Integration of e-learning systems into academic programmes in South African universities

Abstract

This study set out to investigate the identified contradictions in conceptions, and to explain limited usage of a C/LMS among lecturers in South African universities. The goal was to empower curriculum planners, educators, policy makers, learners, system administrators and developers, with insight to improve e-Learning activities, and to make conceptual and theoretical contributions to the scientific body of knowledge. For this purpose, the interpretive research paradigm was adopted, together with qualitative data collection and analytical methods to investigate the factors affecting the integration of C/LMSs into academic programmes. Interviews were held with individual lecturers, and with groups of students at the Universities of Cape Town (UCT), Stellenbosch (US), the Western Cape (UWC), and the Cape Peninsula University of Technology (CPUT).