CHALLENGES IN
IMPLEMENTING ELEARNING AT WSU,
Buffalo City Campus (BCC)
2011
ABSTRACT
A small scale pilot study was conducted at WSU BCC in 2011. Interviews with
selected staff members were held and focus group discussions with students,
and participant observations. Student participants were drawn from the School of
People Development & Technology doing B. Tech: HR, 3rd year students in ND:
HR and 1st year students doing ND: MOT and ND: Tourism 2nd year students.
The main objective was to identify challenges experienced by those already
implementing e-learning at WSU and how they have overcome the challenges,
and to hear from those who are not using e-learning, why they are not using the
program and coming up with solutions in both scenarios.
The main challenges cited range from IT infrastructure, lack of access to
computers,management and governance of e-learning, fear of technology and
resistance to change. The institution should stress the importance of building a
common vision about e-learning and its role in the institution and promoting it
from top down. There is a need for formal policies institutionally that support the
implementation of e-learning and these policies should be coherent with already
existing policies.
.
STRUCTURE OF THE PRESENTATION
1. Background
2. Research Methodology
3. Findings
4. Recommendations & Conclusions
INTRODUCTION
The notion of e-learning, commonly understood as ‘learning facilitated
online through network technologies’ (Garrison & Anderson, 2003), has
emerged across South African higher education institutions since the
1990s. As in other national contexts, e-learning practices appear
together with an entirely new vocabulary, institutional policies and
structures, and substantial institutional budgets (Ravjee ,2007).
Given the particular challenges faced by universities in Africa (poor and
expensive Internet infrastructure, relatively high cost of computers,
shortage of quality IT staff and e-learning specialists, and the need for
more ‘knowledge-workers’), universities need to be very focused and
strategic in their use of e-learning( Bates 2009)
From the available literature, institutions engaged in e-learning stress the
importance of building a common vision about e-learning role in their
institutions and promoting it from top down. A common vision provides a
communication platform from which administration and instructors can
build consensus and buy-in through task forces or advisory committees.
This lets an institution create a set of e-learning expectations and
promote cultural change as these expectations filter down throughout the
institution. As Hartman from UCF would put it “it has to fit into the faculty
culture and the campus environment, and finally it has to meet
institutional goals (Morgan 2003).
Some institutions see information technology-related approaches as the
central solution to the problems experienced by disadvantaged students.
While the innovative use of technology is to be welcomed, there is a
strong risk that approaches which focus only on improving delivery
through information and communication technology, and which leave
traditional curricular structures unchanged, will not provide a
comprehensive solution. (National Plan: Section 2.3.2)
RESEARCH DESIGN
A small scale pilot study was conducted at Buffalo City Campus.
Interviews with individual staff members were held and focus
group discussions with students, and participant observations.
Student participants were drawn from the School of People
Development & Technology doing B. Tech: HR, 3rd year
students in ND: HR and 1st year students doing ND: MOT and
ND: Tourism 2nd year students. Telephone and face to face
interviews were done with staff members from different Schools
at BCC and selected CLTD staff members.
SAMPLING STRATEGY
The researcher used targeted sampling
by going straight to those who are
using the programme and those who
should be using the programme, both
staff and students and going to CLTD
staff, the custodians of the programme
DEMOGRAPHIC PROFILE OF THE
RESPONDENTS
• STUDENTS
• B Tech students range from age categories 20-50 with
most of them between 25-35. Married males about 3,
and 3 married women, and the rest are single males and
females
• ND HR (Full time 3rd years) ranges from 20-25 mostly,
and part-timers 20-45
• ND MOT (1st years) range 18-25 mostly
STAFF
• Out of the 10 interviewed, 1 is above 60(white male),
• 4 between ages 45-59 2-females ( 1 white,1 black):2
males( 1 black,1 white) and
• The rest is between age categories 25-45 (3 females,2
males-all black)
RESPONSES BY STUDENTS
• AWARENESS OF TERMINOLOGY
e-learning was understood by some as” distance
learning through technology”, learning via
internet, social networks like facebook
/twitter,emails, sms’s. The commonly used
media at WSU is wise-up.
• B Tech students, some lecturers allow them to
use emails for submission of assignments and
for communication. Half of the class is currently
not on facebook/twitter and they have different
perceptions regarding social networks
Terminology (continued)
• Third year ND:HR (part-time|)
students are not even aware that
such a program as Wise up does
exist at WSU
• ND: MOT- are very much aware and
are using it for some of their courses
• Tourism students- awareness levels
very low, not on the programme yet
Training
• The B Tech students were trained on the use of Wiseup,
but there was no follow up and therefore they have not
put into practice what they have learnt
• 3rd year student ( full time) – they have received training
on the use of Wiseup, and two lecturers are using it,
some didn’t receive any formal training but they are
learning it from others
• 1st year students – they have been trained on how to
use Wiseup , and one lecturer is using it with them
• Third year (part-time) ND:HR students and full time
Tourism students- have not been trained, and therefore
have not started using Wiseup. Some were not even
aware that such a programme with such benefits does
exist at WSU.
CHALLENGES
• Accessibility of information
• In East London, there are few computers, the
only access they have is library, few have
laptops or phones with internet connection
• Part-time students ( B Tech ) have no time to
access the internet on campus, but most of them
are working and have access to internet at work
• At Potsdam, there is an e-learning computer lab,
with 48 computers and all students are
competing for access [ number of computers vs
number of users]
CHALLENGES (contd)
• NETWORK FAILURES
– Students using Wiseup have complained about
network failures and down systems, memory capacity
of the available hardware.
– Both of these make the information loaded not
possible to download timeously, especially urgent
notices
• RESISTANCE TO CHANGE
– B Tech students relayed that another challenge could
be resistance to change from both the students and
staff coupled with perceptions caused by the fear of
the unknown
STRATEGIES TO OVERCOME
• Raising awareness – sharing success stories on the
benefits of the program
• Since most challenges are IT related- ICT services
needs to beef up its capacity, more computers, more
computer labs, network connectivity
• Accessibility of resources – having computers at
residences, having departmental or faculty laboratories
• Visibility of support staff
• Making it institutional policy
RESPONSES BY STAFF
• One respondent attended both the basic and intermediary Wiseup
training sessions. She started planning in 2009 for implementation
in 2010. Since 2010 she has been consistently using the program to
upload notes, self-assessments after every chapter/module. But
she is doing this for one course.
• She did experience teething problems, and they are the following:
– IT infrastructure is frustrating with down networks especially in
2010, but in 2011 there has been a remarkable improvement.
Since she is the only one using it in the department, at first there
was that reluctance from students, but through ongoing support
from CLTD she passed that stage.
– Also, at the beginning she used most of her time uploading
information, but now that its there, it time is saved. She hasn’t
tried out the video option due to time constraints
– During strikes, for her there is no time lost. This technology has
proven useful to her even in managing her time and work.
However, since she is lecturing Maths, not all assessments can
be done online.
Responses by staff ( contd)
• The other respondent who is also a user of elearning said e-learning is definitely a good
programme, flexible and worth using.
• Challenges experienced:
– IT infrastructure – he uses his PC at home but cant
use it at work as he does not have hardware and
when he finally gets access to hardware, the internet
is down most of the time.
– The unavailability of success stories by those who
have mastered the art of e-learning could also be
another reason why others are not implementing the
program.
Responses ( contd)
• E-learning should not be seen as an add-on system, but
should talk to other systems. For instance, in the
capturing of marks, there are still impediments as
Wiseup is not tied up to ITS, you still have to download
your mark list and print it, doing it the manual way.
• Also the way in which its configured, you see other
students doing the program from other sites,not your
group only,you have to keep on searching for those on
your mark list- so configuration is the problem.
• This respondent said he spends about 5hrs/wk on
Wiseup uploading materials but he thinks once all the
materials are loaded, there will be less time spent
Suggested solutions by those
already using it
•
•
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upgrade of hardware /IT infrastructure
Fairly decent PC s at work
Correct configurations
Training
Successful application
Increase access opportunities to IT for students
Enforcement by means of institutional policies
E-learning should be congruent with other
existing systems, policies
Other responses
• Another respondent who has been trained, said
“look the program is good and even the training
was useful”. However, he hasn’t implemented
what he learnt due to time constraints.
• He is however using emails with his B Tech
students.
• From CLTD’s side he cannot complain, there is
support available even for uploading of stuff, its
the time that’s not there
Responses ( contd)
• 2 respondents said they have heard about e-learning but
need more awareness about its benefits
• They have seen notice boards on Wiseup and emails,
but have never taken time to respond.
• They did say though that theywould like to explore the
program, but at the moment don’t see how its gonna
improve the way they do their work.
• Other challenges cited are slow networks which also
create a negative attitude towards e-learning at WSU at
the moment
Responses ( contd)
• Another respondent has been to training,
which was very useful, but she is not using
it yet. The challenge for her is access to
IT, both hardware and connection
problems, and this is what her students
have also said, but she would like to use
the program once the IT challenges are
addressed.
Responses (contd)
• The other respondent has attended the Wise up
training, however she has not used Wiseup,
what she has experimented using facebook with
the assistance of CLTD staff
• She did mention however caution that because
students use these social networks mainly for
personal stuff, one needs to exercise discretion
and protect ones’ dignity as it is very easy to be
caught in between the two.
• She was also quick to say, the challenge is not
with CLTD support but with the response by
individual lecturer s with an effect on students.
Responses (contd)
• From the School of Tourism the key respondents
interviewed were in agreement that e-learning is
definitely the way to go, however only two staff members
have been sent for training thus far.
• The major challenges are availability of computer labs
for students and problems with IT infrastructure, both
hardware and internet which are very critical for the roll
up of such a programme. At IBK Tourism School , elearning is up and running.
• Reasons cited range from apathy and the fact that there
is no policy at the institution that is enforcing the use of
e-learning coupled with challenges with IT access and
slow networks
Participant observations
• The researcher has also attended e-learning training and
has in fact taken her BTech students for training,
however because of not being in possession of a laptop,
the programme could not kick-start in 2011 as was
planned. Also with the Tourism group, the researcher
wanted to experiment on the programme, but problems
with IT access were relayed as the main challenge, and
then to enforce the use of a program without the
necessary infrastructure would not be beneficial to the
students. With B Tech students the majority has access
to internet from work, and this could be explored with
that group. Facebook as another method was
suggested, but there are different perceptions about
facebook especially as a social network and therefore
issues of privacy are raised all the time.
Responses from CLTD selected
staff members
• The main challenge according to one
respondent is “fear of technology by most
academics”. He said “its like they are being
forced into something they don’t want to do, and
its like their right to privacy is being infringed
upon.
• He said they have a newsletter called
“Grassroots “which showcases success stories
by users of the programme and the support
systems available at CLTD,circulated through
helpdesk,at libraries, departments, general
laboratories and at the reading &writing centre
Responses by CLTD contd
• He said workshops are generally well attended
by academics with interest and those that have
been referred.
• The main challenges reported to them are slow
networks, and lack of access to computers.
With regards to students attitudes towards the
programme, he said the lecturer plays a big role
in influencing the attitudes of students towards
the programme
Responses by CLTD (contd)
• One respondent from CLTD viewed the
main challenge as apathy on the side of
academics and stated that with 48
computers in the e-learning laboratory
available for students and the CLTD staff
computer laboratory at Chiselhurst, that’s
a good start, and that staff at CLTD are
always ready and available to give
assistance.
Suggested solutions
• He said to address the fear of technology- academics
should receive basic computer skills which are a
standard requirement
• A thorough needs analysis of all staff members should
be done so as the assess what programs CLTD can
design to address the challenges
• Also, having CLTD staff members in faculties/school
boards /departmental meetings can assist staff to get to
know what CLTD is offering for both staff and students
• Most communication flows from managers to HODs’ who
should then communicate with their staff about CLTD
programmes
INTERPRETATION OF THE
FINDINGS
• Although most respondents are aware of e-learning at
WSU, there are still those who don’t know what elearning is about.
• It was several times asserted that Internet infrastructure
needs improving at WSU, and that the institution needs
to expand its IT capacity and try mobile phone access to
support the growth of e-learning.
• The other challenge relates primarily to management
and governance of e-learning from top to bottom
• The institution should stress the importance of
building a common vision about e-learning and
its role in the institution and promoting it from top
down.
RECOMMENDATIONS AND
CONCLUSION
• From the above findings one deduces that elearning implementation its still at its infancy
stages at WSU. However, those who have
pioneered the use of e-learning are already
reaping its benefits, whilst some have not even
taken a step towards acquainting themselves
with the concept
• There is a need for formal policies institutionally
that support the implementation of e-learning
and these policies should be coherent with
already existing policies.
RECOMMENDATIONS AND
CONCLUSIONS
• As the number of e-learning courses grows at
institutions, the academic experience changes for an
increasing number of lecturers and students. Both
groups must adapt as the institutional support processes
evolve.
• A common vision that will let an institution create a set of
e-learning expectations and promote cultural change as
these expectations filter down throughout the institution
is urgently needed, which will provide a communication
platform from which administrators and academics can
build consensus and buy-in through task forces or
advisory committees.
RECOMMENDATIONS AND
CONCLUSIONS
• Given the lack of resources, a strategic
approach and planning is critical at WSU for elearning to succeed. A shot-gun approach of
trying to develop e-learning across the institution
should be avoided, with e-learning focussed on
those students and programs where it will
provide the greatest benefit. In this way, quality
is likely to be achieved and maintained, until
more resources and better infrastructure
becomes available.
THANK YOU !!!!