Student perception on a supplementary multimodal tool for Academic Literacy: A pilot study

Abstract

In light of the various advantages the e-learning experience could have for students, a blended teaching approach, where instructors make use of e-learning, has become increasingly prominent in higher education institutions. This study, which was conducted at a South African institute of higher education with a diverse and multilingual student population, focusses on student perceptions of the
efficacy and accessibility of a multimodal tool called WIReD to supplement the existing academic literacy module. The review of student perceptions was structured around the outcomes for the module unit with which WIReD is intended to blend. In order to determine student perception, a questionnaire using a Likert-scale to measure responses along with open-ended questions, were used. As such, this study firstly examined students’ impressions of the design (overall appearance) and accessibility of WIReD. Secondly, it  investigated the appropriateness of content, especially with regard to the envisaged blend between WIReD and the module content
as taught during lectures and in the workbook. Despite being a pilot study with results based exclusively on student perception, it seems that WIReD can be utilized as a supplementary multimodal tool and that the outcomes thereof blends effectively with the outcomes of the academic literacy module.

Keywords: academic literacy; blended learning; e-learning; multimodal teaching tool; student perception; WIReD