Integrating E-Learning into teaching and learning: Student’s perspective in one rural based South African university

Abstract

Successful implementation of e-Learning in teaching and learning is a complex process; it is mostly attributed to the pedagogical values, attitudes, curriculum needs, and physical infrastructure. The purpose of this study was to explore students’ experiences when integrating e-Learning into teaching and learning at Higher Education Institutions. The study followed a qualitative approach with a case study research design. The population consisted of students from a rural-based university and purposive sampling was used to select seven students from various levels of study. Data was collected through an individual semi-structured interviews and document analysis. Interpretive paradigm was used to interpret student experiences on the use of technology for learning. With regard to theoretical framework the study used Social Realist theory which is based on structure, culture and agency as theoretical lenses.Data was analysed through a thematic approach. The study revealed that students faced challenges of not being provided with sufficient technological resources and ongoing support was not sufficient. The study further found that technology benefitted students when used in their studies regardless challenges experienced.  The study concluded that students’ technological needs should be the centre of transformation in universities. The study recommends that universities should invest on technological resources and infrastructure in order to ensure sustainability on the use of technology for teaching and learning.