A Study on the Human Factor Issues of Lecturers and Students that Hinder the Establishment of an E-leaming Enabled Tertiary Institution in a Traditionally Face to Face Institution.

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Autor/Urheber	Chikasha, Samuel; Tarugarira, Jubilee; Van Petegem, Wim
Institution	Human Resource Research Centre (HRRC) , University of Zimbabwe (UZ.)
Titel	A Study on the Human Factor Issues of Lecturers and Students that Hinder the Establishment of an E-leaming Enabled Tertiary Institution in a Traditionally Face to Face Institution.
Quelle	(2006)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Education; Technology
Abstract	A ZJER study on human factor issues hindering the establishment of e-learninig in Zimbabwe educational institutions. ; Information and Communication Technology (ICT) provides various opportunities and challenges for improving and revamping the learning experiences of students and lecturers. The purpose of this article is to identify and discuss the challenges of introducing ICT driven education in a traditionally face to face tertiary institution in developing African countries. It has generally been observed that the introduction of ICT in such institutions has been met by resistance. Although a number of factors have been identified, this article concentrates on the human factor issues such as the attitudes and perceptions of lecturers and students. Human factor issues in the development of ICT based curricular impact on, rapid acceptance, successes and failures of its implementation. Data for this article was collected using questionnaires, interviews as well as other secondary sources. From the data collected it was realized that lecturers and students are not aware of their new roles in the new learning environment. This was found to be one of the reasons why there is generally resistance when it comes to the implementation of ICT in education. A detailed discussion of the evolving roles and streamlining of the human factors for favourable outcomes is presented. Finally the article gives recommendations for an adaptive, purposeful staff and students development programme which takes cognizance of the human factor issues.
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