FACULTY-PERCEIVED CONSTRAINTS TOWARDS EMBRACING TRANSFORMATIVE eLEARNING TECHNOLOGIES AT A SOUTH AFRICAN TERTIARY INSTITUTION

Abstract

This paper examines the constraints that derail the intensive uptake of eLearning programmes in a particular higher education institution. The study adopted an inductive research paradigm that followed a qualitative research strategy. Data were collected by means of one-on-one in-depth interviews from selected faculty members at a nominated institution of higher learning. Data were iteratively and reflexively analysed, leading to the emergence of four themes. Notably, the scepticism towards the implementation of transformative eLearning was ascribed to complex initiation procedures, inadequate training and support, an incoherent e-policy at the institution as well as resistance to change. In lieu of this, the paper advocates for the incremental adoption of fully-fledged eLearning strategies and policies among academic institutions as well as the effusive use of blended learning approaches. Thus, as opposed to merely enabling academic faculty to refine their teaching, eLearning strategies could possibly alter the manner in which faculty members conduct their teaching and assessment activities.

Keywords

• eLearning, implementation, transformative.