Factors affecting E-learning implementation in Southern Africa

Action Research on The Effectiveness of Education in Emergency (EIE) online teaching and learning: Perception of parents at primary school level

“…The study by Bailey & b, (2009) states that the experienced instructors execute social roles like welcoming and encouraging students to share their experiences, understanding and recognizing the challenges faced by the students in coping up with online teaching. Nevertheless, a study conducted by Kogeda & Anele, (2013) on "Factors affecting E-learning in Southern Africa" states that the attitude, lack of skills to apply e-learning and being unfriendly to the use of ICT for learning by the teachers are often seen as a barrier to the implementation of eLearning. From the previous works of literature, we identified three variables seen by different researchers to see the perception of the parents on the learning outcome and learning experiences with EiE.…”

Positive Computing as Paradigm to Overcome Barriers to Global Co-authoring of Open Educational Resources

“…Missing current issues related to the OER development [36], [43], * Lack of contextual information regarding OER, how OER can be used and modified [41], * Lack of understanding for the possibilities of the tool [12], * Lack of knowledge about the efficiency of development costs [44] Lack of a business model for open content [22] Lack of knowledge about how to assess OER quality [45], [13], [40], [46] Unclear intellectual property rights and copyright [20], [41] Different languages [47], [48], *…”

“…Lack of knowledge of where and how to find OER [13] Lack of training on how to design an OER [41], * Lack of technical support for OER creation [45] Different format of typing/style of different culture, e.g., Abbreviation left to right (for Latin) vs. right to left (for Arabic). * Limited technological skills/knowledge [41], [13], [44], [49], [47], [37], * *interview, **observation, ***interview, and observation 2) Technical-environment dimension: The technicalenvironmental dimension is a list of barriers to human-system and system-to-system interaction. The first group of barriers is the issue of the extendibility of the system or the use of elements outside the system as a system extension [31].…”

“…Lack of support to access via mobile devices * Different size of the screen to access the system [25], * lack of supporting technological infrastructure Lack of standalone possibility [50] A gap of internet connection speed [36], [37], * Difficulty in accessing a proper networking technology [47] Regulation and technological changes Fast moving forward of technological development [25] Different criteria of OER provider [51] Key issue: Reliability Barriers Sub-barriers…”

“…Sub-barriers lack of recognisability and understability of the system function Lack of tutorial how to co-create OER [41], [13], [47], [37], [22], * Lack of an easy way to revise OER [49] Difficulty to reuse a small part of an LO [44], [49], [36], [20], * Different preferences for system interaction Different type of preferred interaction design [48],* Key issue: Connectivity Barriers Sub-barriers Lack of supportive socialization tools Lack of forum to discuss problems [42] Missing notification of change [22], ** Lack of OERs students of end-user integration * Difficulties in adapting various communication channels Different type of communication channel * Difficulty in synchronizing working time [41], * Lack of real-time communication channel [46], [44], [49], [53], [20], [40] Key issue: Privacy Barriers Sub-barriers lack of a clear data protection agreement Lack of validity of OER. level of required information about the author of OER [36], * Lack of privacy [38] *interview, **observation, ***interview, and observation environment [31].…”