Technology-Enhanced Learning Module As A Driver Of Digital Transformation In Course Design

Nobulali Tsipa-Booi; Siyanda Ntlabathi

doi:10.29284/ijasis.12.1s.2026.463-470

Authors

Nobulali Tsipa-Booi Teaching and Learning Centre, University of Fort Hare, East London, South Africa
Siyanda Ntlabathi Teaching and Learning Centre, University of Fort Hare, East London, South Africa

DOI:

https://doi.org/10.29284/ijasis.12.1s.2026.463-470

Keywords:

Course Design, Digital Transformation, Professional Development, Technology-Enhanced Learning (TeL)

Abstract

This study investigates the effect of the Technology-Enhanced Learning (TeL) module on the digital transformation of course design for lecturers participating in the program. With higher education shifting towards digital transformation, professional development programmes aim to equip lecturers with the necessary skills for a digitally transformed curriculum. These skills promote student-centredness, engagement, inclusivity, and innovation. The study examines how the TeL module is utilized as an academic development intervention to foster digital pedagogy, reflective practice, and curriculum transformation. It assesses the impact of participation in the TeL module on lecturers’ integration of digital technologies into their teaching practices. Using the Substitution–Augmentation–Modification–Redefinition (SAMR) model as the sole analytical framework, the research examines the extent to which lecturers progress through the model’s four levels, Substitution, Augmentation, Modification, and Redefinition, during and after their engagement with the module. Studies show that TeL offers a systematic approach to integrating technology into teaching and encourages lecturers to move from using technology as a mere substitution to innovative approaches that enhance teaching and learning, promoting inclusivity and collaboration. Findings demonstrate that the TeL module provides a structured pathway for lecturers to move from adopting basic technology to transformative pedagogical practices. The study highlights key shifts in course design, including enhanced interactivity, increased learner engagement, and the creation of new learning experiences that were previously inconceivable without digital tools.,

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