High quality road infrastructure is essential to support economic growth for any region. For South Africa’s landlocked economic hub 79% of goods are transported using roads infrastructure. Protection of the road infrastructure is implemented by means of overload control monitoring at traffic control centres (TCCs) on freight corridors. Statistics collected from TCC operations indicate that 75% to 85% of statically weighed vehicles are legally loaded, with the implication that unnecessary time was wasted for these vehicles. This paper therefore proposes an algorithm, called the intelligent weigh-in-motion (IWIM) algorithm, with the purpose to decrease static weighing of vehicles by implementing data sharing between TCCs on the freight corridor, combined with intelligent interpretation of this data. The selected algorithm was chosen after testing multiple artificial intelligence (AI) models (logistic regression, random forest tree, and artificial neural network) to achieve the best performance to decrease static weighing of vehicles while not increasing the number of overloaded vehicles allowed to proceed on the corridor. The best performing model to differentiate between overloaded and legal vehicles, random forest tree, achieved an average improvement of 65,83% in terms of vehicles to be statically weighed when compared to the current rule-based system employed at TCCs.
{"title":"Traffic control centre optimisation on South African freight corridors through intelligent weigh-in-motion","authors":"Arno De Coning, A. Hoffman, Francois Mouton","doi":"10.18489/sacj.v35i1.961","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.961","url":null,"abstract":"High quality road infrastructure is essential to support economic growth for any region. For South Africa’s landlocked economic hub 79% of goods are transported using roads infrastructure. Protection of the road infrastructure is implemented by means of overload control monitoring at traffic control centres (TCCs) on freight corridors. Statistics collected from TCC operations indicate that 75% to 85% of statically weighed vehicles are legally loaded, with the implication that unnecessary time was wasted for these vehicles. This paper therefore proposes an algorithm, called the intelligent weigh-in-motion (IWIM) algorithm, with the purpose to decrease static weighing of vehicles by implementing data sharing between TCCs on the freight corridor, combined with intelligent interpretation of this data. The selected algorithm was chosen after testing multiple artificial intelligence (AI) models (logistic regression, random forest tree, and artificial neural network) to achieve the best performance to decrease static weighing of vehicles while not increasing the number of overloaded vehicles allowed to proceed on the corridor. The best performing model to differentiate between overloaded and legal vehicles, random forest tree, achieved an average improvement of 65,83% in terms of vehicles to be statically weighed when compared to the current rule-based system employed at TCCs.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":"44 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41285835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1233
Anna Litvin, O. Palagin, Vladislav Kaverinsky, K. Malakhov
A new technique and its software implementation are presented to create a deeply semantically structured ontology using plain natural language text as input, without regular structure or any previous tagging and markup. The new approach is primarily aimed at highly inflectional languages, and is implemented for Ukrainian. The automatically created ontologies (in OWL) could be easily converted to other graph databases formats, such as Neo4j, and were successfully evaluated as valid ontologies using Protégé, RDFlib and Neo4j environments. An integrated approach is proposed for the development of natural language dialogue systems driven by the ontologyrelated graph database using the Cypher language for the formal queries. The original phrases are subject to a special method of semantic analysis, which determines the type of formal query to the database. The essence of the analysis is that the text of the user’s phrase goes through a series of checks. Based on their results, a set of basic templates for the formal requests are determined, as well as additional constructions that are attached to the basic template. Some of the checks may also return the notion of substitution to certain specified positions of the formal query. Formal queries can return both contexts and lists of ontology concepts. In addition to concepts, queries can also return information about specific semantic predicates that connect them, which simplifies the synthesis of natural language responses. The synthesis of answers is based on special templates, the choice of which is directly related to the corresponding template of the formal query.
{"title":"Ontology-driven development of dialogue systems","authors":"Anna Litvin, O. Palagin, Vladislav Kaverinsky, K. Malakhov","doi":"10.18489/sacj.v35i1.1233","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1233","url":null,"abstract":"A new technique and its software implementation are presented to create a deeply semantically structured ontology using plain natural language text as input, without regular structure or any previous tagging and markup. The new approach is primarily aimed at highly inflectional languages, and is implemented for Ukrainian. The automatically created ontologies (in OWL) could be easily converted to other graph databases formats, such as Neo4j, and were successfully evaluated as valid ontologies using Protégé, RDFlib and Neo4j environments. An integrated approach is proposed for the development of natural language dialogue systems driven by the ontologyrelated graph database using the Cypher language for the formal queries. The original phrases are subject to a special method of semantic analysis, which determines the type of formal query to the database. The essence of the analysis is that the text of the user’s phrase goes through a series of checks. Based on their results, a set of basic templates for the formal requests are determined, as well as additional constructions that are attached to the basic template. Some of the checks may also return the notion of substitution to certain specified positions of the formal query. Formal queries can return both contexts and lists of ontology concepts. In addition to concepts, queries can also return information about specific semantic predicates that connect them, which simplifies the synthesis of natural language responses. The synthesis of answers is based on special templates, the choice of which is directly related to the corresponding template of the formal query.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42038312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1107
M. Gumbo
This conceptual article critiques digitisation of higher education and research as it relates to inclusivity and equity for indigenous students. I argue that indigenous students’ access to education is not limited to indigenisation of their learning, knowledge and research; it is more about what they learn and how they learn it through technology – information and communication technology (ICT) and online platforms. These students are excluded and do not enjoy equal educational opportunities when digitising their learning and knowledge does not relate to their cultural contexts. In addition, innovative projects and programmes which are insensitive to the dynamics of indigenous knowledge further make indigenous knowledge vulnerable to colonial practices. This article contributes insights into the vulnerability of indigenous students and institutions of higher learning being uncritical of the digitisation of their learning, knowledge, and research. The article will conscientise institutions of higher learning to digitise learning and research from a truly transformational perspective.
{"title":"Digitisation of higher education and research: Raising inclusivity and equity issues for indigenous students","authors":"M. Gumbo","doi":"10.18489/sacj.v35i1.1107","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1107","url":null,"abstract":"This conceptual article critiques digitisation of higher education and research as it relates to inclusivity and equity for indigenous students. I argue that indigenous students’ access to education is not limited to indigenisation of their learning, knowledge and research; it is more about what they learn and how they learn it through technology – information and communication technology (ICT) and online platforms. These students are excluded and do not enjoy equal educational opportunities when digitising their learning and knowledge does not relate to their cultural contexts. In addition, innovative projects and programmes which are insensitive to the dynamics of indigenous knowledge further make indigenous knowledge vulnerable to colonial practices. This article contributes insights into the vulnerability of indigenous students and institutions of higher learning being uncritical of the digitisation of their learning, knowledge, and research. The article will conscientise institutions of higher learning to digitise learning and research from a truly transformational perspective.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41572915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1189
J. Shapopi, Anton Limbo, M. Backes
High performance computing (HPC) refers to the practice of aggregating computing power of several computing nodes in a way that delivers much higher performance than one could achieve by a typical desktop computer in order to solve large problems in business, science, or engineering. The University of Namibia has so far received two HPC racks from the Centre for High Performance Computing in South Africa, of which one is operational. The primary use of the rack was foreseen to be human capacity development and awareness in HPC and to form part of Namibia’s readiness in participating in the Square Kilometre Array (SKA) and the African Very Long Baseline Interferometry Network (AVN) projects, but is now also being used for research in multi-wavelength astronomy and beyond. This is one of the first HPC services set up and operated by an entirely African team. We perform tests to benchmark the computational power and data transfer capabilities of the system and find that each node, on average, has a peak performance power of 82.4±1.1 GFLOPS. We also summarise all the projects that have enlisted the HPC facility.
{"title":"Namibia's first high performance computer","authors":"J. Shapopi, Anton Limbo, M. Backes","doi":"10.18489/sacj.v35i1.1189","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1189","url":null,"abstract":"\u0000\u0000\u0000High performance computing (HPC) refers to the practice of aggregating computing power of several computing nodes in a way that delivers much higher performance than one could achieve by a typical desktop computer in order to solve large problems in business, science, or engineering. The University of Namibia has so far received two HPC racks from the Centre for High Performance Computing in South Africa, of which one is operational. The primary use of the rack was foreseen to be human capacity development and awareness in HPC and to form part of Namibia’s readiness in participating in the Square Kilometre Array (SKA) and the African Very Long Baseline Interferometry Network (AVN) projects, but is now also being used for research in multi-wavelength astronomy and beyond. This is one of the first HPC services set up and operated by an entirely African team. We perform tests to benchmark the computational power and data transfer capabilities of the system and find that each node, on average, has a peak performance power of 82.4±1.1 GFLOPS. We also summarise all the projects that have enlisted the HPC facility.\u0000\u0000\u0000","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43886312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1109
Nonhlanhla Shandu-Omukunyi
This paper investigates the learning and teaching of English as a first additional Language (EFAL) using digital resources. It was a qualitative study conducted in a Grade 10 township classroom in the Western Cape, South Africa. Data were collected through observation of a traditional classroom, a computer laboratory and a media room. In addition, using semi-structured interviews, an EFAL teacher, the head of department for languages and the school principal, were interviewed. The research aimed to understand whether the pedagogical digital literacy practices and the use of digital resources enhance the learning of EFAL. In South Africa, English is the language of learning and teaching (LoLT) for the majority of learners that are non-English speakers. Through the lens of computer assisted language learning (CALL) theory and Technological Pedagogical Content Knowledge (TPACK), this article argues that the integration of technology helps teachers to deliver the EFAL content in a flexible and enhanced way. The findings reveal that teachers who teach in impoverished backgrounds and in other languages need to be equipped with digital literacy skills. These skills will address the challenges of literacy currently faced by the country. In conclusion, the amalgamation of an e-education policy with the ...
{"title":"English first additional language learning and teaching with digital resources","authors":"Nonhlanhla Shandu-Omukunyi","doi":"10.18489/sacj.v35i1.1109","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1109","url":null,"abstract":"This paper investigates the learning and teaching of English as a first additional Language (EFAL) using digital resources. It was a qualitative study conducted in a Grade 10 township classroom in the Western Cape, South Africa. Data were collected through observation of a traditional classroom, a computer laboratory and a media room. In addition, using semi-structured interviews, an EFAL teacher, the head of department for languages and the school principal, were interviewed. The research aimed to understand whether the pedagogical digital literacy practices and the use of digital resources enhance the learning of EFAL. In South Africa, English is the language of learning and teaching (LoLT) for the majority of learners that are non-English speakers. Through the lens of computer assisted language learning (CALL) theory and Technological Pedagogical Content Knowledge (TPACK), this article argues that the integration of technology helps teachers to deliver the EFAL content in a flexible and enhanced way. The findings reveal that teachers who teach in impoverished backgrounds and in other languages need to be equipped with digital literacy skills. These skills will address the challenges of literacy currently faced by the country. In conclusion, the amalgamation of an e-education policy with the ...","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44051418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1111
Samuel T. Faloye, Victor Faniran
Technology usage in teaching and learning is not a new pedagogical practice and the benefits of its adoption are noted in the literature. However, an area that is often neglected when integrating technology into teaching and learning is the competency level of the would-be learners or students. This study investigated student competency levels based on factors such as their prior exposure to computers and the availability of facilitating conditions such as human or technical support. The study adopted a descriptive approach and was quantitative in nature. Data was collected from 368 students by means of a questionnaire. Descriptive statistics were obtained through quantitative analysis and the computer-based assessment acceptance model (CBAAM) was adopted. The results showed that the provisioning of facilitating conditions in a technology-integrated academic environment positively influences student competency in the use of technology. Furthermore, results showed that prior exposure to computers significantly impacts student competency levels in such an environment.
{"title":"Integrating technology in teaching and learning practices: students’ competencies","authors":"Samuel T. Faloye, Victor Faniran","doi":"10.18489/sacj.v35i1.1111","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1111","url":null,"abstract":"Technology usage in teaching and learning is not a new pedagogical practice and the benefits of its adoption are noted in the literature. However, an area that is often neglected when integrating technology into teaching and learning is the competency level of the would-be learners or students. This study investigated student competency levels based on factors such as their prior exposure to computers and the availability of facilitating conditions such as human or technical support. The study adopted a descriptive approach and was quantitative in nature. Data was collected from 368 students by means of a questionnaire. Descriptive statistics were obtained through quantitative analysis and the computer-based assessment acceptance model (CBAAM) was adopted. The results showed that the provisioning of facilitating conditions in a technology-integrated academic environment positively influences student competency in the use of technology. Furthermore, results showed that prior exposure to computers significantly impacts student competency levels in such an environment.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41348987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1101
Silence Chomunorwa, Emely S Mashonganyika, Andrew Marevesa
Little thought or speculation was given to the possibilities of digital transformation for basic education until the global Covid-19 pandemic acted as a catalyst for digital transformation in education. Given the global trends toward digital transformation of teaching and learning, the South African basic education system has not been spared. While South African education policy was put in place to drive digital transformation, challenges persist in its implementation. The aim of this study was to examine the challenges facing the South African basic education system in digital transformation and assess the strategies that can be used to mitigate these challenges. Although South Africa is attempting to address existing inequalities and the digital divide stemming from apartheid policies, the inequalities of the post-apartheid era have continued and worsened during the pandemic, resulting in a multi-layered digital divide that hinders quality and inclusive education. We adopted a narrative literature review in this study, focusing on previous studies that focused on ICT adoption, digital transformation, and inequality challenges in the South African education system. The findings make apparent the impact of the digital divide and former policies in perpetuating educational inequality. From the literature, strategies to mitigate the challenges are highlighted, including consultations.
{"title":"Digital transformation and post-Covid-19 education in South Africa: a review of literature","authors":"Silence Chomunorwa, Emely S Mashonganyika, Andrew Marevesa","doi":"10.18489/sacj.v35i1.1101","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1101","url":null,"abstract":"Little thought or speculation was given to the possibilities of digital transformation for basic education until the global Covid-19 pandemic acted as a catalyst for digital transformation in education. Given the global trends toward digital transformation of teaching and learning, the South African basic education system has not been spared. While South African education policy was put in place to drive digital transformation, challenges persist in its implementation. The aim of this study was to examine the challenges facing the South African basic education system in digital transformation and assess the strategies that can be used to mitigate these challenges. Although South Africa is attempting to address existing inequalities and the digital divide stemming from apartheid policies, the inequalities of the post-apartheid era have continued and worsened during the pandemic, resulting in a multi-layered digital divide that hinders quality and inclusive education. We adopted a narrative literature review in this study, focusing on previous studies that focused on ICT adoption, digital transformation, and inequality challenges in the South African education system. The findings make apparent the impact of the digital divide and former policies in perpetuating educational inequality. From the literature, strategies to mitigate the challenges are highlighted, including consultations.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45969342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1098
A. Molotsi, Kimera Moodley, M. van Wyk
The use of digital technologies in the classroom has escalated, especially during the COVID-19 pandemic. Although technology and teacher development centres are available for teachers to use, they are often not optimally utilised. This study used explorative qualitative case study methodologies to understand Grade 9 teachers’ use of digital technologies as they integrate it into their lessons and classrooms. Seven teachers were purposely selected to be sources of data collection. Framed by the Technological Pedagogical and Content Knowledge (TPACK) framework, data was generated using semi-structured interviews to explore the Grade 9 teachers’ experiences and views on the integration of digital technology post the outbreak of the COVID-19 pandemic. To analyse the data, a thematic analysis was conducted. Although the findings show limited digital technology integration, some teachers are found to be using videos, projectors, and laptop computers in their classrooms. Inadequate infrastructure and lack of support contribute and impact teachers’ experience of integrating digital technology in the Grade 9 classroom.
{"title":"Grade 9 teachers’ experience of digital technologies in the classroom","authors":"A. Molotsi, Kimera Moodley, M. van Wyk","doi":"10.18489/sacj.v35i1.1098","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1098","url":null,"abstract":"The use of digital technologies in the classroom has escalated, especially during the COVID-19 pandemic. Although technology and teacher development centres are available for teachers to use, they are often not optimally utilised. This study used explorative qualitative case study methodologies to understand Grade 9 teachers’ use of digital technologies as they integrate it into their lessons and classrooms. Seven teachers were purposely selected to be sources of data collection. Framed by the Technological Pedagogical and Content Knowledge (TPACK) framework, data was generated using semi-structured interviews to explore the Grade 9 teachers’ experiences and views on the integration of digital technology post the outbreak of the COVID-19 pandemic. To analyse the data, a thematic analysis was conducted. Although the findings show limited digital technology integration, some teachers are found to be using videos, projectors, and laptop computers in their classrooms. Inadequate infrastructure and lack of support contribute and impact teachers’ experience of integrating digital technology in the Grade 9 classroom.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47972447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.18489/sacj.v35i1.1110
Sphesihle Zuma, Bhekizitha Mthembu
Across the globe, the advent of the coronavirus disease (Covid-19) has propelled most sectors to do their business online. Higher education institutions (HEIs) in particular have had to move their teaching and learning online, with Moodle reported to be one of the most used platforms internationally. In the context of Covid-19, educational researchers and publications have discussed various ways in which this platform has influenced the three types of curricula, namely: competence curriculum; pragmatic curriculum and performance curriculum. However, there is less emphasis on ideological-ware in the use of Moodle as a teaching and learning resource, which presents a serious challenge and requires systemic debate and reflection. This study uses critical discourse analysis and community of inquiry through purposive and convenience sampling to identify the published documents on the use of Moodle in the context of Covid-19. Findings indicate that most scholars are advocating that the successful use of Moodle in higher education institutions relies on ensuring that hardware and software resources are available for both lecturers and students. This suggests that HEIs are focusing on the performance and competence-based curriculum, yet limited mention is given to ideological-ware as an important aspect when using Moodle.
{"title":"Exploring ideological-ware as a resource in the use of Moodle in higher education – analyzing Covid-19 publications","authors":"Sphesihle Zuma, Bhekizitha Mthembu","doi":"10.18489/sacj.v35i1.1110","DOIUrl":"https://doi.org/10.18489/sacj.v35i1.1110","url":null,"abstract":"Across the globe, the advent of the coronavirus disease (Covid-19) has propelled most sectors to do their business online. Higher education institutions (HEIs) in particular have had to move their teaching and learning online, with Moodle reported to be one of the most used platforms internationally. In the context of Covid-19, educational researchers and publications have discussed various ways in which this platform has influenced the three types of curricula, namely: competence curriculum; pragmatic curriculum and performance curriculum. However, there is less emphasis on ideological-ware in the use of Moodle as a teaching and learning resource, which presents a serious challenge and requires systemic debate and reflection. This study uses critical discourse analysis and community of inquiry through purposive and convenience sampling to identify the published documents on the use of Moodle in the context of Covid-19. Findings indicate that most scholars are advocating that the successful use of Moodle in higher education institutions relies on ensuring that hardware and software resources are available for both lecturers and students. This suggests that HEIs are focusing on the performance and competence-based curriculum, yet limited mention is given to ideological-ware as an important aspect when using Moodle.","PeriodicalId":55859,"journal":{"name":"South African Computer Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48589328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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