Facing the challenges of e‐learning initiatives in African universities

Abstract

This paper explores the possibility of bringing e-learning to African universities through collaborative networks of public-private partnerships. It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers' roles are increasingly integrated with those of support staff, administrators and technical staff. The needs of e-learning environments suggest the viability of multistakeholder networks to share expertise and resolve issues related to training needs. The paper concludes that collaboration networks that include e-learning sponsors, policy makers, telecommunication network service providers and educators are required to solve the problems of online education in Africa.

Korean and foreign students’ perceptions of the teacher’s role in a multicultural online learning environment in Korea

“…Berge (1995) highlighted the teacher's procedural leadership and asserted that managerial capabilities should include planning, developing, and distributing course materials by managing online learning. Even in learning environments where instructions are generally managed by learners, the teacher's introduction of the learner's learning structure should be emphasized as part of the management processes of instruction (Gunga and Ricketts 2007;Kanuka 2006). Both Korean and foreign students believed that ''be clear'' was the most important role of the teacher among the managerial roles.…”

Establishing the Preponderance among the Challenges Facing the Implementation of Online Learning in Higher Learning Institutions

“…For solution, Gunga and Ricketts [8] suggest collaboration networks that include e-Learning sponsors, policy makers, telecommunication network service providers and educators as a means to solve the problems of online education in Africa. It means that the needs of e-Learning environments require multi stakeholder networks to share expertise and resolve issues related to training needs.…”

Effective Use of E-Learning Technologies to Promote Student Centered Learning Paradigms within Higher Education Institutions

“…Due to the increased range of e-learning technologies, it's now rare for a course or programme not to be supported by one or more e-learning system [5]. The term student-centered learning has now caught the attention of Universities because no University can exist without students and students will be attracted by effective learning and quality of education within the institutions [7]. Moreover, effective learning has predominantly become the main objective in higher education institutions' Teaching, Learning and Assessment Policy and Strategy.…”

“…In Gunga it is argued that e-learning developers and practitioners are preoccupied with advancing e-learning technologies towards desired quality of e-learning systems rather than providing leverage to the teaching and learning processes [7]. However, there are limited studies focusing on the development of an holistic solution for supporting higher education institutions promoting student-centered learning in the current blended learning strategies.…”

“…In other words, student-centered learning enables students to develop communicative and collaborative skills through group work, allow students to direct their own learning, ask questions and complete tasks independently thereby encouraging active participation of students in their learning [7]. Student-centered learning can be promoted by supporting the teachers in identifying a perfect blend of desired content and learning outcomes.…”