E-Learning change management and communication strategies within a HEI in a developing country: Institutional organisational cultural change at the University of the Western Cape (original) (raw)
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2012
My sincere gratitude goes to my supervisor, Professor Louis Fourie, for his unreserved help, firmness where deviations occurredas well as support and understanding at all times. My thanks also go to my language editor, Dr Patrick Goldstone for his expertise and valuable advice. My sincere gratitude goes to my children, Razeen, Liam and Layla, for their support, patience and understanding in the midst of a heavy schedule. My sincere thanks to my husband, Rustum Adams for his love and support, in addition to the vital role he played in the endby saving me from becoming a victim of my own study, and motivating me not to give up. But most of all, I am grateful to God for his enabling grace and mercy. I wrote this thesis in the midst of establishing and heading an eLearning department, and taking care of my family. God is good and his mercies last forever! This study is dedicated to my family who have been a powerful motivational force in my life. Last, but not least, to my late father, Julian Stoltenkamp. The mere thought of him has always inspired and motivated me, especially when I was tempted to give up. May his soul rest in peace, Inshallah. KEY WORDS eLearning: Electronic learningalso referred to previously as web-based and computer-based learning. eLearning in this study is also referred to as online learning ePedagogy: The pedagogy of eLearning, namely ePedagogy includes the integration of curriculum and related ICT-supported teaching-and-learning practices Learning management system (LMS): A 'platform' in which eLearning activities are conducted eLearning marketing: An eLearning marketing strategy is one that is used to enable users to become knowledgeable of the benefits of eLearning Organisational culture: An influential power in an institution, constituting members shared values, beliefs and behaviours Communities of practice Communities within an eLearning environment, which share knowledge and expertise, thereby assisting users to build on their knowledge and assist each other in a community of practice Blended learning A blended-learning approach ensures the integration of face-to-face and eLearning teaching practices ABSTRACT An integrated approach to eLearning implementation in a complex higher education setting: A case study of the University of the Western Cape There has been a global transformation of higher education institutions (HEIs) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEIs in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEI, namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous "unsuccessful" or "incomplete" eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the 'eLearning Awareness Campaign'reflecting on the deployment of a non-coercive approach to the implementation of eLearning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation
Show-Casing Indicators to a Changing Organizational Culture Through the Development of an Integrated eLearning Model: Indications of a Changing Organizational Culture at the University of the Western Cape (UWC), 2012
The adoption of technology to enhance teaching and learning in Higher Education Institutions (HEIs) has resulted in institutions having to contend with dynamic changes emanating from the increasing demands to change and improve upon the traditional modes of instruction. This has put pressure on HEIs to implement organisational cultural changes as they seek to incorporate technology in their teaching and learning discourses. The place of models within the education discourse has been more pronounced in recent years in response to the increasing call for practitioners to deliver quality education. The principal thrust of this paper therefore is to highlight the main developmental phases towards the creation of an integrated eLearning model as it seeks to influence organisational cultural change within a case-study of HEI learning environment at the University of the Western Cape for the period September 2005 – October 2011. It is a challenge to move an organisation, particularly a large organisation, and if there isn't a sense of common direction, one will find a lack of focus (Claret, 2006, p.2). Strategic plans are often associated with transitions in leadership or the attainment of certain milestones (Claret, 2006, p.3). This has been an accumulative exercise at the start of the E-learning Awareness Campaign. Accordingly the replication of such a model would also enhance exchange of ideas as HE practitioners continuously seek to improve the success rate of eLearning implementation.
Problems of Education in the 21st Century, 2012
The adoption of technology to enhance teaching and learning in Higher Education Institutions (HEIs) has resulted in institutions having to contend with dynamic changes emanating from the increasing demands to change and improve upon the traditional modes of instruction. This has put pressure on HEIs to implement organisational cultural changes as they seek to incorporate technology in their teaching and learning discourses. The place of models within the education discourse has been more pronounced in recent years in response to the increasing call for practitioners to deliver quality education. The principal thrust of this paper therefore is to highlight the main developmental phases towards the creation of an integrated eLearning model as it seeks to influence organisational cultural change within a case-study of HEI learning environment at the University of the Western Cape for the period September 2005 – October 2011. It is a challenge to move an organisation, particularly a lar...
2017
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 strat...
Universities need to re-align teaching and learning in response to advances in educational technology. The University of the Western Cape (UWC) established an eLearning Division (ED) in May 2005 which has experienced rapid growth. In this paper, we present the role of the eLearning Division in the institutionalisation of eLearning. We argue that a supportive leadership and effective organisational policies and strategies are key components to the success of the establishment of eLearning. Furthermore, we show that the success is also pegged to the continuous review and updating of the organisational policies in the light of new requirements.
Academics' Experience of Implementing E-Learning in a South African Higher Education Institution
International Journal of Higher Education, 2021
This study sought to explore the experiences of academics with the use of e-learning to support teaching and learning at a South African university. The theory underpinning the study was the Unified Theory of Acceptance and Use of Technology (UTAUT). The study adopted a qualitative design using ten purposively selected academic staff and one IT specialist at a South African university. Semi-structured interview was used to gather the data that were used to answer the research questions. Data were analysed using thematic content analysis. The following themes resulted from the analysis: technical support and training for e-learning; Information Communication Technology infrastructure and internet accessibility; uptake of e-learning and the use of the Learning Management System; content development for e-learning; and evaluation of teaching effectiveness using e-learning. Based on the findings, periodic updates and training on the new changes should be made to the university's e-learning platforms, provision of timely technical support to academics in order to sustain positive user experiences of e-learning were recommended.
Adopting eLearning in Universities: A Challenge of Technology Factors
Journal of Applied Sciences Information and Computing, 2021
The use of eLearning has yielded a positive outcome in Universities in developed countries. However, in developing countries, it partially yields good results i.e for those Universities that attempted to implement it. Virtually the teaching and learning in Nigerian Universities is still done in its traditional way. The issue of the Coronavirus has affected education negatively in Nigeria. It led to the shutting down of schools across the country. Fewer Universities (private Universities) attempted to use eLearning for teaching and learning as an alternative to the normal conventional theatre lectures. This has resulted in a kind of discrimination between the less privileged Universities and those that are opportune to have access to technological infrastructure. Moreover, those Universities that attempted to use eLearning were not able to leverage positive outcomes. This study examines the technological challenges in adapting eLearning in some Nigerian universities. The study was based on the extended Information System Success Model (ISS) of Delone and Mclean. A descriptive design approach was be adapted. The findings of the study revealed the following technological factors that affect the adaptation of eLearning in universities such as; inadequate technological infrastructure, digital divide, and unwise selection of eLearning platforms. However, under the current COIVD-19 pandemic, emphasis has been made on the cost of data subscriptions and ICT gadgets.
Preparing Academic Staff for e-Learning at the University of Botswana
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The University of Botswana (UB), established in 1982, offers the majority of its courses in traditional classroom settings that incorporate limited use of information and communication technologies (ICTs). However, in 2001, UB implemented a university-wide e-learning initiative (UBel) that provided a strategic plan to develop technology-enhanced education. Created within the Educational Technology Unit (EduTech) in the Centre for Academic Development (CAD), this plan includes a comprehensive procedure for the use of e-learning technology in both graduate and undergraduate programs. Recognizing that decisions about technology should proceed from clear educational and policy goals (Bates 1992), university administrators and faculty define e-learning at UB as "the appropriate organisation of information and communication technologies for advancing student-oriented, active, open, collaborative, and life-long teaching-learning processes" (Centre for Academic Development 2004). In accordance with this definition, UB recognizes a wide range of e-learning activities from incorporating PowerPoint presentations in traditional classes to offerning online courses. The focus on e-learning at UB therefore reflects a blended approach to teaching and learning that integrates various modes, methods, and media.
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Western Cape. Dr Bharuthram coordinates and teaches English for Educational Development module which is offered to the Community and Heath Science students. Her main research interests are academic literacies and discourse analysis. Carolynne Kies is the Coordinator of Instructional Design in the Centre for Innovative Educational and Communication Technologies at the University of the Western Cape. Her main research interests are designing and structuring of online environments and selecting specific eTools to enhance teaching-andlearning practices.
Contextualisation of eLearning Systems in Higher Education Institutions
2017
The proliferation of digital technologies, and the emergence of global lifelong learning has steered the transformation of education from the predominant classroom based learning to more flexible technology enhanced learning. However, realizing technology enhanced learning’s much anticipated benefits towards improving the educational potential of Higher Educational Institutions (HEIs) in Developing Countries (DCs) is still a challenge because of the high information systems failure rate. Research suggests potentially substantial misalignment between DC HEIs’ E-Learning Management Systems (ELMS) and their institutional contexts. To explore this gap, this research employs a qualitative approach based on a case study of the Makerere University Electronic Learning Environment (MUELE). We employ the Aparicio eLearning systems theoretical framework to explore the extent to which DC HEIs are aligning their ELMS within their institutional contexts. Results indicate that, ELMS are not aligne...