The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the International Conference on eLearning, click here

For infomation on the European Conference on Games Based Learning clickhere

 
Journal Issue
Volume 12 Issue 1, ICEL2013 / Feb 2014  pp1‑125

Editor: Dan Remenyi

Download PDF (free)

Editorial for the Special ICEL edition of EJEL ‑ ICEL 2013  pp1‑2

Dan Remenyi

Look inside Download PDF (free)

Leapfrogging Pedagogy: A Design Approach To Making Change In Challenging Contexts  pp3‑13

Susan Crichton

Look inside Download PDF (free)

An African Research Agenda for Computers in Education  pp14‑28

Johannes Cronje

Look inside Download PDF (free)

Using Digital Counterstories as Multimodal Pedagogy among South African Pre‑service Student Educators to produce Stories of Resistance  pp29‑42

Daniela Gachago et al

Look inside Download PDF (free)

Integrating eLearning to Support Medical Education at the New University of Botswana School of Medicine  pp43‑51

Masego B. Kebaetse, Oathokwa Nkomazana, Cecil Haverkamp

Look inside Download PDF (free)

Mobile Learning: A Kaleidoscope  pp52‑76

Marlena Kruger, Riana Bester

Look inside Download PDF (free)

JiFUNzeni: A Blended Learning Approach for Sustainable Teachers Professional Development  pp77‑88

Brown Bully Onguko

Look inside Download PDF (free)

Addressing Diversity in Health Science Students by Enhancing Flexibility Through e‑Learning  pp89‑100

Joy Penman, Jyothi Thalluri

Look inside Download PDF (free)

Implementing Blended Learning at a Developing University: Obstacles in the way  pp101‑110

Mswazi Tshabalala et al

Look inside Download PDF (free)

Abstract

Abstract: Higher Education Institutions (HEIs) are striving to provide effective learning experiences to address the needs of the digitally‑oriented generation of learners. Blended learning has emerged as a solution to address these needs and has been a dopted by various HEIs. However, not all academic staff members adopt blended learning when it is introduced by their institutions. Although this teaching and learning approach offers various advantages to academic staff, negative perceptions held by acad emic staff may affect its adoption.The purpose of this case study was to investigate the perceptions academic staff have about blended learning and to identify challenges facing academic staff that affected the adoption of blended learning in a Faculty of Education at a developing university in South Africa. The study employed the Technology Acceptance Model (TAM) developed by Davis (1993) and the Innovation Diffusion Theory (IDT) by Rogers (1983: 246‑250) in a qualitative exploratory research de sign. The investigation made use of focus group interviews with lecturers and individual interviews with heads of academic departments, as well as the dean of the Faculty. Data gathered pointed to various perceptions and practical problems hindering acade mic staff from adopting blended learning. Amongst these were perceptions pertaining to e‑learning or blended learning policy, faculty support by management, computer skills of students and lecturers, as well as inadequate access for students to computers. This research is unique in that it applies known knowledge in the new context of a small South African university, which is a developing community. Lessons learned from this study will make a contribution to knowledge in the field of higher education, an d will help developing universities to benefit from the research. 

 

Keywords: Keywords: blended learning, adoption, academic staff, perceptions, challenges, developing university

 

Share |
'I am not a Person with a Creative Mind': Facilitating Creativity in the Undergraduate Curriculum Through a Design‑Based Research Approach  pp111‑125

Denise Wood, Carolyn Bilsborow

Look inside Download PDF (free)