Figure 9: Responses to Average Study Time per Week Figure 10: Responses to Satisfaction with the Moodle Learning System Study Habits and Engagement Figure 9 shows that a majority of the students study at least two days a week (48.67%), while 36% report studying every day, 5.3% once a week and 10% not studying every week. The average time spent studying per week indicates students’ commitment to their education. More time spent studying generally correlates with a deeper understanding and mastery of academic content, which is crucial for innovative teaching. Students who consistently allocate time to study are likely to have a broader grasp of their subjects, enabling the academics to incorporate diverse and innovative elements into their teaching practices. Satisfaction with Moodle and Online Learning Platforms Figure 10 shows that students who responded to the survey have mixed feelings about the Moodle learning system, with the largest proportion (42.67%) being neutral. Satisfaction with online learning platforms like Moodle can reflect students’ experiences with digital education. High satisfaction levels suggest effective course design and engagement within the online environment (Keržič et al., 2017, 167), implying that students feel prepared to utilise similar platforms in their future teaching. With online learning becoming increasingly pivotal in education, students who are comfortable with these systems can leverage digital tools to create engaging, innovative learning experiences. This brief exploration of variables related to humanities students at UJ provides some base data on which developers of innovation in teaching in the 21st century can draw to better understand students’ experiences and context. The implications of the description of selected findings could influence how innovation in learning and teaching is planned and implemented in the UJ context. References Aimen, A., & Khadim, U. (2014). Significance of Proficiency in the English Language within the Realm of Education in Pakistan. English Educational Journal, 15(1), 1-8. Keržič, D., Aristovnik, A., Tomaževič, N., & Umek, L. (2017). An assessment of the effectiveness of Moodle e-learning system for undergraduate public administration education. International Journal of Innovation and Learning, 21(2), 165-177. Kovacs, H. (2017). ‘Learning and teaching in innovation: Why it is important for education in 21st century’. Neveléstudomány, 5, 45-60. Victor, A. (2017). ‘Teaching and learning with mobile devices in the 21st Century Digital World: Benefits and challenges’. European Journal of Multidisciplinary Studies, 5(1), 339-344 Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 55
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