Elearning Delivery: Exploratory Study of ICT in Higher Education in South Africa

Wanjira Kinuthia
Middle/Secondary and Instructional Technology Department, Georgia State University

Rabelani Dagada
Institute for Curriculum and Learning Development, University of South Africa

     Full text: HTML
     Last modified: October 20, 2006
     Presentation date: 11/01/2006 10:00 AM in ST Windsor A
     (View Schedule)

Abstract
This paper reports on the findings of a research study that was conducted to explore the types of Information and Communication Technology (ICT) in higher education in South Africa. The goal was to examine the types of ICT that aid elearning. Specifically, the objectives of the study were to: 1) explore how ICT is being used for teaching and learning purposes; and 2) investigate the barriers to participation in ICT-integrated learning. Data were collected from interviews with educators and instructional designers at three institutions of higher education. 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. Analysis and reporting of the data is currently underway. Preliminary analysis indicates that the resident universities and distance learning universities in the study differ in their missions and approaches to e-learning. A variety of tools including software, LMS and print resources are being integrated. Barriers to participation include large class sizes, limited bandwidth, time and financial limitations. Despite the barriers, elearning integration continues, and learners are enthusiastic in engaging in activities, subsequently fostering ICT integration in instruction.