variation of use and level of access
6.4 Understanding low use
Despite these relationships described between access and use overall, there are many students with reasonable access who still do not or rarely use a computer. Those researchers who have grappled with student non-use of ICTs (Selwyn 2003; Cushman and Klecun 2005) have argued that non-users are not a homogeneous entity and that the reasons for the lack of use of ICTs are complex and multilayered.
In order to try to understand the reasons for lack of use in our region, we have analysed the qualitative data in more detail.
It is interesting to note in examining the qualitative feedback that people with infrequent use made fewer comments than those with frequent use.
Having made the assumption that access can be an important constraining factor, we focused on that group of students with average access and infrequent use. The group comprised 821 students, i.e. 13% of the total sample.
Of this group we were able to extract meaningful qualitative data from 260 students. The majority of answers were negative. This is not surprising given that respondents are probably more likely to take the time to comment on negative aspects than positive ones. However, 15% of the comments were positive and we have noted into which areas they fell.
We examined these responses in terms of our resource groupings.
Technological resources
Physical access still dominates student concerns. Despite having access, it is not always easy or good enough for their requirements:
The only comment i have is that the computers are extremely slow and at times when you need to log on immediately it takes very long. The computers at [lab] are disastrous they are old. My floppy disc has gotten stuck in them twice in the last 3 weeks.
(UCT, Humanities, 1st year undergrad., female, <20 years, Setswana)
However, there are contradictions in needs:
More computers would be very helpful as well as upgrading all computers so that all of them have internet and at least stiffy disk drives for saving.
(UWC, Community and Health Sciences, 3rd year undergrad., female, <20 years, English)
One student talks about wanting newer computers but complains about the lack of stiffy drives (presumably replaced by newer technologies like USB ports and CD ROMs).
The practical conditions of time are the next big issue. This ranges from labs not being open when students want to use them, to long waits for computers, to booking systems which limit use:
To access to a computer in your free time is difficult because you always have to make a booking or stand in long lines.
Nothing gets in the way sometimes it’s just my fault like if i don’t book in time or my laziness. but i do wish they could open the labs all night!!
(UWC, Economic and Management Sciences, 1st year undergrad., female, <20 years, Afrikaans)
Internet access for at least 2 hours not one hour. Sometimes we do research then time ends without finishing.
(UWC, Arts, 2nd year undergrad., female, 21–25 years, isiXhosa)
The issue of affordability emerges particularly in relation to Internet access:
Sometimes its difficult to access info due to the internet fee and at the same time you are in need of the info.
(PenTech, Business, 2nd year preliminary, female, <20 years, Setswana)
i think internet access should be free as some of us are poor &
there are a lot of benefits of using it.
(CTech, Business, 1st year preliminary, female, <20 years, English)
Its very difficult to keep up with the high cost of internet &
you must use your internet bytes very carefully because it is very expensive.
(CTech, Management, 3rd year undergrad., male, <20 years, Afrikaans)
This is an issue which is revealed as a serious reality for a particular group of students, as more infrequent users are from a lower socio-economic group than are average or frequent users.
Table 6.1: Comparison of frequency of qualitative responses across different use categories
% of total sample % who made qualitative responses
% who did not make qualitative responses
Infrequent use 18% 15% 22%
Average use 61% 62% 61%
Frequent use 19% 22% 16%
Table 6.2: Sample of students who were infrequent users with average access who responded to qualitative questions
Total group Total who respond to OE Q
Total meaningful responses
821 321 (40%) 260 (31%)
Table 6.3: Frequency and ty pe of responses to open-ended questions – infrequent users with average access
Indicator Total (n) Positive (n)
Availability 64 7
Time 59 2
Adequacy 55 4
Interest 27 15
Support 27 3
Cost 26 2
Purpose 18 11
Training 13 Skills 11
Knowledge 5 3
Security 2
Total 307 47
Interestingly, the two areas which demonstrate the highest proportion of positive comments related to personal agency, particularly the indicators of disposition.
These responses relate to educational purpose:
easier way to find info than to go physically to the library (CTech, Business, 3rd year undergrad, male, 21–25 years, German)
I like sending emails and gathering info off the net.
(PenTech, Business, 1st year undergrad., male, <20 years, Afrikaans)
They bring fun in learning
(CTech, Engineering, 3rd year undergrad., male, 26–30 years, SiSwati)
My course does not involve using a computer.
(CTech, Applied Science, 1st year, preliminary, female, <20 years, isiXhosa)
And recreational purpose:
To investigate your favourite things
(PenTech, Business, 1st year preliminary, male, <20 years)
Play to many games
(SU, Engineering, 1st year undergrad., male, <20 years, Afrikaans)
Send sms often
(CTech, Management, 1st year preliminary, female, <20 years, English)
Most people had a positive disposition towards the use of computers:
They are the best resources for education students must be encouraged & be taught how to use it.
(PenTech, Science, 1st year undergrad, male, 21–25 years, isiXhosa)
everything is available on the net, if you miss something in class
(SU, Science, 1st year undergrad., female, <20 years, Afrikaans)
However some had a negative disposition:
I think that the computer lessons are a waste of time thus should be optional. Half the time there are not enough computers for everyone so learning is restricted.
(UWC, Humanities, 1st year undergrad., female, <20 years, English)
There is still life outside computers
(UCT, Engineering, 3rd year undergrad, male, 21-25 years, SeSotho)
I use computers when and where necessary other wise i just do it the old fashioned way.
(UCT, Science, 1st year undergrad., female, <20 years, English)
The main issue emerging in terms of contextual resources is support, linked specifically to training and skills:
those who dont know suffer a lot because to shy to ask.
(CTech, Applied Science, 2nd year undergrad., female, <20 years, isiXhosa)
There should be manuals next to all computers at tech as to general usage email etc for those of us who are a little insure about computer usage.
(CTech, Built Environment, 3rd year preliminary, female, 21–25 years, English)
If there could be compulsory comp classes (training) for students esp 1st years which are not having comp as subject.
(PenTech, Science, 3rd year undergrad., male, 21–25 years, isiXhosa)
Interestingly, comments about support are not limited to IT support staff. Lecturers and tutors are seen as support or hindrances as well:
Yes my lecturer mr X does not have patience for us
(CTech, Business, 1st year undergrad., female, <20 years, isiXhosa)
No help from monitors
UCT, Engineering, 1st year undergrad., female, <20 years, isiXhosa)
Table 6.4: Comparison of levels of use and socio-economic group
Level of use Low SE group Average SE group High SE group
Infrequent 55% 23% 22%
Average 42% 25% 33%
Frequent 33% 23% 44%
Grand total 43% 24% 33%
Unfriendly lecturers
(CTech, Business, 3rd year preliminary, female, 21–25 years, Afrikaans)
Not well taught by our tutors.
UWC, Economic and Management Science, 1st year undergrad., male, <20 years, isiXhosa)
An examination of the gender differences in these responses shows that issues of cost, support and time are more frequently cited by women. These are matters of concern.
Men are much more likely to make comments relating to interest, usually in a positive way.
These findings echo and corroborate the quantitative findings in the study.
Overall, our findings show that while students might have average access to technology, particular considerations constrain use. In terms of technological resources, access needs to be easy and available when students need it.
Affordability is also a constraining factor. In terms of personal agency, disposition is both an enabling and constraining factor of use.