A Conceptual Culture-Oriented e-Learning System Development Framework (e-LSDF): A Case of Higher Education Institutions in South Africa

Abstract

 Abstract-The development of educational software cannot be improved without a full understanding of methodologies, techniques, and cultural factors that inform the system development process. In education, technology has become a crucial tool. Computer-based technology brings a positive change, increasing knowledge and information sharing. The software crisis remains an issue in the software development industry. Although several articles have been published to address this problem, no solution has been found. Incorporation of culture into e-learning system cannot be neglected because it can enhance the use of e-learning content and services effectively. This study explores how culture can be captured during e-learning system design in South Africa (SA). SA is a country with eleven (11) official languages and different cultural practices spreading across nine (9) provinces. The study proposes that choice, use and effectiveness of e-learning systems is influenced by these languages and the associated cultures. The current e-learning environment provides a one size fits all type of framework where differences in the cultural background of learners are not considered. To consider difference in culture, a new e-learning framework that will capture these differences is needed. This paper provides a conceptual e-Learning System Development Framework (e-LSDF) which can be used by e-learning system developers in capturing cultural differences in society during the development of e-learning systems.Nehemiah Mavetera was born in Gutu, Zimbabwe in 1969. He is an associate professor in information systems, a master and PhD internal and external examiner, an editor, reviewer of journal and conference papers in this field. Currently he is also a director of the School of Economic and Decision Sciences. He is a holder of a PhD in information technology from the University of Pretoria, a master in geoinformation science and earth observation specializing in cadastre and land administration from ITC, University of Twente in the Netherlands and a BSc (honors) engineering degree in surveying from University of Zimbabwe.Ernest Mnkandla held an honors degree in the field of electrical engineering from the University of Zimbabwe, Harare, Zimbabwe in 1992, an MSc degree in computer science from the National University of Science and Technology, Bulawayo, Zimbabwe in 1997, and a PhD in electrical and information engineering from the University of the Witwatersrand, Johannesburg, South Africa, 2008. His research interests are software engineering, software project management with specific focus on software quality management. He is currently an associate professor at

Online Education: Worldwide Status, Challenges, Trends, and Implications

“…Jaffer, Ng'ambi, and Czerniewicz (2007) have argued that multiple levels of challenges exist among developing nations with regard to education, and ICT intervention in education should be driven by actual gaps rather than available technology choices. Joshua, Nehemiah, and Ernest (2015) take this further and emphasize the role of understanding cultural and local issues before designing an e-learning system for improved outcomes.…”

Student’s Perception on Culture-Oriented e-Learning System: An Empirical Study

“…Distance education that involves e-learning accounts for about 38% of enrolment in the country and 85% of students registered at University of South Africa (Unisa) are on distance learning [8]. As a context, SA cultural environment impacts on the e-learning platform [1].…”

“…[30] suggest that these challenges must be resolved for e-learning to effectively deliver the needed service to learners. These challenges and issues can be resolved through the concept of culture-oriented e-learning system framework factors [1,. Well executed e-learning system lie in a framework [32].…”

“…The understanding of the cultural differences and the perception of learners on e-learning systems is a vital step of departure in the development of e-learning systems. The execution of an e-learning system cannot be done without the understanding of the roles and importance of culture in the process [1]. Culture-oriented e-learning system is seen by researchers as the way forward in dealing with student cultural differences that exist among students using the e-learning system [1][2][3][4].…”

“…The execution of an e-learning system cannot be done without the understanding of the roles and importance of culture in the process [1]. Culture-oriented e-learning system is seen by researchers as the way forward in dealing with student cultural differences that exist among students using the e-learning system [1][2][3][4]. However, research indicates that e-learning systems across the globe have failed to recognise learners cultures [4][5][6].…”