The Perceived Affordances and Usage Constraints of Learning Design Authoring Tools by South African High School Teachers.

The COVID-19 pandemic forced South African high school teachers to rapidly adopt e-learning, which involves the development of digital educational content known as Learning Design. However, little research has sought to understand and explain the capabilities (affordances) and usage constraints of Learning Design authoring, as perceived by these high school teachers. This study interviewed 14 South African high school teachers to describe these affordances and usage constraints and explain what goals they affect. A critical realist stance was adopted, using induction to identify affordances and usage constraints, and retroduction to posit the existence of Learning Design authoring goal mechanisms. A novel theory of Learning Design affordances and usage constraints was derived from interviews, suggesting interaction with five Learning Design authoring goals: Create a Learning Design, Create an Assessment, Distribute Learning Content, Schedule Learning Content, and Compile Learning Content. Furthermore, several developing context affordance perceptions and usage constraints were identified. [ABSTRACT FROM AUTHOR]

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