A model for measuring e-learning systems success in South African universities: a case study a study of the university of KwaZulu-Natal (UKZN).
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Date
2018
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Abstract
The fourth industrial revolution is upon us and one of the questions that higher education institutions (HEIs) should be asking is: Is the current education system preparing us for the fourth industrial revolution? The answer could be ‘yes’ to some extent as most of the HEIs around the world have introduced electronic learning as part of their teaching and learning method. The introduction and implementation of e-learning, however, has come with a number of challenges. These challenges are hindering the successful implementation of e-learning. It is for this reason that continuous research should be conducted to find ways in which the challenges associated with e-learning can be minimised. This study’s main focus was on measuring e-learning systems to identify the gaps within the systems and to recommend how best these gaps can be minimised for institutions to gain the maximum benefits from e-learning. The study utilised an evaluation methodology model to measure the e-learning system known as MOODLE that is currently in use at the University of KwaZulu-Natal. A variable was added to the model, namely stakeholder analysis. The study of stakeholder analysis revealed that there are a number of stakeholders who have a role in ensuring that e-learning is successful. A mixed methods approach was used to answer the research questions. Management, support staff and quality assurance staff were interviewed on a one-on-one basis and students, ICS staff and academics were issued with a questionnaire they were requested to complete. The results of the qualitative study revealed a number of new issues to be taken into account, as they are essential for the successful implementation of e-learning. The quantitative method tested the validly of the results using exploratory factor analysis (EFA). The results led to a rotated factor matrix where a number of factors were grouped together and others separated. This resulted in a new model being formulated to be utilised for measuring the success of e-learning systems in future. Regression analysis was undertaken and recommendations were made based on the results. One of the recommendations was that for institutions to achieve customer and organisational value, they should focus on the independent variables. Overall, e-learning systems were perceived in a positive light by all stakeholders.
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Doctoral Degree. University of KwaZulu-Natal, Durban.