This study tries to determine the current state of the business learning model and indicate the readiness for injection of eLearning at any level of the current business model.
This study will only focus on a most basic form of a blended learning business model in South-Africa, that would include a web-tool like Skype to be installed on the facilitator’s laptops where learners can view the presentation content and listen to the lecture, the willingness to adopt to it. Classroom after classroom and "death by PowerPoint" is this really the only way to study? In the age where information is king, and rich media is around every corner, it is time to realise that digital media and the information age is here to stay and set a new platform for learner to utilise. Rich Media is a toolbox for creativity, enriched user experiences and new technology engagements and thus potentially debunks the arguments against the use of eLearning.
eLearning is a platforms that offers a more convenient, elastic and on demand learning experience. Boiling down eLearning is basically learning that is facilitated and supported via information and communications technology (ICT). This assumes that the Private Higher Education (hereon referred to as PHEI) Institution is equipped with the relevant knowledge and skill required of information and communication infrastructures for the adoption of eLearning. eLearning has already been widely accepted by the corporate industry for many years.
There are already quite a few service providers in the educational sector in South Africa that strive to incorporate electronic education technology in their delivery strategies, thus a mixed or blended learning business model. The vast expansion of the smart devices market that are already highly enabled to offer eLearning provides great opportunities for learning on the fly. For these reasons alone online courses have huge potential in South Africa, as to traditional forms of education that are highly restricted compared to the advantages that eLearning provides.
Table of Contents
1 CHAPTER ONE: BACKGROUND AND INTRODUCTION
1.1 Introduction
1.2 Background
1.3 Problem Statement
1.4 Aim of the Study
1.5 Research Objectives
1.6 Research Hypotheses
1.7 Literature Review
1.7.1 Define eLearning and potential business benefits
1.7.2 Defining a mixed learning business model
1.7.3 Bridging the eLearning divide
1.7.4 The future of learning
1.3 Methodological Plan
1.4 Research Methods/Design
1.5 Population of research
1.6 Sample Size
1.7 Research instruments
1.8 Possible Limitations
1.8.1 Receiving rich enough data to proof the hypothesis and enough in-depth answers to address the relevant questions formulated.
1.8.2 Availability of Stakeholders to conduct interviews
1.8.3 Time management during break seasons of learners
1.8.4 The potential ITC infrastructure challenges required for adoption of a mixed learning business model.
1.9 Data analysis methods
1.10 Conclusion
2 CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Literature review
2.2.1 Define eLearning and potential business benefits
2.2.2 Defining a mixed learning business model
2.2.3 Bridging the eLearning divide
2.2.4 The future of learning
2.3 Conclusion
3 CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Methods/ Designs
3.3 Data Collection
3.4 Population of the Study
3.5 Sampling Procedure
3.6 Research Instruments
3.6 Research Limitations
3.7 Reliability and Validity
3.8 Ethical Concerns
3.9 Data Processing
3.10 Conclusion
4 CHAPTER FOUR: RESEARCH RESULTS
4.1 Introduction
4.2 Data Analysis presentation
4.3 Summary of Data collected
4.6 Conclusion
5 CHAPTER FIVE: SUMMARY OF FINDINGS AND CONCLUSIONS
5.1 Overview of Study
5.1.1 The research outline
5.2 Major Findings of the Study
5.2.1 Findings based on the questionnaires completed by students (quantitative data).
5.2.2 Findings based on the questionnaires completed by staff (quantitative data).
5.5.3 Conclusion
5.3 Limitations of the Study
5.4 Recommendations
5.5 Recommendations for the future studies
5.6 Concluding Remarks
6 Bibliography and References
Study Objectives and Research Focus
This study investigates the readiness of a Private Higher Educational Institution (PHEI) in Gauteng to adopt an eLearning-based business model, aiming to complement traditional classroom training by integrating digital learning components to improve student accessibility and institutional efficiency.
- Predisposition of learners and institution towards a mixed learning business model.
- Evaluation of the learning curve and skills required for successful eLearning adoption.
- Identification of critical success factors for staff and students in a digital environment.
- Analysis of infrastructure and technological readiness for blended learning integration.
- Assessment of potential business benefits, including market expansion and cost-effectiveness.
Excerpt from the Book
1.1 Introduction
Classroom after classroom and “death by PowerPoint” is this really the only way to study? Absolutely NOT! In the age where information is king, and rich media is around every corner, it is time to realise that digital media and the information age is here to stay and set a new platform for learner to utilise. Rich Media is a toolbox for creativity, enriched user experiences and new technology engagements and thus potentially debunks the arguments against the use of eLearning. Rich Media allows for more functionality and better than before interaction than standard eLearning models from years before (Ad Solutions, 2018).
According to Alonso (2005: 217) eLearning is a platforms that offer a more convenient, elastic and on demand learning experience. Boiling down eLearning is basically learning that is facilitated and supported via information and communications technology (ICT). This assumes that the Private Higher Education (hereon referred to as PHEI) Institution is equipped with the relevant knowledge and skill required of information and communication infrastructures for the adoption of eLearning. eLearning has already been widely accepted by the corporate industry for many years, the next statement was made 18 years ago to support this fact; According to Urdan and Weggen (2000:1) “Corporate eLearning is one of the fastest growing and, we believe, most promising markets in the education industry”. The American Society for Training and Development (ASTD) defines eLearning as a broad set of applications and processes which include web-based learning, computer-based learning, virtual classrooms, and other digital mediums (Alonso, 2005: 218).
There are already quite a few service providers in the educational sector in South Africa that strive to incorporate electronic education technology in their delivery strategies, thus a mixed or blended learning business model. The vast expansion of the smart devices market (discussed later) that are already highly enabled to offer eLearning provides great opportunities for learning on the fly. For these reasons alone online courses have huge potential in South Africa, as to traditional forms of education that are highly restricted compared to the advantages that eLearning provides (Ischebeck, 2017).
Summary of Chapters
CHAPTER ONE: BACKGROUND AND INTRODUCTION: Sets the stage by presenting the conceptual framework, research problem, aims, objectives, and hypotheses related to the adoption of eLearning in a Private Higher Educational Institution.
CHAPTER TWO: LITERATURE REVIEW: Provides an evaluative report on existing literature regarding blended learning, identifying arguments, market trends, and knowledge gaps relevant to the research topic.
CHAPTER THREE: RESEARCH METHODOLOGY: Details the mixed research design, including sampling procedures, data collection methods through questionnaires and interviews, and ethical considerations for the study.
CHAPTER FOUR: RESEARCH RESULTS: Processes and presents the collected quantitative and qualitative data through graphs and summaries to provide a foundation for the research conclusions.
CHAPTER FIVE: SUMMARY OF FINDINGS AND CONCLUSIONS: Synthesizes the research findings, discusses implications for the institution, and outlines recommendations and areas for future research.
Keywords
eLearning, Blended Learning, Higher Education, PHEI, Digital Transformation, Mixed Learning Business Model, ICT Infrastructure, Student Readiness, Instructional Design, Virtual Classroom, Diffusion of Innovation, Mobile Learning, Educational Technology, South Africa, Online Education
Frequently Asked Questions
What is the primary focus of this research?
The research examines the readiness and appetite for adopting an eLearning-based business model within a Private Higher Educational Institution (PHEI) in Gauteng to complement traditional teaching methods.
What are the core thematic areas covered?
The study covers the conceptual framework of eLearning, the diffusion of innovation in educational settings, institutional readiness, student skills, and the infrastructure challenges faced in South Africa.
What is the main objective of the study?
The primary goal is to investigate how an eLearning business model can assist and complement the existing business model of a PHEI, benefiting both the institution and its learners.
Which research methodology is employed?
The researcher uses a mixed-methods approach, combining quantitative data from student questionnaires with qualitative insights to gain a comprehensive understanding of adoption readiness.
What does the main body of the work cover?
It covers the definition and benefits of eLearning, the technological landscape in South Africa, research design, data analysis, and the presentation of results from surveys conducted among students and staff.
Which keywords characterize this work?
Key terms include eLearning, Blended Learning, Higher Education, Digital Transformation, and Educational Technology.
How does the study address the "eLearning divide"?
The study explores pedagogical arguments and the law of diffusion of innovation to understand how to bridge the gap between traditional classroom models and the benefits offered by modern digital learning tools.
What role does mobile technology play in the findings?
Findings indicate that mobile devices and laptops are primary tools for students, supporting the potential for "learning on the fly" and flexible, demand-based educational delivery.
What is the conclusion regarding staff readiness?
Staff members generally express interest in eLearning, but there is a clear consensus that significant investment in skills and infrastructure is required to bring the institution up to necessary standards.
Are there specific recommendations for the institution?
The study recommends deploying a cost-effective pilot for a specific department and investing in online learning portions to reduce costs and increase revenue streams.
- Citation du texte
- Johan Westman (Auteur), 2018, Ready for eLearning? An Investigation at a Private Higher Educational Institution in Gauteng, South Africa, Munich, GRIN Verlag, https://www.grin.com/document/494807
