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

Year 2017, Volume: 9 Issue: 1, 70 - 84, 01.02.2017

Anthony Kiryagana Isabirye Nobukhosi Dlodlo Lydia Mbati

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.