scholarly journals The Challenges of E-learning in South Africa

2018 ◽  
Author(s):  
Moeketsi Letseka ◽  
Matsephe Martha Letseka ◽  
Victor Pitsoe
Keyword(s):  
South Africa ◽  
E Learning

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Virtual Reality and Learning in an African University Environment

2011 ◽  
Vol 1 (1) ◽  
pp. 36-49
Author(s):  
Kelvin Joseph Bwalya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Virtual Reality ◽  
Case Studies ◽  
Positive Impact ◽  
University Environment ◽  
The Status ◽  
E Learning ◽  
Education Model ◽  
User Centric

Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.

scholarly journals Best Practice Focused Occupationally-Directed Education, Training and Development Practice Prospects Linked to Workplace E-learning

2018 ◽  
Vol 11 (2) ◽  
pp. 4
Author(s):  
Cindy Londt ◽  
Lize Moldenhauer
Keyword(s):  
South Africa ◽  
Computer Literacy ◽  
Economic Status ◽  
Learning Model ◽  
Training And Development ◽  
Learning Opportunities ◽  
Socio Economic Status ◽  
E Learning ◽  
Education Training ◽  
Development Practice

<p><span lang="EN-US">Currently, South Africa offers learning that is credit bearing and directly linked to workplace based learning programmes and qualifications. However, e-learning in South Africa is under-developed, and information is not readily available on how universities and colleges are dealing with the advent of e-learning, and how it is linked to occupational learning based qualifications. </span></p><p><span lang="EN-US">Learning has changed over the years, but it is assumed that the e-learning model is aimed at people who are technologically more knowledgeable, and who wish to interact electronically with the learning experience.</span></p><p><span lang="EN-US">Considering the various challenges linked to all types of learning, providing critical research on the success of implementing an e-learning approach is required. In addition to this, it is necessary to identify the efficacy of such a model in specific industries.</span></p><p><span lang="EN-US"> Challenges are identified but not limited to:</span></p><p><span lang="EN-US">a)     The profile of the learner</span></p><p><span lang="EN-US">b)     Computer literacy of learners</span></p><p><span lang="EN-US">c)     Socio-economic status of learners</span></p><p><span lang="EN-US">d)     Collecting evidence from workplace </span></p><p><span lang="EN-US">e)     Learner motivation and its management</span></p><p><span lang="EN-US">Occupationally Directed Education Training and Development Practice is an innovative opportunity to create e-learning opportunities that are contextualized to industry specific needs. In addition to this, e-learning is no longer linked to a computer but all forms of devices that enable user interaction. Enabling learning to be shared through phones and tablets provides continuous opportunities for improvement of education and access to such education.</span></p><p><span lang="EN-US">In response to these needs, the e-learning model will attempt to offer learners support specifically for those in an industry where there are time constraints.</span></p><p><span lang="EN-US">This research attempts to clarify the debates that industry and academia are engaged with surrounding the efficacy of e-learning and how to create opportunities that are linked to the socio-economic status of a country. Furthermore, it provides a practical analysis of a learning intervention in which skills and knowledge are conventionally passed through workplace-based specific e-learning opportunities.</span></p>

scholarly journals University of South Africa: Change Management and Leadership for Open Distance And E-Learning

10.28945/4228 ◽  
2018 ◽  
Vol 3 ◽  
pp. 001-011
Keyword(s):  
South Africa ◽  
Change Management ◽  
University Management ◽  
Challenges And Opportunities ◽  
E Learning ◽  
New Challenges ◽  
Learning Development ◽  
The University ◽  
Management And Leadership

Antonia Makina, an education consultant in the Directorate for Curriculum and Learning Development at the University of South Africa (UNISA), was assigned the task of recommending a theoretical guideline for adoption by the management of the university in its quest to implement Open Distance E-learning (ODeL) at the university. This was because Open Distance E-learning delivery presented new challenges and opportunities that could not always be fully addressed by the traditional theories and guidelines. She needed to decide on the models she wished to propose as the theoretical guideline for adoption by the university management.

Students' Attıtudes Towards The Use Of A Vırtual Learnıng Envıronment Wıth The Presence Of Advertısements At A South Afrıcan Unıversıty Of Technology: Pılot Study Results

2020 ◽  
Vol 11 (1) ◽  
pp. 170-170
Author(s):  
Mutheiwana Mulalo Beauty ◽  
Sharp Kirsty-Lee ◽  
Motale Manti
Keyword(s):  
South Africa ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning Attitudes ◽  
University Of Technology ◽  
Study Results ◽  
E Learning ◽  
Students Attitudes

Through the inclusion of advertisements onto VLEs, HEIs have the potential of generating additional revenue through the use of the virtual learning environments (Ogba et al., 2012:64). As HEIs globally and in South Africa particularly, begin to investigate measures and ways in which they can increase revenue and decrease costs, the VLEs already implemented in most HEIs may be the key (Browne, 2010:17). By incorporating advertisements onto the VLEs of HEIs, HEIs have an opportunity to reduce the significant financial costs associated with implementing, using and maintaining their chosen VLEs, without decreasing the value of the service provided, which could provide a source of long-term sustainable revenue for HEIs. Although integrating advertisements onto a VLE is advisable due to the financial implications, there is a scarcity in research on how the users of the VLEs, mainly students, will respond to the presence of advertisements on these VLEs (Ogba et al., 2012:64). Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa

Open Distance E-Learning Student Teaching Practice Mentorship Experience in Selected Secondary Schools in South Africa

2019 ◽  
pp. 256-277
Author(s):  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Single Case ◽  
Sampling Technique ◽  
Structured Interviews ◽  
E Learning ◽  
The University

Open distance learning (ODeL) approach is used worldwide to offer different qualifications. In studying towards obtaining a teaching qualification at UNISA, students are required to participate in teaching practice sessions before they can obtain their teaching qualification. This study aims at exploring ODeL institution student teachers' teaching practice experience in selected secondary schools in Vhembe District of South Africa. This qualitative single case study employed an interpretivism paradigm and personal theory of teaching practice. Convenient purposive sampling technique was used to sample six (n=6) student teachers from the University of South Africa who were currently conducting teaching practice in secondary schools during this study. Semi-structured interviews were used to collect data that was later analyzed through the use of themes and categories. The findings indicate a lack of knowledge, which requires ODeL student teachers to be trained prior teaching practice. Mentor teachers require professional development.

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