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

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dc.contributor.advisorVan Belle, Jean-Paulen_ZA
dc.contributor.authorMlitwa, Nhlanhlaen_ZA
dc.date.accessioned2015-01-05T07:09:35Z
dc.date.available2015-01-05T07:09:35Z
dc.date.issued2010en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis 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).en_ZA
dc.identifier.apacitationMlitwa, N. (2010). <i>Integration of e-learning systems into academic programmes in South African universities</i>. (Thesis). University of Cape Town ,Centre for Higher Education Development ,CILT. Retrieved from http://hdl.handle.net/11427/11416en_ZA
dc.identifier.chicagocitationMlitwa, Nhlanhla. <i>"Integration of e-learning systems into academic programmes in South African universities."</i> Thesis., University of Cape Town ,Centre for Higher Education Development ,CILT, 2010. http://hdl.handle.net/11427/11416en_ZA
dc.identifier.citationMlitwa, N. 2010. Integration of e-learning systems into academic programmes in South African universities. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mlitwa, Nhlanhla AB - 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). DA - 2010 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 T1 - Integration of e-learning systems into academic programmes in South African universities TI - Integration of e-learning systems into academic programmes in South African universities UR - http://hdl.handle.net/11427/11416 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/11416
dc.identifier.vancouvercitationMlitwa N. Integration of e-learning systems into academic programmes in South African universities. [Thesis]. University of Cape Town ,Centre for Higher Education Development ,CILT, 2010 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11416en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherInformation Systemsen_ZA
dc.titleIntegration of e-learning systems into academic programmes in South African universitiesen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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