Résumés
Abstract
In this study, we investigated the impact of socio-demographic factors on the manifestation of Botho/Ubuntu philosophy in online education. We used Albert Bandura's Social Cognitive Theory to understand how Botho influences stakeholders' attitudes and actions. We employed a quantitative approach with a cross-sectional design and gathered data through a survey. The respondents in the study included staff, tutors, and students associated with an open university. We conveniently selected a sample of 263 respondents from the open university’s five regional campuses and headquarters. The findings indicated that age, marital status, and tenure with the university significantly influenced stakeholders' perceptions of Botho principles in online teaching and learning. This study highlights the importance of incorporating Botho/Ubuntu principles in online education to establish inclusive and supportive virtual learning environments. Educators can use these findings to foster student engagement and success. However, further research is necessary to comprehensively understand the effect of Botho/Ubuntu principles on student outcomes and explore stakeholders' perspectives on their effectiveness.
Keywords:
- botho,
- ubuntu,
- online environment,
- e-teaching and learning (e-TL),
- socio-demographic factors
Résumé
Cette étude examine l’influence des facteurs sociodémographiques sur la manifestation de la philosophie botho/ubuntu dans l’enseignement en ligne. En s’appuyant sur la théorie sociale cognitive d’Albert Bandura, les auteurs analysent comment botho/ubuntu influence les attitudes et actions des acteurs éducatifs. À partir d’une enquête menée auprès de 263 répondants (personnel, tuteurs et étudiants) dans une université ouverte, les résultats révèlent que l’âge, le statut marital et l’ancienneté influencent significativement les perceptions de botho/ubuntu dans les pratiques pédagogiques numériques. L’étude souligne l’intérêt d’intégrer cette philosophie pour mettre en place des environnements d’apprentissage virtuels inclusifs et solidaires. Les enseignants peuvent utiliser ces résultats pour promouvoir l'engagement des étudiants et leur réussite scolaire. Cependant, des recherches supplémentaires sont nécessaires pour comprendre de manière exhaustive l'effet des principes botho/ubuntu sur les résultats des étudiants et explorer le point de vue des parties prenantes sur leur efficacité.
Mots-clés :
- botho,
- ubuntu,
- environnement en ligne,
- e-enseignement et e-apprentissage,
- facteurs sociodémographiques
Parties annexes
Bibliography
- Asif Naveed, M., & Mahmood, M. (2019). Information literacy self-efficacy of business students in Pakistan. Libri, 69(4), 303–314. https://doi.org/10.1515/libri-2018-0123
- Asiri, M. J. S., Mahmud, R., Bakar, K. A., Ayub, A. F. M., & Bakadam, E. S. (2015). Barriers to using Jusur Learning Management System in Saudi Arabia Universities. Journal of Research in Curriculum Instruction, 1(4), 49–62. http://dx.doi.org/10.21608/jrciet.2015.24539
- Bandura, A. (1988). Organisational applications of social cognitive theory. Australian Journal of Management, 13(2), 275–302. https://doi.org/10.1177/031289628801300210
- Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L
- Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology and Health, 13(4), 623–649. https://doi.org/10.1080/08870449808407422
- Bhadgaonkar, P. (2023). Relationship between prosocial behaviour and aggression among college students. International Journal of Interdisciplinary Research and Innovations, 11(1), 5–10. https://doi.org/10.5281/zenodo.7520289
- Birbal, R., Ramdass, M., & Harripaul, C. (2018). Student teachers’ attitudes towards blended learning. Journal of Education and Human Development, 7(2), 9–26. https://doi.org/10.15640/jehd.v7n2a2
- Cheng, X., Qiao, L., Yang, B., & Han, R. (2023). To trust or not to trust: a qualitative study of older adults’ online communication during the COVID-19 pandemic. Electronic Commerce Research, 25, 849–878. https://doi.org/10.1007/s10660-023-09679-4
- Chiang, C. L. (2003). Statistical methods of analysis. World Scientific Connect. https://www.worldscientific.com/worldscibooks/10.1142/5224
- Chigangaidze, R. K. (2022). Utilising ubuntu in social work practice: ubuntu in the eyes of the multimodal approach. Journal of Social Work Practice, 36(3). https://doi.org/10.1080/02650533.2021.1981276
- Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst Covid-19. Asian Journal of University Education, 16(2), 46–58. https://doi.org/10.24191/AJUE.V16I2.10294
- Constantino, G. D., & Raffaghelli, J. E. (2020). Online teaching and learning: going beyond the information given. In M. G. Di Gesu, & M. F. Gonzalez (Eds.), Cultural views on online learning in higher education, pp. 3–28. Springer. https://doi.org/10.1007/978-3-030-63157-4_1
- Dewi, E. K., Santosa, T. T., & Rusmawati, D. (2023). The relationship between gender, age, and prosocial behavior in college students. Proceedings of International Conference on Psychological Studies (ICPsyche), 4(1), 87–95. https://doi.org/10.58959/icpsyche.v4i1.27
- Ewuoso, C., & Hall, S. (2019). Core aspects of ubuntu: a systematic review. South African Journal of Bioethics and Law, 12(2), 93–103. https://doi.org/10.7196/SAJBL.2019.v12i2.679
- Field, A. P. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.
- Firat, M., & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and distance learning university. Educational Media International, 57(2), 112–127. http://dx.doi.org/10.1080/09523987.2020.1786772
- Flamand, L. (2017). Limitations of social cognitive theory. The Classroom. https://www.theclassroom.com/limitations-of-social-cognitive-theory-12215528.html
- Ghazali, A. F., Othman, A. K., Sokman, Y., Zainuddin, N. A., Suhaimi, A., Mokhtar, N. A., & Yusoff, R. M. (2021). Investigating social cognitive theory in online distance and learning for decision support: the case for community of inquiry. International Journal of Asian Social Science, 11(11), 522–538. https://doi.org/10.18488/journal.1.2021.1111.522.538
- Haverila, M. (2011). Prior e-learning experience and perceived learning outcomes in an undergraduate e-learning course. Journal of Online Learning and Teaching, 7(2), 206–218.
- Hazra, A., & Gogtay, N. J. (2016). Biostatistics Series Module 6: Correlation and linear Regression. Indian Journal of Dermatology, 61(6), 593–601. http://dx.doi.org/10.4103/0019-5154.193662
- Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: scale development and student perceptions. Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/J.COMPEDU.2010.05.004
- Kasozi, J. A., Gaotlhobogwe, M., & Mogalakwe, M. (2024). Developing an Indigenous graduate research supervision culture in open and distance e-learning environments using as a framework. In Global perspectives on decolonizing postgraduate education, pp. 82-94. IGI Global. http://dx.doi.org/10.4018/979-8-3693-1289-6.ch006
- Kay, R. H. (2009). Examining gender differences in attitudes toward interactive classroom communications systems (ICCS). Computers & Education, 52(4), 730–740. https://doi.org/10.1016/J.COMPEDU.2008.11.015
- Kör, H., Erbay, H., Demir, E., & Akmeşe, Ö. F. (2016). A study on the factors affecting the academic performance of distance education students and formal students. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(2). https://doi.org/10.17218/hititsosbil.280829
- Lee, C., Yeung, A. S., & Ip, T. (2016). Use of computer technology for English language learning: do learning styles, gender, and age matter? Computer Assisted Language Learning, 29(5). https://doi.org/10.1080/09588221.2016.1140655
- Letseka, M. (2013). Anchoring ubuntu morality. Mediterranean Journal of Social Sciences, 4(3), 351–359. https://doi.org/10.5901/mjss.2013.v4n3p351
- Letseka, M. M. (2016). Introduction: Open Distance Learning (ODL) and the philosophy of ubuntu. In Open Distance Learning (ODL) through the philosophy of ubuntu. Nova Science Publishers.
- Makafane, D. T., & Chere-Masopha, J. (2021). COVID-19 crisis: challenges of online learning in one university in Lesotho. African Perspectives of Research in Teaching & Learning, 5(1). https://conf.ul.ac.za/aportal/application/downloads/Article_5_6_2021.pdf
- Marovah, T., & Mutanga, O. (2023). Decolonising participatory research: can ubuntu philosophy contribute something? International Journal of Social Research Methodology, 27(5), 501–516. https://doi.org/10.1080/13645579.2023.2214022
- Mathew, V. N., & Chung, E. (2020). University students’ perspectives on Open and Distance Learning (ODL) implementation amidst COVID-19. Asian Journal of University Education, 16(4), 152–160. https://doi.org/10.24191/ajue.v16i4.11964
- Middleton, L., Hall, H., & Raeside, R. (2019). Applications and applicability of social cognitive theory in information science research. Journal of Librarianship and Information Science, 51(4). https://doi.org/10.1177/0961000618769985
- Molefe, M., & Muade, E. (2023). Ubuntu ethics, ubuntu, and moral status. In African Ethics and Death. Routledge. https://doi.org/10.4324/9781032658490-4
- Morin, D., Fard, H. S., & Saadé, R. G. (2019). Understanding online learning based on different age categories. Issues in Informing Science and Information Technology, 16(1), 307–317. https://doi.org/10.28945/4313
- Mthimkhulu, S. (2024). Ubuntugogy as a viable pedagogical construct in African education: a literature review. Journal of Culture and Values in Education, 7(1), 83–98. https://doi.org/10.46303/jcve.2024.6
- Nagunwa, T., & Lwoga, E. T. (2012). Developing an eLearning strategy to implement medical competency based curricula: experiences from Muhimbili University of Health and Allied Sciences. International Conference on Education and E-Learning Innovations, 1–6. https://doi.org/10.1109/ICEELI.2012.6360589
- Navarro, D., & Foxcroft, D. (2025). 12. Correlation and linear regression. In Learning statistics with jamovi: a tutorial for beginners in statistical analysis, pp. 255–294. https://doi.org/10.11647/obp.0333.12
- Ndwambi, M., Hlabane, S., Motlhabane, D., & Malgas, A. (2022). Incorporating ubuntu principles in a tutor training programme to promote academic success and wellbeing. SOTL in the South, 6(1), 138–147. https://doi.org/10.36615/sotls.v6i1.206
- Ngubane, N., & Makua, M. (2021). Ubuntu pedagogy – transforming educational practices in South Africa through an African philosophy: from theory to practice. Inkanyiso, 13(1). https://doi.org/10.4102/ink.v13i1.9
- Ngubane-Mokiwa, S. A. (2016). Chapter 12: Delivering open distance e-learning through ubuntu values. In M. Letseka (Ed.), Open Distance Learning (ODL) through the philosophy of ubuntu, pp. 147-162. Nova Science Publishers.
- Nworu, N. F. (2023). The ubuntu philosophy in community development in Iyowa community, Edo state, Nigeria. International Journal of Philosophy, 2(1), 26–44. https://doi.org/10.47941/ijp.1280
- Nxumalo, S. A., & Mncube, D. W. (2018). Using Indigenous games and knowledge to decolonise the school curriculum: ubuntu perspectives. Perspectives in Education, 36(2), 103–118. https://doi.org/10.18820/2519593X/pie.v36i2.9
- Omodan, B. I. (2022). Deconstructing psychological implications of student unrest among university students through ubuntu. International Journal of Educational Research Open, 3. https://doi.org/10.1016/j.ijedro.2022.100211
- Omodan, B. I., & Diko, N. (2021). Conceptualisation of ubuntugogy as a decolonial pedagogy in Africa. Journal of Culture and Values in Education, 4(2), 95–104. https://doi.org/10.46303/jcve.2021.8
- Pocze, Z. (2023). Self-directed learning and the collective approach of ubuntu pedagogy: enhancing the self among others. In Advancing self-directed learning in higher education, pp. 25–42. IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-6772-5.ch003
- Rafique, G. M., Mahmood, K., Warraich, N. F., & Rehman, S. U. (2021). Readiness for online learning during COVID-19 pandemic: a survey of Pakistani LIS students. Journal of Academic Librarianship, 47(3). https://doi.org/10.1016/j.acalib.2021.102346
- Ramamoorthy, S., Ramamoorthy, P., & Samayan, K. V. S. J. (2024). Exploring challenges and satisfaction from e- learning in higher secondary grade school students in rural Tamil Nadu. International Journal for Multidisciplinary Research, 6(2). https://doi.org/10.36948/ijfmr.2024.v06i02.19256
- Ramose, M. B. (2003). The philosophy of ubuntu and ubuntu as a philosophy. In P. H. Coetzee, & A. P. J. Roux (Eds.), The African Philosophy Reader (2nd ed.), 230–238. Routledge.
- Rezabeigi Davarani, E., Nekoei-Moghadam, M., Khanjani, N., Iranpour, A., Chashmyazdan, M., & Farahmandnia, H. (2023). Factors related to earthquake preparedness of households based on social-cognitive theory constructs: a systematic review. Frontiers in Public Health, 11, 987418. https://doi.org/10.3389/fpubh.2023.987418
- Rizvi, S., Rienties, B., & Khoja, S. A. (2019). The role of demographics in online learning: a decision tree-based approach. Computers & Education, 137(2), 32–47. http://dx.doi.org/10.1016/j.compedu.2019.04.001
- Sanpanich, N. (2021). Investigating factors affecting students' attitudes toward hybrid learning. Reflections, 28(2), 208–227. http://dx.doi.org/10.61508/refl.v28i2.253093
- Sefotho, M. M. (2016). Chapter 7: Perspectives on ODL: teaching and learning through ubuntu. In M. Letseka (Ed.), Open Distance Learning (ODL) through the philosophy of ubuntu, pp. 77–92. Nova Science Publishers.
- Setlhodi, I. I. (2023). Increasing teaching capacity for supporting students in an ODeL institution. In S. Tawiah, & I. I. Setlhodi (Eds.), Promoting the socio-economic wellbeing of marginalized individuals through adult education, pp. 53–72. IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-6625-4.ch004
- Shandu-Phetla, T., Ngubane, S. A., & Adigun, O. T. (2023). Injecting ubuntu in designing accessible virtual learning for students with disabilities. In O. Mutanga (Ed.), Ubuntu philosophy and disabilities in Sub-Saharan Africa, pp. 88–108. Routledge.
- Wang, W. (2019). Hypothesis tests, analysis and discussion. In Institutional activism in corporate governance, pp. 211–237. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-19577-9_9
- Ziemann, V. (2021). Regression models and hypothesis testing. In Physics and finance: undergraduate lecture notes in physics, pp. 69–90. Springer. https://doi.org/10.1007/978-3-030-63643-2_7