M. Tech. Business Information Systems, Tshwane University of Technology, 2011. / In this current information era, e-learning is considered as one of the means to enhance worldwide competitiveness. Before e-learning is implemented in education systems, it is of critical importance to assess the e-learning readiness thereof. Previous researches have always focused on measuring the e-learning readiness of organisations and of higher learning institutions; as a result a research gap on the use and readiness of e-learning in primary and secondary schools has been left. The aim of this research is to find out teachers' e-learning readiness in rural South African. Informed by the theoretical triangulation of Technology Readiness Index and Technology Acceptance Model, a conceptual framework was produced. In the study, Technology Readiness Index's personality characteristics (optimism, innovativeness, discomforts, and insecurity) and the cognitive dimensions of Technology Acceptance Model (perceived ease of use and the perceived usefulness) were used. Four factors affecting the e-learning readiness of teachers' in rural schools were identified: individual factor, technological factor, institutional factor and social factor.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:tut/oai:encore.tut.ac.za:d1000419 |
| Date | January 2011 |
| Creators | Setati, Phatudi Prudence |
| Contributors | Kekwaletswe, Ray M., Ditsa, G. E. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | |
| Rights | © 2011 Tshwane University of Technology |
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