The introduction of e-learning made way for advancements in learning and technology
with individuals being exposed to electronic learning and teaching environments. At
first, the introduction of e-learning into the educational sphere was intended to simply
enhance traditional teaching and learning; however, technology then took the lead as a
tool to materially enhance the concept of e-learning in education. Inevitably,
technology’s impact on learning drove the delivery of electronic educational content but
it also caused widespread debate about best practice in the design of e-learning
systems. Since then, the phenomenal influx of technology enhancements that has been
created has led most learners into a digital education era that cannot now function
without it.
At first, e-learning systems were forced to adapt to change as a result of e-learning
trends and as a symbolic move from traditional learning to more innovative methods of
learning and teaching. As such, e-learning remained affected by pedagogy, technology
and curriculum changes outside of a structured, guided framework. Varying definitions
exist as a result of the diverse understanding of the contributions and role of pedagogy
and technology toward e-learning. There is a misconception and confusion of elearning
attributed to the lack of a formally accepted definition which would identify with
the need for pedagogy principles and guide researchers to apply models and
frameworks to implement and improve the provision of e-learning systems. Although
the effects of technology on learning are conclusive, the current dilemma is the lack of
effective alignment of the pedagogy principles to suitable technology – an issue which
has now become detrimental to learning.
This study explores the various interpretations of e-learning definitions that allude to the
incorporation of learning, technology and knowledge gained during e-learning
interventions. However, as the research revealed a lack of any cohesive e-learning
definition, this motivated the creation of a specific definition derived particularly for this
study. In considering the role of technology in the e-learning environment, similar
themes began to emerge that needed to be addressed holistically through e-learning.
One of these themes was a need to focus on the formulation of a structured approach
and pedagogical framework for the design and development of e-learning systems.
The findings of the research identified e-learning frameworks and models that were in
use. The outcome of an e-learning system framework drew on the research of extant
models and frameworks and investigated the critical elements, particularly that of
pedagogy in an e-learning environment. The proposed pedagogical framework for elearning
was evaluated by means of a survey of organisations that produce e-learning
systems. The findings of the survey were analysed to assess the alignment and
relevance of the dimensions and elements in the framework to the design and
development of e-learning systems.
The proposed pedagogical e-learning framework is intended to add value to the design
and development of e-learning systems with the core focus on pedagogy. In years to
come, current and existing technologies and tools may become outdated, yet learning
opportunities continue to evolve based on pedagogy, technology and curriculum
requirements. By harmonising the synergy between pedagogy and technology, a
pedagogically aligned e-learning framework can resolve the lack of pedagogy in elearning
system design and development. / Information Science / M.Sc. (Information Systems)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/14217 |
| Date | 02 1900 |
| Creators | Ramanand, Renita |
| Contributors | Gouws, Patricia Mae, Nienaber, Rita |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (1 volume, various pagings) : illustrations (some color) |
Page generated in 0.0026 seconds