Identifying E-Learning Components at North-West University, Mafikeng Campus
Educational institutions are under pressure from their competitors. Regulators and community groups need educational institutions to adopt appropriate business and organizational practices. Globally, educational institutions are now using e-learning as the best teaching and learning approach. E-learning is becoming the center of attention to the learning institutions, educational systems and software inventors. North-West University (NWU) is currently using eFundi, a Learning Management System (LMS). LMS are all information systems and procedures that adds value to students learning and support the learning material in text or any multimedia files. With various e-learning tools, students would be able to access all the materials related to the course in electronic copies. The study was tasked with identifying the e-learning components at the NWU, Mafikeng campus. Quantitative research methodology was considered in data collection and descriptive statistics for data analysis. The Activity Theory (AT) was used as a theory to guide the study. AT outlines the limitations amongst e-learning at the macro-organizational level (plan, guiding principle, campus-wide solutions) and micro-organization (daily functioning practice, collaborative transformation, specific adaptation). On a technological environment, AT gives people an opportunity to change from concentrating on computers as an area of concern but also understand that technology is part of human activities. The findings have identified the university’s current IT tools and knowledge on e-learning elements. It was recommended that university should consider buying computer resources that consumes less power and practice e-learning effectively.
[1] B. H. Khan, “A framework for e-learning”, Distance Education Report, 2000. 4(24), 3-8.
[2] E. KahiigI, L. Ekenberg, M. Hansson, “Exploring the e-learning state of art”. In Conference on E-Learning, Academic Conferences Limited 2007 (pp. 349-368).
[3] A. Gunasekaran, R. D. Mcneil, D. Shaul, “E-learning: research and applications”. Industrial and Commercial Training, 2002 34(2), 44-53.
[4] S.T Nthutang, “Issues affecting e-learning practices at North West university-Mafikeng” (Masters Dissertation, North-West University) 2015.
[5] B.C. Lee, J.O. Yoon, I. Lee. “Learners acceptance of e-learning in South Korea. Theories and results”, Computers and education, 2009. 53:1320-1329.
[6] K. Mackeogh, & S. Fox, “Strategies for embedding e-learning in traditional universities: drivers and barriers”, Roy Williams (Ed) 7th European Conference on e-Learning. University of Cyprus Reading: Academic Publishing Ltd. 2008. pp. 135-141.
[7] H.M. Selim, “Critical success factors for e-learning confirmatory factor model”, Computers and Education, 2007 49, 396-413
[8] L. Phipps, B. Kelly, “Holistic approaches to e-learning accessibility”, ALT-J, Research in Learning Technology. 2006. 14(1): 69–78.
[9] D. Laurillard, “E-learning in Higher education from changing higher education”, The Journal of Interactive Online Learning, 2004. 2(3), [7] Edited by Paul Ashwin, 16 June 2004 version, retrieved May 2, 2014 from http://www.immagic.com/eLibrary
[10] R. K. N. Coleman, “Assessing the Adoption of E-learning in Ghanaian Universities”. Department of Business Administration, Technology & Social Sciences 2011.
[11] G. Conole, “E-learning: The hype and the reality”. Journal of Interactive Media in Education, 2004. 11.
[12] K. A. S. AL-Harbi, “E-Learning in the Saudi tertiary education: Potential and challenges”. Applied Computing and Informatics, 2011, 9(1), 31-46.
[13] H. Mahdizadeh, H. Bieman, M. Mulder, “Determining factors of the use of e-learning environments by university teachers”, Computers and Education 2008. 51: 142- 154.
[14] J. Cross, T. O'Driscoll, E. Trondsen, “Another life: virtual worlds as tools for learning”, eLearn Magazine v. 2007 n. 3.
[15] E.M. Van Raaij, J.J.L. Schepers, “The acceptance and use of virtual environments in China”, Computers & Education, 2008. 50:838–852.
[16] P. -C. Sun, R.J. Tsai, G, Finger, Y-Y. Chen, D. Yeh, “What drives a successful e-Learning? An empirical investigation”, Computers & Education, 2006. doi:10.1016/j.compedu.2006.11.007
[17] H. M. Selim, “E-Learning Acceptance Model (ELAM)”. Emerging trends and challenges in information technology management, 2006. (Vols. 1–2, pp. 73–77). Hershey, PA: Idea Group Publishing.
[18] A. Bhattacherjee, “Social Science Research: Principles, Methods and practices”, 2012. 2nd ed. Creative Commons Attribution Publishers. pp. 12-14.
[19] E. Murphy, M.A. Rodriguez-Manzanares, “Using activity theory and its principle of contradictions to guide research in educational technology”. Australasian Journal of Educational Technology, 2008. 24(4).
[20] I. Robertson, “Sustainable e-learning, activity theory and professional development”. In Ascilite 2008. (pp. 819-826).
[21] A. Benson, C. Lawler, A. Whitworth. “Rules, roles and tools: Activity theory and the comparative study of e‐learning”. British Journal of Educational Technology, 2008, 39(3), 456-467.
[22] K.F. Punch, “Introduction to social research: quantitative and qualitative approaches”. 2013. 3rd ed. Sage publications, London. pp. 205-227.
[23] K. Durrheim, “Research Design”. (In Terre Blanche, M., Durrheim, K. & Painter, D. Eds. Research in practice: applied methods for the social sciences. 2006. 2nd ed. Cape Town: Juta Co. pp. 131- 134, 187-189.
[24] J.W. Creswell, “Research Design qualitative, quantitative and mixed methods approaches,” 2009. 3rd edition. Sage Publications, London.
[25] G. Payne, & J. Payne, “Key concepts in social research” 2004. Sage Publications Inc., London. Pp. 112-115.
[26] S.T. Nthutang, N. Mavetera,”Issues affecting e-learning practices at North West University, Mafikeng Campus” 2016 “to be published”.
[1] B. H. Khan, “A framework for e-learning”, Distance Education Report, 2000. 4(24), 3-8.
[2] E. KahiigI, L. Ekenberg, M. Hansson, “Exploring the e-learning state of art”. In Conference on E-Learning, Academic Conferences Limited 2007 (pp. 349-368).
[3] A. Gunasekaran, R. D. Mcneil, D. Shaul, “E-learning: research and applications”. Industrial and Commercial Training, 2002 34(2), 44-53.
[4] S.T Nthutang, “Issues affecting e-learning practices at North West university-Mafikeng” (Masters Dissertation, North-West University) 2015.
[5] B.C. Lee, J.O. Yoon, I. Lee. “Learners acceptance of e-learning in South Korea. Theories and results”, Computers and education, 2009. 53:1320-1329.
[6] K. Mackeogh, & S. Fox, “Strategies for embedding e-learning in traditional universities: drivers and barriers”, Roy Williams (Ed) 7th European Conference on e-Learning. University of Cyprus Reading: Academic Publishing Ltd. 2008. pp. 135-141.
[7] H.M. Selim, “Critical success factors for e-learning confirmatory factor model”, Computers and Education, 2007 49, 396-413
[8] L. Phipps, B. Kelly, “Holistic approaches to e-learning accessibility”, ALT-J, Research in Learning Technology. 2006. 14(1): 69–78.
[9] D. Laurillard, “E-learning in Higher education from changing higher education”, The Journal of Interactive Online Learning, 2004. 2(3), [7] Edited by Paul Ashwin, 16 June 2004 version, retrieved May 2, 2014 from http://www.immagic.com/eLibrary
[10] R. K. N. Coleman, “Assessing the Adoption of E-learning in Ghanaian Universities”. Department of Business Administration, Technology & Social Sciences 2011.
[11] G. Conole, “E-learning: The hype and the reality”. Journal of Interactive Media in Education, 2004. 11.
[12] K. A. S. AL-Harbi, “E-Learning in the Saudi tertiary education: Potential and challenges”. Applied Computing and Informatics, 2011, 9(1), 31-46.
[13] H. Mahdizadeh, H. Bieman, M. Mulder, “Determining factors of the use of e-learning environments by university teachers”, Computers and Education 2008. 51: 142- 154.
[14] J. Cross, T. O'Driscoll, E. Trondsen, “Another life: virtual worlds as tools for learning”, eLearn Magazine v. 2007 n. 3.
[15] E.M. Van Raaij, J.J.L. Schepers, “The acceptance and use of virtual environments in China”, Computers & Education, 2008. 50:838–852.
[16] P. -C. Sun, R.J. Tsai, G, Finger, Y-Y. Chen, D. Yeh, “What drives a successful e-Learning? An empirical investigation”, Computers & Education, 2006. doi:10.1016/j.compedu.2006.11.007
[17] H. M. Selim, “E-Learning Acceptance Model (ELAM)”. Emerging trends and challenges in information technology management, 2006. (Vols. 1–2, pp. 73–77). Hershey, PA: Idea Group Publishing.
[18] A. Bhattacherjee, “Social Science Research: Principles, Methods and practices”, 2012. 2nd ed. Creative Commons Attribution Publishers. pp. 12-14.
[19] E. Murphy, M.A. Rodriguez-Manzanares, “Using activity theory and its principle of contradictions to guide research in educational technology”. Australasian Journal of Educational Technology, 2008. 24(4).
[20] I. Robertson, “Sustainable e-learning, activity theory and professional development”. In Ascilite 2008. (pp. 819-826).
[21] A. Benson, C. Lawler, A. Whitworth. “Rules, roles and tools: Activity theory and the comparative study of e‐learning”. British Journal of Educational Technology, 2008, 39(3), 456-467.
[22] K.F. Punch, “Introduction to social research: quantitative and qualitative approaches”. 2013. 3rd ed. Sage publications, London. pp. 205-227.
[23] K. Durrheim, “Research Design”. (In Terre Blanche, M., Durrheim, K. & Painter, D. Eds. Research in practice: applied methods for the social sciences. 2006. 2nd ed. Cape Town: Juta Co. pp. 131- 134, 187-189.
[24] J.W. Creswell, “Research Design qualitative, quantitative and mixed methods approaches,” 2009. 3rd edition. Sage Publications, London.
[25] G. Payne, & J. Payne, “Key concepts in social research” 2004. Sage Publications Inc., London. Pp. 112-115.
[26] S.T. Nthutang, N. Mavetera,”Issues affecting e-learning practices at North West University, Mafikeng Campus” 2016 “to be published”.
@article{"International Journal of Business, Human and Social Sciences:74940", author = "Sylvia Tumelo Nthutang and Nehemiah Mavetera", title = "Identifying E-Learning Components at North-West University, Mafikeng Campus", abstract = "Educational institutions are under pressure from their competitors. Regulators and community groups need educational institutions to adopt appropriate business and organizational practices. Globally, educational institutions are now using e-learning as the best teaching and learning approach. E-learning is becoming the center of attention to the learning institutions, educational systems and software inventors. North-West University (NWU) is currently using eFundi, a Learning Management System (LMS). LMS are all information systems and procedures that adds value to students learning and support the learning material in text or any multimedia files. With various e-learning tools, students would be able to access all the materials related to the course in electronic copies. The study was tasked with identifying the e-learning components at the NWU, Mafikeng campus. Quantitative research methodology was considered in data collection and descriptive statistics for data analysis. The Activity Theory (AT) was used as a theory to guide the study. AT outlines the limitations amongst e-learning at the macro-organizational level (plan, guiding principle, campus-wide solutions) and micro-organization (daily functioning practice, collaborative transformation, specific adaptation). On a technological environment, AT gives people an opportunity to change from concentrating on computers as an area of concern but also understand that technology is part of human activities. The findings have identified the university’s current IT tools and knowledge on e-learning elements. It was recommended that university should consider buying computer resources that consumes less power and practice e-learning effectively.
", keywords = "E-learning, information and communication technology, teaching, and virtual learning environment.", volume = "11", number = "2", pages = "427-6", }
