E-Learning Incorporation: An Exploratory Study of Three South African Higher Education Institutions

Autor/inn/en	Kinuthia, Wanjira; Dagada, Rabelani
Titel	E-Learning Incorporation: An Exploratory Study of Three South African Higher Education Institutions
Quelle	In: International Journal on E-Learning, 7 (2008) 4, S.623-639 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Higher Education; Instructional Design; Foreign Countries; Data Analysis; Distance Education; Educational Technology; Technology Integration; Virtual Classrooms; Integrated Learning Systems; Online Courses; Internet; Interviews; Observation; Problems; Educational Methods; Institutional Mission; Developing Nations; College Faculty; Program Implementation; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Auswertung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Online course; Online-Kurs; Interviewing; Interviewtechnik; Beobachtung; Problemsituation; Educational method; Erziehungsmethode; Developing country; Developing countries; Entwicklungsland; Fakultät; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on the findings of a research study that was conducted to explore the types of Information and Communication Technology (ICT) in use in higher education in South Africa. Specifically, the goal of the study was to explore how e-learning is being used for teaching and learning purposes. Data were collected from interviews with educators and instructional designers at three universities in Johannesburg and Pretoria. Data also came from observation of physical and virtual classrooms, and Learning Management Systems (LMS), as well as institutional (print and electronic) documents related to the use of ICT in instructional environments. Data analysis indicated that resident universities and distance learning universities differ in their missions and approaches to e-learning. A variety of tools including various software, LMS, and print resources are being incorporated into instruction. However, there are barriers to e-learning including large class sizes, limited bandwidth, time, and financial limitations. Despite the barriers, e-learning integration continues, and learners are enthusiastic in engaging in activities, subsequently fostering ICT integration in instruction. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10