The Use of Instructional ICT Web Technologies in Higher Education Systems to Support Students' Academic Success

Keywords: blended learning approach, collaborative learning engagement, higher education systems (HES), information and communication technologies (ICTs), web tools


The use of instructional web technology tools and applications in higher education systems (HES) has gained prominence in the education sector in recent decades. There is a realisation that traditional teaching and learning methods are not adequate to support students’ interactive learning engagements, which indirectly influences their academic performance. It is thus envisaged that incorporating and encouraging the use of instructional information and communication technologies (ICTs) in education may serve as an extra tool to support students’ academic goals as these technologies offer them platforms for diverse learning experiences and a better way to engage with their studies. The aim of this study was, therefore, to explore the usefulness of instructional web technologies in South Africa’s higher education system to support students’ academic success. The objectives were to explore how web technologies could play key roles in supporting students’ learning engagements, enhancing quality education delivery and improving students’ academic success. A quantitative method was appropriate for this research, and a questionnaire was employed to gather data from respondents at three selected South African universities. In total, 969 questionnaires were completed and returned. The findings revealed that instructional web technologies were useful and could have a positive impact in pedagogical settings, and that its use should be encouraged. The study indicated that human factors, security issues and a lack of ICT infrastructure hindered the use of instructional web technologies in HES, and that it was essential to consider these issues. The researchers concluded that instructional web technologies offered HES approaches to teaching and learning that were better than traditional methods and that the use of these technologies enhanced students’ academic success.

Author Biography

Kenneth Nwanua Ohei, University of Johannesburg

Postdoctoral Fellow

Applied Iinformation Systems

College of Business and Economics