- Title
- An assessment of the management of e-learning programmes in selected public high schools in Limpopo
- Creator
- Lebea, Talamo Daphney
- Subject
- Blended learning
- Subject
- Telecommunication in education
- Subject
- Education and state -- South Africa
- Date Issued
- 2024-12
- Date
- 2024-12
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/70319
- Identifier
- vital:78339
- Description
- The utilisation of e-learning in public schools has become a significant subject of discussion in educational communities across the globe. In public schools in Limpopo Province in South Africa, e-learning initiatives have been gradually introduced. This transition towards incorporating technology in the classroom is viewed as a means of elevating the quality of education and expanding access to learning materials for students residing in remote regions. Nonetheless, the advancement of e-learning implementation in public schools in Limpopo Province has encountered some obstacles. To effectively introduce e-learning in public schools throughout Limpopo Province, it is crucial to identify the unique challenges these schools face and the benefits they can gain from successful implementation. Additionally, evaluating the management of e-learning implementation in these schools is of utmost importance. As such, this study assessed the implementation of e-learning programmes in public schools within the Limpopo Province. A qualitative research methodology was employed in the research study and desktop research of related literature assisted in achieving the aim of this study. Thematic content analysis was used to analyse the gathered data. The study utilised the Social Constructivism theory as the underpinning theoretical framework. The findings indicated that public schools encounter significant obstacles when implementing e-learning programmes, including inadequate policies, insufficient resources such as lack of internet access and modern devices, poor infrastructure, inadequate teacher training and skills, insufficient financial support for educators, a lack of a comprehensive model, low interest among teachers, and high internet costs. In conclusion, it can be suggested that if these challenges are addressed, implementing e-learning in public schools in Limpopo will be a success. Therefore, the government should prioritise appointing educators with the necessary competencies and invest in educator training, creating conducive learning environments, and developing e-learning programmes that are unique to the challenges rather than adopting a one-size-fits-all approach.
- Description
- Thesis (MPA) -- Faculty of Humanities, School of Governmental and Social Sciences, 2024
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (111 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Humanities
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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Collections
NMU School of Governmental and Social Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Lebea, TD December 2024.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |