialogues and receiving
feedback. Although, there are various reasons why this sort of technological exploration would not benefit
all learners in South Africa without the injection of time and cost to re-evaluate the types of curriculum
and socio-economic backgrounds in schools. Kemmis & McTaggart (2000) suggest that participatory
assessment could alert us more on our own academic production, by analysing data on how Covid-19
affected learners from different phases. Ramrathan (2021) delved into this concept from observation of
the difficulties teachers and learners endured, indicating how impactful questioning systems are. It is
derived from the need for quality education and altering the South African learning curriculum becomes
the solution.
How public and private South African learners and teachers were affected by the pandemic and
the prospect of technology with education
Even before the presence of the pandemic, it became clear that learners in South Africa have a different
learning experience, which is distinguished by the pattern of socio-economically deprived learners
producing poor academic results (Spaull, 2013). According to Spaull (2013) the quality of education that
learners receive correlates to their socio-economic advantage, based on wealthy schools have a poor
performance of 25% and poorest schools with 75%. There is also insight into why learners from
financially unstable backgrounds in South Africa are still suffering from the strong legacy the Apartheid
system implemented (Spaull, 2013). This goes to even stress that racial exclusion due to finances further
continues, due to the lack of accessibility and understanding of technology for learning. Seepe (2021)
emphasised on how important teaching with technology can be in the 21st century, as there is evidence
of how the peak of the Fourth Industrial Revolution (4IR) can help the newer generation to gain skills to
survive in a volatile, uncertain, complex and ambiguous world.
Thus, the way that they learn should be different from the curriculum millennials were subjected to, as
that catered for the circumstances and reality of the times. However, the presence of the Covid-19
pandemic demonstrated that public and private schools had either a supportive or daunting learning
experience (Ramathan, 2020). This is because only private independent schools and privileged public
schools with good infrastructure and finance were more accepting of the circumstances of remote
learning, finding it easier to adjust learning with LMSs like Microsoft Teams and Zoom (Ramathan, 2020).
While learners without these adequate resources are disadvantaged, attributable to Covid-19 widening
the affordability gap and affecting poverty-stricken learners most (Maree, 2022). This heightens the
argument of how Learning Management Systems (LMSs) cannot be introduced while the necessities to
maintain LMSs are not catered for to support learning. This means the access to a smart phone, laptop
and other necessary tools to connect to learning with Learning Management Systems (LMSs).
Thomas & Rogers (2020) say that the reliance and growth of technology will not make it harder for
underprivileged learners to catch-up with their peers, as learning from home requires holistic balance.
According to McLeod (2018), the Maslow’s hierarchy of needs explains that these human needs are
levels that cannot be overlooked as it impacts the compatibility and performance of one. The aspects of
physiological, safety, belonging, esteem and self-actualisation all correlate with each and are connected
to how learners concentrate and interact with their studies (McLeod, 2018). The use of LMSs also
requires that the principles of the science of learning still be present to prove that effective learning is
taking place. However, with some learners, such as those in the Foundation Phase, come from a single-
parent employed or unemployed household – it intensifies their progress of learning (Maree, 2022). What
worsens the situation is the dependability of the parent to host the learner, from standing in as a
temporary teacher, providing basic shelter, electricity and food (Thomas & Rogers, 2020). This can also
extend to how literate or illiterate the parent is to assist the learner with their academic progress, the
learner may have only had progressive insight to learning from the experience they received from being
in the school environment. According to Maree (2022) the learning disturbance can have a grievous
influence on learners’ as they were accustomed to a schedule at school and parents do not have the
skills to manoeuvre learning successfully for learners who have learning disabilities. Parents may not
also have enough money to pay personal tutors for the learner, thus the learners learning may be
dismissed until physical learning is commenced. Learners may resort to confusion and deviate to
engaging in other playful activities to keep busy during the time they are at home. Hence, the introduction
of LMSs makes it difficult, without the training of teachers or the accessibility that learners have to
technological gadgets.
The environment that the learner would have to interact with LMSs is pivotal, as some learners who may
study at prominent schools could live in disadvantaged areas where the presence of network connectivity
is not well established or maintained (Landa et al., 2021). For LMSs that exist and find creative different
learning styles to suit different learners’, there is a need to have data and good connectivity to afford
learners the opportunity to watch videos, attempt quizzes, submit videos and so on. According to Landa
et al. (2021), in a country like South Africa whereby electricity is an issue, learners will not be able to fully
participate and benefit from LMSs in the fullest potential. There is also the question of how to measure
just how much learners engage with the content online, beyond having to read, write or watch videos
(Landa et al., 2021). In the foundation especially, learners are not at the same cognitive levels as others
higher grades, thus the school may offer parents worksheets through collection, but the evidence that
learners’ understand the concept is not visible.
The return of learners to a limited capacity rotation also indicated issues with how urgent schools saw the
need to implement the use of technology for learning with physical teaching (Maree, 2022). As these
schools especially, those in the rural areas need assistance in upgrading the already present
infrastructure (Landa et al., 2021). The implementation of Learning Management Systems (LMSs), would
be a great initiative to introduce constructive technical and physical learning to learners who are from big
sized classrooms (Maree, 2022). However, if these LMSs were installed in classrooms without security,
the loss of the infrastructure would disadvantage the government, the school and other potential schools
that can be aided. Therefore, this substantiates just how public and private school learners can be
advantaged or disadvantaged in learning, even in unforeseen circumstances of the pandemic. Moreover,
little could be done during the pandemic due limitations, to enforce changes by introducing LMSs, train
learners and teachers to adapt to technology and use it to make learning easy.
The future of technology for South Africa’s education department is questionable based on the reality that
the education system faces (Maree, 2022). It indicates that more needs to be done to solve the
physiological needs of the learners, the socio-background of the school and training teachers with the
community about Fourth Industrial Revolution (4IR) and about Learning Management Systems (LMSs).
There is a need for education to sync with global standards and the “effective personalisation of learning
is to use digital technologies” (Edmunds & Hartnett, 2014). Personalised LMSs can also cater for
learners that are financially excluded by the demands of the 4IR in a VUCA world. Which concludes the
steps South Africa needs to do to support the future of technology in education.
Conclusion
In conclusion, I was able to delve into articles that relevantly corroborated just how imperative Learning
Management Systems (LMSs) are and how the training for usage would be beneficial for both teachers
and learners. The covid-19 pandemic has impacted the education sector massively, both negatively and
positively due to its abrupt presence. This was especially negative for low socio-economic schools in
South Africa, that already did not have practical exposure to the advanced tools and knowledge of
technology. Even if the teacher had access to some sort of technology devices and basic knowledge,
having to incorporate Learning Management Systems (LMSs) in classroom activities could be very
challenging. According to Adedoyin & Soykan (2020), the fear of using these tools was present in
teachers, this was because the traditional methods of teaching supported more of physical interaction
with people, activities and books. Despite that in qualitative research the use of technology, prior the
pandemic, was a possible extension to enforce “effective and efficient access to learning materials”;
education advancements are different in not only countries but grades (Kakasevski et al, 2008, p. 613).
The expectancy for leaners in higher education and high school would not be reasonable without
accurate and trained exposure, this is an even drastic expectancy for primary school students. Especially
when there have no deep understanding of the Fourth Industrial Revolution (4IR) and do not understand
how technology can nurture learning.
The positive in the outcome of the pandemic proves that practical steps need to be taken to reform the
concept of personalised learning, even with the presence of Learning Management Systems (LMSs),
there are more catering for higher learning and less for different phases of learning in the primary school.
I investigated into how acknowledging the presence of the Fourth Industrial Revolution (4IR) will help us
to see that “learners who use technology have greater choice and control over their learning and can
adapt the pace and depth of their study” (Edmunds and Hartnett, 2014, p.13). We reviewed that if such
development is to take place, then participatory action is needed in the process, that is to assess how
learners learnt before and after the pandemic in each grade. Thenceforth, we would have to find out just
how impactful each tool used was and how it enhanced the integration of communication, collaboration,
creativity and critical thinking. Kemmis & McTaggart (2000) and Sikhakhane et al. (2021) emphasised on
how this sort of study can give insight into the reasons why the use of technology was delayed, the
readiness of the educator to use Learning Management Systems (LMSs) and how the learners can adapt
to it. This also proved that changes to the curriculum are necessary (Ramrathan, 2021).
It is visible that education in South Africa is affected by many other factors, which were presented before
Covid-19 and worsened during the pandemic. Sikhakhane et al. (2021) found out that the perspective of
teachers on the use of technology for learning, that even with the workshops they attended were not
consistent and effective. Thus, with the incompetency of using digital tools, they could not train parents,
as learners would need the “clinical parental support and guidance, depending on learner-physiological
development” (Sikhakhane et al., 2021, p. 99). The South African education system does evidently need
more support in ensuring that teaching now does not revert to the usual traditional style of learning only.
As with the ease of the virus and continuation of attendance, this is the best opportunity to amend the
use of technology and advise teachers on how to do that. The government may need to not only provide
technological devices to the underprivileged, endorse the training of LMSs in communities but to also
accommodate them in the learning curriculum on how teachers should use them as a standard practice.
As indicated, this will help all learners in South Africa from primary school to secondary school to have
enough access and exposure to Fourth Industrial Revolution (4IR) developments and products.
Principally to enhance their learning experience while supporting the science of learning.
Ms. D PHIRI 218002226 – TSTF0Y4- CHAPTER THREE ASSIGNMENT- SEPTEMBER 2022
► RESEARCH METHODOLOGY
This paper strives to delve into the qualitative research that I undertook to gather information about the
knowledge people have about learning and teaching. However, delving deeper into the traditional and
distance learning and how the unprecedented impact of the Covid-19 pandemic affected South African
teachers and learners. As stated earlier, qualitative research entails of a thorough and intense process
scrutinising information given by others to conclude what the most dominant perception is. According to
(Busetto et al, 2020) “depending on the research question and population to be researched this can be
limited to professional experience”, thus people who are not familiar with the context glossary would not
be able to relate to what the science of learning is or what Learning Management Systems (LMSs) are
(Busetto et al, 2020, p. 6). Therefore, as this study focuses on assessing how the education sector
manoeuvred teaching and learning remotely during the pandemic, qualified teachers and student
teachers can participate. When undertaking researching, quantitative processes can also be used to sort
out the content and find qualitative information. Quantitative means finding many means to get diverse
information, but qualitative is selective and specific – the type of research that examines the multitude of
information to find value in a study. Using both to get to qualitative research is called the multi-method, it
focuses on three aspects of the “convergent parallel: quali and quanti in parallel, explanatory sequential:
quanti followed by quali and exploratory sequential: quali followed by quant” (Busetto et al, 2020, p. 8).
The convergent parallel design, a qualitative study is conducted in parallel to and independently of a
quantitative study, and the results of both studies are compared and combined at the stage of
interpretation of results” (Busetto et al, 2020, p.6). The next one is the explanatory sequential design, “a
quantitative study is carried out first, followed by a qualitative study to help explain the results” (Busetto
et al, 2020, p. 6). In the exploratory design, “the qualitative study is carried out first and its results help
informing and building the quantitative study” (Busetto et al, 2020, p.6). There is also a methodology of
the research is conducted, following a checklist of what the objective is in the study, the means of
reflexivity that is the way contact of the person interviewed was made. Also, sampling strategies by
finding different people from both professional and the general population and the common response
from all interviews conducted. Furthermore, piloting the information by analysing and revising the
responses, while also looking at co-coding that is done by two researchers of the same interest,
discussing the same research you conducted. In addition, prioritising member checking to see if the
responses are akin with the research is about and lastly stakeholder involvement that shows diversity in
the participants that were involved such as including learners. That is what makes this research good for
novice researchers, due to how many angles of the information are looked at.
► RESEARCH DESIGN
Participatory action research different from qualitative research, as it the study is the study of social
environment around us, it entails the study of “communication, production and social organisation”
(Kemmis & McTaggart, 2000, p. 282). The Covid-19 pandemic affected people globally but not only in the
education sector but in other industries too, thus people have sufficient and general knowledge about
how Covid-19 affected them. However, this study can bring it closer to parents and learners, by enquiring
how they were affected by external impacts of the Covid-19 pandemic that also affected the way their
children engaged with the content. Also, the socio-economic background that may have hindered or
supported the successful use of LMSs in learning. Thus, this type of research brings in a community of
people to hear and observe patterns that were noted in the qualitative research. This allows us to
conduct research with the general population and have a fair balanced view of their perception and
opinions. Another aspect about participatory research is how it allows researchers to understand different
roles affected by the same topic focused on and to find distinctive and common points in the responses.
Since the participants involved here are not questioned with the accommodation of common academic
theoretical practices, they are permitted to respond to the research in a different way, researchers need
to accommodate their democratic-theory considerations, the concept of safe space, participation issues,
and ethical questions” (Bergold & Thomas, 2012, p. 1).
► SAMPLING
I made use of both qualitative research with its quantitative branch and participatory research. That
means that I interviewed many different people in the same professional industry and asked different
questions depending on the objective response. The professional educators were able to respond to
general experiences of their encounter with Covid-19 and how teaching and learning took place, the
student teachers that are in the ideal teacher group were probed further on the structure of LMSs to
enhance remote learning and support the science of learning. In the participatory action research
methodology, I interviewed learners, parents and educated professional parents to see what their
external experience with learning was and to what extent they were able to receive teaching instruction
and/or go through the content themselves. This allowed me to gain a better understanding of all the
parties that were affected and how they viewed the situation and the solutions they adapted to. This is an
essential part of the research that also observes an unbiased perception and using it to also read into
what the professional and general population have in common when it comes to the discussion. There
are certain terms and questions that are changed or phrased in a different way for both participants.
However, with both there is a checklist, an analysis of data, reflection and finding ways to balance views
from both.
►DATA COLLECTION
The interviews in the qualitative research methodology are important and do have standards that they
conform to as they are aware of the academic language, content and strategies that are used in class.
They give more in-depth insight into what they have observed according to what we know are the
requirements for learners to excel in tasks and to check for understanding. That is checking for the
science of learning in each activity and ensuring that traditional methods of teaching can be duplicated
and modified for remote learning by finding suitability of the LMS based on the phase that learners are in.
Making use of videos, audios, physical interviews and other forms are good as they are broad and give
the research a broad extension and versatility in communication (Busetto et al, 2020). I have made use
of physical and remote interviews that were conducted on Zoom, texts, physical, audio and Google drive
form. That was also complimentary to using traditional and technological tools to conduct the research to
meet and talk to people at different places and times.
►ETHICAL CONSIDERATIONS
The people that I interviewed are people that I know personally, thus this research was very fruitful for
me as they were willing to participate and share their knowledge with me. I had to be wary of their work
schedule, place of stay, the time they took to send or record the interview with me. As stated earlier,
using different forms of technology made it convenient for this study as this accommodated everyone in
terms of time and geographic considerations.
► INTRODUCTION
This research focuses on how the Covid-19 pandemic shifted the way learning and teaching was
conducted during lockdown. I will into how the implementation of technology in traditional learning needs
to be introduced and how every participant can be involved in the process to cater for future unforeseen
occurrences. Moreover, I will provide transcript responses that involve both qualitative and participatory
research that proves “scenario planning is an urgent need for academic institutions”, especially in the
primary school foundation phase (Dhawan, 2020, p.6). I will provide insight from teachers and learners
who will delve into their experience and the challenges they faced, along with the possible solutions and
LMSs they used and others they wish to see being implemented. Lastly, we will look at different
responsibility and roles that all those interviewed shared or how they aim to contribute. The aim of this
research is to look at the way our 4IR world has impacted our education sector in the way we teach and
learn. To get unbiased angles at the research, I will observe the common patterns and perceptions from
professionals, learners and parents. This will contribute to the themes that I will cover on the types of
LMSs we develop, how to introduce them, how parents and teachers can be involved and the problems
in South Africa that need to be resolved to accommodate successful learning and teaching with
technology to ensure that proof of learning seen clearly (the science of learning) in communication,
creativity, collaboration and critical thinking to ensure learners are actively involved.
► EVIDENCE OF DATA
J Ward – University of Johannesburg Student Teacher

Zoom meeting (screen displayed questions) Ms. Phiri- Interviewer
Ms. Phiri (Me): Good day ma’am, how are you?
J Williams: I am good thanks and yourself? Long time!
Ms. Phiri: Indeed! I am doing well thank you! Also, thank you so much for making time, the questions are
displayed on the screen you can just answer them to accordingly. You can state your name and
qualification first.
1. How do you think learning management systems can help aid learners in their classroom learning
experience and online distant learning?
2. Thank you for your answer, so do you think that the education curriculum is versatile in
accommodating LMSs with all learners nationwide. Please explain why.
3. How important do you think communication, creativity, critical thinking and collaboration is in the tasks
learners engage in?
4. What impact did the Covid-19 pandemic have on primary school education? Do you think High School
and higher education learners were advantaged in being familiar with technology, why do you think so?
5. If an LMS were to be developed for foundation phase learners, which subject would you recommend
and why?
6. Do you think that South African learners have the capacity to utilise LMSs in their learning? Please
elaborate.
J Ward: My name is Jade Ward, my qualification is a B.Ed. in education and I studied at the institution of
University of Johannesburg. So, I think that learning management system can help aid learners in the
classroom and online destined learning course. If the learning management system is done correctly,
there is a lot of learning that can take place and a lot of content that can go onto these learning
management systems. And I feel like that can also help them in their classroom experience because they
will be able to interpret things differently.
00:56 So they'll be able to take something that I learned online and interpret in a classroom setting and
have the knowledge of both of those things. Do you think that the education curriculum is all set up?
01:09 I do not think that. The reason why I say I do not think that they are versatile and accommodating
learning management systems of all learners nationwide is mostly because I don't think that they
consider that not all learners have internet connection.
01:32 For example, if a learner does not live here and lives like in Zimbabwe for example, they do not
use….. it is difficult for them to get signal to be able to attend these LMS classes. I know that that it's not
realistic that
01:54 someone should love so far if they were in person classes before, but it's just an example of how
they do not cater for them. I don't think that they think about the internet connection problems that
learners may have.
02:11 I also don't think they make it very…. what the word I'm looking for…..they don't make it very easy
to use, sometimes learning management systems can be very complicated and not all learners are use
that.
02:27 I think that communication, creativity, critical thinking and collaboration and tasks is very important.
And the reason why I think that is because these competencies will eventually be what learners use
when they are older.
02:42 They need to learn how to communicate their thoughts, their feelings, their opinions. They need to
know how to express that in order to actually solve something or solve a problem. They need to think
critically.
02:57 They need to think about how what they are learning can be related to the real world. Creativity
outside is also very important because you need to know how to be versatile, I think you need to know
how to adapt and I think that creativity also helps with adaption.
03:17 Collaboration also important because one day when these learners go into the world and start
working, they are going to have to do presentations with their colleagues, they are going to have to work
with other people and if they don't know how to do that, it's going to be a very difficult situation for them.
03:37I think that the impact Covid-19 had on the primary school education is that primary school learners
fell completely behind and a lot of them were not able to pass.
03:54 If they were able to pass, they did not pass with a lot of learning, if I can say that. Because when
you go after last year, when we went to my practicals after the pandemic, I was in a grade 3 class and it
was very difficult to teach them because they barely knew anything.
04:15 They fell so behind during Covid, that when you introduced well, not introduced, but when you
taught these concepts in class again, it was like they completely forgot what they had been taught
previously.
04:30 I do think that high school and higher education learners were advanced and be familiar with
technology because they are much older. They've been using technology for a while now, and they know
how to use it.
04:42 Therefore, it was easier for them to make their way around the learning management systems and
be able to find the content needed to do the work. I would recommend if an LMS were to be developed
for foundation phase learners, I would recommend that it could be an English lesson. My reason for
saying this, with English there is a lot if content you can upload like books and poem that can support
learning.
05:35 I do think that South African learners have the capacity to utilise LMS learning in their learning,
learners are very fast in understanding something if they are taught correctly. They need to be guided,
the teacher cannot just tell them here is an app and go and see what work is there and actually be shown
how to use it to download and upload work.
S Phiri – High School Teacher- Moses Maren Technical Misson

Conducted through text
How did the Covid-19 affect your teaching and learning with your learners and school environment?
How Covid-19 impacted me negatively we had no time to finish the whole syllabus and was more work
for us as teachers, because children didn't come every day to school and most of the children had no
access to Internet or technological devices, so they were left behind and was difficult to do online
teaching and assessments .They were supposed to wear facial masks and was difficult for them to focus
and felt suffocated and took away the freedom of movement and had to do things according to Covid-19
protocols, it also brought fear of physical touch from teachers to leaners as a whole. Because after every
physical touch they had to sanitize, and the school had to buy sanitizer and use a of lot water and added
more expenses to the schools.
Timothy Tlou – Lecturer and parent

Pre-recorded 7 minutes video
Ms. Phiri: Do you think the Covid-19 pandemic affected learning and teaching? Please elaborate on your
response.
Mr Tlou: Yes, it did in an immensely manner. Both teachers and learners were caught off guard by the
pandemic. No one was prepared and ready to know what and what not to do. Children had to stay at
home prematurely due to the increase in affections. The governments all over the world were pressurized
to take action to stop the spreading. Without warning the nation they implemented the lock down. The
lock down affected the family settings, children being away from school, shortage of food supplies,
transportation restrictions, wearing of masks all these affected teaching and learning and upsets
everyone's livelihood in general.
Ms. Phiri: How were you affected as a parent during the Covid-19 pandemic in accommodating your
children's learning?
Mr Tlou: As a parent I am not up to date/a specialist with subjects that my children are doing. There was
nothing that I could do than to ensure that they are safe from being infected by the corona virus. They
adhere to everything that the government has proposed and implemented and do as being told by the
professionals to be safe from being infected by the virus. To be honest not much learning really took
place. What was of our most importance was the safety of our children and the rest was secondary. Due
to economic conditions and loss of employment, money was a very scarce resource to waste on buying
educational equipment like cell phones and computers for children to continue their learning at home.
Money was saved for necessary needs at that instance.
Ms. Phiri: How important are learning apps in a 4IR world and how can it be used in remote learning
successfully to ensure learning takes place?
Mr Tlou: COVID-19 pandemic has taught us a lesson that we will not forget. It is the right time now to
prepare in advance by investing in the fourth industrial revolution 4IR. COVID-19 was a wakeup call so
that we could use the technology provided by 4IR to advance the learning of our children. This is the right
time to introduce 4IR in every institution of education from grade R to universities. We have seen the
institutions that were using 4IR were able to adapt to the challenges that were brought about by the
pandemic and the children's learning was not affected as those institutions who were caught napping.
4IR is the future of learning.
Nyakallo Tlou: Mondeor High School Learner

(Conducted through voice notes)
00:00 My name is Nyakallo Tlou and I'm from Mondeor High School. I feel like Covid-19 affected us as
learners from grade 8 and maybe 12 because it was new for us to not go to school every day and it was
actually traumatizing so when we came back from school it was like something like we're still traumatized
about what was happening and we also watched so we couldn't actually be comfortable with what was
happening but had to make peace with it so I feel like it was also rushed and there was also something of
hating to wake up because in class you would learn that with Covid-19 you can suffocate and you are in
class, half the class at first with no physical touch with your friends. There were protocols and rules
because of Covid-19 that restricted us.
01:17 We like freedom. So, when you suffocated in one space it just feels like they don't like people that
are controlling. During Covid-19 the app that I used was for maths, Khan academy. If there were to be a
different app, I also think life orientation app would be needed because some kids like if you had to ask
what is the ubuntu is and other humanitarian contents.
01:38 They don't know and some of them don't have textbooks or kind of a textbook from other
backgrounds. So, I feel primary school kids are disadvantaged because I don't think parents can afford
phones and data and maybe to teach them too.
01:59 It can be different for learners in private and government schools.
Anonymous student teacher transcripts

Google form fill in (One response chosen from four)
Link to form: https://docs.google.com/forms/d/1_QvzBTc0-
VHyJ2RIWLXKycvc07FpFTLIIgwfUg2m67E/viewform?edit_requested=true
Do you think that the education curriculum is versatile in accommodating LMSs with learners nationwide
and internationally. Please explain why.
Answer: I believe that the curriculum itself is versatile, but the challenge would be the implementing of
learning management systems nationwide. I'm saying this because there are areas in our country that
don't even have electricity or network towers. This affects the accessibility of these kinds of tools
because even if the department of education was to try and implement it, you can imagine what would
happen to those who live in rural areas with no electricity. I think that a lot of learners would be left out
and won't have access to learning management systems since they require a digital device that has to be
charged and internet connection which are a challenge mostly in rural areas. Also, many teachers are not
familiar with technology which will mean that the learning management systems will not be used
effectively. The curriculum is versatile, but it will take a lot of time before all learners can have access to
learning management systems.
Do you think the Covid-19 pandemic affected learning and teaching? Please elaborate on your response.
Answer: Yes, I do think that it affected learning and teaching. Learners had to stop going to school
indefinitely which led to so many Learners not learning anything and also forgetting the content they had
learnt previously since it was not reinforced. Teachers across the world did make efforts to continue
teaching but I think it was difficult for them to infused the core principles from the science of learning. I
am saying this because a lot of teachers struggle to use technological tools effectively. Teachers were
unable to do their best work because they were also focusing on figuring out how the LMS is used. This
created a barrier to learning which I believe will have a lasting impact in education. The curriculum needs
to be fair for private and government schools.
How important do you think communication, creativity, critical thinking and collaboration is in the tasks
learners engage in?
Answer: I believe that these competencies are crucial since learners will need them especially in future.
Learners need to be competent communicators in order for them to be able to respectfully express
themselves and also be able to actively listen and comprehend what the other person is saying. Learners
also need to be creative in order for them to think on their feet and be able to easily solve problems, I
believe creativity leads to exceptional problem-solving skills. Also, critical thinking is important because
learners need to be able to deeply think before making decisions in life and this requires critical thinking
skills. Lastly, learners need to be competent collaborators so that they can be able to work with others
especially in future in the workplace. A lot of careers need team workers and without this skill it is difficult
for one to function in any environment that requires collaborative work.
What impact did the Covid-19 pandemic have on primary school education? Do you think High School
and higher education learners were advantaged in being familiar with technology, why do you think so?
Answer: I think that primary school learners were affected the most since most of them don't even know
how to read. This means that even if they wanted to learn on their own at home they wouldn't be able to
because they can't read. Also, these children's parents either work or are uneducated and illiterate which
means there was no motivation for the learners to do any school work.
If you were to create a learning app for South African learners, which school subject would you focus on?
Answer: I would focus on language, especially reading and spelling (sounds)
How do you think learning management systems can help aid learners in their classroom learning
experience and online distant learning?
Answer: I think with learners who are in tradition classrooms it can be used as a supporting tool to
reinforce the content that was learnt in class. And then with distant learning it can make life convenient
because one can learn anywhere at anytime.
If an LMS were to be developed for foundation phase learners, which subject would you recommend
between Life Skills, Numeracy and Language? Please explain why?
Answer: I would recommend language because even research shows that South African learners are
illiterate. Learners are even illiterate in their mother tongue.
How important is it to accommodate the science of learning (communication, creativity, critical thinking
and collaboration) when developing an app for learning?
Answer: It is important because it helps guide the teacher in terms of how to structure the lesson. The
competencies from the science of learning allow teachers to design lessons that will foster collaboration,
communication, creativity and critical thinking. Teachers should use these principles as a guide to ensure
that the learners are equipped with these competencies.
► FINDING PATTERNS IN DATA
AMEND CURRICULUM AND

COVID – DISRUPTION OF LEARNING STRATEGIES, teach learners how to
use the LMSs for future occurences
The patterns found in the data prove that Covid-19 was an unforeseen occurrence that may have been
necessary to witness all the gaps that are in our education sector. The way that learners were uncertain
of the content they were learning and being unfamiliar with LMSs did not assist them. The people I
interviewed stated just how we need to invest time in ensuring that we think of subjects learners need
most help with, teach learners to use technology and helping them to be familiar with the interface. The
first interview was a perspective of a student-teacher, her concern was how learners were unable to
adjust to learning since no online learning took place. Which even the high school learner supported,
there were unable to harmoniously adjust to the changes when returning to class. The parent gave
insight into the financial constraints that families faced which may also be a contributing factor as to why
schools could not expect learners to use online learning everyday to learn. The teacher also specified
how it was difficult to teach when half the class is not attending due to the 50% capacity after the return
to physical/traditional teaching. As the qualitative questionnaire from professionals depicts, the science of
learning needs to be clearly seen in whatever engagement learners use. Thus, since most public schools
learners did not resort to online as some would be left behind due to socio-economic reasons. Then no
one received learning as it was paused and resumed much later. Disturbing the holistic structure and
learning for parents, teachers and learners to adjust to. We need to be more prepared next time by
teaching learners, parents and teachers how to use LMSs in learning.
► CREATING THEMES
- Other subjects need -Parents and

LMSs like English and Life teachers need to
Skills be more
involved in
learner
-Teach learners LMS PROOF OF schooling to
usability in class LEARNING understand
(SCIENCE OF content and
LEARNING LEARNING 4c’s technology to
MANAGEMT ) assist
CATERING
-Intergrated
online and
COVID-19 EFFECT physical task
ON EDUCATION activities to get
learners to
communicate
and engage
CURRICULUM)
(INCLUDNG
LEARNING
TEACHING AND
OUTCOME FOR
LESSONS LEARNT:
-Remote
FACTORS TO
LEARNING
EXTERNAL
learning was
SUPPORT
never catered
for and is not
accommodated -Curriculum update
- Private school and government school equal
-Traditional resources
methods of -electricity and network issues fixing
-budget for unforeseen costs
teaching and
like extra learning/teaching material
learning do not -familiarise leaners with LMSs to avoid
use technology backlog and abseentism
-Prepare for next occurence
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Burgos, M.J. (2021). Learning Management Systems for Data structures and Algorithm.
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Psychol Rev26, p. 197-223.
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Assessment Policy Statement Foundation Phase Grades R – 3. Department of Basic Education:
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Prospects 48, p. 87-90
DECLARATION BY STUDENT: ADHERING TO ACADEMIC RULES AND REGULATIONS
FOR ASSESSMENT TASKS
TSTF0Y4 and TSTI0Y4
Complete this document by providing your details as required and submit together with
the assessment task.
Surname and initials: PHIRI D
Student number: 218002226
Date: 13 OCTOBER 2022
Assessment task: FIBAL TST4 RESEARCH
In submitting this assessment task, I do hereby declare that I have NOT:
• committed academic misconduct in any form;

• committed plagiarism (refer to UJ plagiarism policy);
• helped or attempted to help another student in preparing for the assessment
task/ take home examination;
• misrepresented someone else’s work as my own;
• obtained help or attempted to obtain help from another person;
• obtained help or attempted to obtain help from any source of information, except
for explicitly approved resources and sources as permitted by the module assessor.
In submitting this declaration with my assessment task, I am confirming that I have taken
all reasonable measures to ensure the academic integrity of my work.
I understand that if I make a false declaration, I could be deemed guilty of fraud and may
face disciplinary procedures or legal action from the university.

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University of Johannesburg

Utilising core ideas from the science of learning to inform the

design of Learning Management Systems (LMS’s) in the

Date: 13th October 2022

RESEARCH AIM and OBJECTIVES……………………….6

RESEARCH METHODOLGY and DESIGN………………6-7

THE CONDITIONS THAT CREATE AN IMBALANCE BECAUSE of AN OUTDATED

CURRICULUM, WHILST LEARNING TRADITIONALLY OR REMOTELY and

ACCOMMODATING THE SCIENCE of LEARNING in A 4IR VUCA WORLD …… 9-10

THE IMPORTANCE of TEACHER TRAINING TO ENCOURAGE LEARNER

PERSONALISED LEARNING MANAGEMENT SYSTEMS (LMSs) DEVELOPMENTS

AFFECTED BY THE PANDEMIC and THE PROSPECT of TECHNOLOGY WITH

EDUCATION …………………….…………………... 12-13

CHAPTER THREE – FOUR

RESEARCH DESIGN ………………..……15

DATA COLLECTION ….…………………... 16

ETHICAL CONSIDERATIONS …………… 16

EVIDENCE of DATA ………………….. 17-18

FINDING PATTERNS in DATA ………………….. 19

CREATING THEMES …………………..20

■1.5. RESEARCH QUESTION

■1.6. RESEARCH AIM AND OBJECTIVES

■1.7. RESEARCH METHODOLGY AND DESIGN

The importance of teacher training to encourage learner personalised Learning Management

J Ward – University of Johannesburg Student Teacher

Ms. Phiri (Me): Good day ma’am, how are you?

J Williams: I am good thanks and yourself? Long time!

S Phiri – High School Teacher- Moses Maren Technical Misson

Timothy Tlou – Lecturer and parent

Nyakallo Tlou: Mondeor High School Learner

Anonymous student teacher transcripts

► FINDING PATTERNS IN DATA

AMEND CURRICULUM AND

- Other subjects need -Parents and

Bergold, J & Thomas, S. (2012). Participatory Research Methods: A Methodological Approach in

McLeod, S. A. (2018). Lev Vygotsky. Simply Psychology. Canada College.

McLeod, S. A. (2018). Maslow’s Hierarchy of Needs. Simply Psychology. Canada College.

Podolskij, A.I. (2012). Zone of Proximal Development. Department of Developmental Psychology.

TSTF0Y4 and TSTI0Y4

Surname and initials: PHIRI D

Student number: 218002226

Date: 13 OCTOBER 2022

Assessment task: FIBAL TST4 RESEARCH

In submitting this assessment task, I do hereby declare that I have NOT:

• committed academic misconduct in any form;

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