ICEL 2013

e-Learning Practices of Teachers at Schools in theWestern Cape

Osman Sadeck

1.Titlee-Learning Practices of Teachers at Schools in the Western Cape

2.Statement of research problem

The epicenter of the problem is foregrounded by an underutilization

and non-adoption of available tools and technologies, and varying

levels of uptake of e-Learning. Schools in the Western Cape are

acquiring more technology and gaining increasing access to digital

products and processes at an exponential rate. In spite of the

availability of technology and the holistic approach to ICTs in

education in the Western Cape, e-Learning does not appear to be

pervasive at schools.

All does not seem to be going well with the implementation of e-

Learning at school level. Botha and Ford (2010:1) state that the

“practical implementation of e-Education has been a failure”. One

of the challenges of implementation is the “integration of ICT into

the learning and teaching process” (White paper on e-Education,

2004). In South Africa (like in most developing countries) effective

and efficient use of ICTs is yet to be realised in many schools.

(Bytheway, et al 2010)

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However there are pockets of excellence and examples of ICT

integration. Some form of e-Learning is taking place and this study

seeks to understand the e-Learning practices of teachers, and what

the technical and non-technical contributing factors that shape this

practice are.

3.Background to the research problem

e-Learning is about learning and technology is merely a means to

support and facilitate this. This is emphasised by Cronje (2007) who

concluded that “… technology should not be the driving force behind

learning, learning should be”. Cuban (1993 in Mumtaz 2000:322) has

also maintained that “Technology is perceived to be important but

only as a tool that teachers”

Given the above, it would appear that the ownership of technology

does not imply nor guarantee usage, and that its function is

primarily supportive. e-Learning publications appears to highlight

drawbacks as opposed to advances. A common thread in some of the

research points to a lack of uptake as a result of teacher

resistance; teacher inabilities, etc. As a result a general

atmosphere of doom and gloom surrounds e-Learning: “Barriers to

adopting technology for teaching and learning” (Butlet, D. 2002);

“Who killed e-Learning” (Cronje, J. 2007).

Consequently little is known from a positive perspective about the

advances in e-learning and what the contributing factors of these

success are. Research findings do not yield insight into the

individual teachers learning process, including both the cognitive

understanding of technology and teaching and the sociocultural

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factors that have an impact on such success (Hadley & Sheingold 1993

in Mumtaz 2000:326).In the review on “factors affecting teachers’

use of information and communication technology” (Mumtaz, 2000), the

more positive aspect of uptake showed that personal factor and

teachers’ beliefs appear to be very crucial factors to be considered

in understand adoption, integration and use. There are many

different factors involved in teachers’ road to success.

It is against this background that this research seeks to understand

what teacher’s e-Learning practices are, and what motivates teachers

in their uptake of e-Learning.

3.1 e-Learning practice and implementation issues

At the core the problem, it can be argued, is the question of what

is e-Learning practice. It is important to understand what teachers

are doing, trying to do and trying to achieve. There is a need to

gain insights into the kinds of teachers, through their ICT adoption

patterns, their integration of ICT in the teaching and learning

processes and their individual beliefs about e-learning and e-

teaching.

e-Learning practice:

The researcher assumes that if teachers have adopted ICTs they may

be integrating ICTs in ways that may be discernible in their e-

Learning practice. In this research e-Learning practice will be

considered as use. Use will be looked at through the way teachers

integrate ICTs into the teaching and learning situation.

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Integration is closely associated with adoption, and use ( Strydom

and Thompson 2010:3). ICT adoption is described as emerging;

applying; infusing and transformational on a four-stage continuum

(UNESCO: 2002 in Strydom & Thompson, 2010). Use according to

Hokanson and Hooper (2000 in Strydom & Thompson, 2010) may be

representational or generative.

Representational use describes how ICTs are used to “re-present”

information through new mediums. This is aligned with teacher’s use

of ICT to teach (e-Teaching). Generative use is more aligned with a

focus on learning. Here ICTs are used as cognitive tools and

mediating tools, that is, the interaction with ICTs in the creation

of knowledge (Hokanson and Hooper; 2000:547 in Strydom & Thompson,

2010). It is important in e-Learning that technology be an integral

part of a holistic teaching-learning process (Cronje, 2007,

Department of Education, 2004:19).

Implementation issues:

A wide range of reasons have been suggested for the failure of e-

Learning to take hold. These traverse teacher, organisational,

access and technical factors. At the heart of this one could argue

is the readiness of the education system as a whole. It would appear

that there was an “inability to actually evaluate the role of ICT in

teaching and learning (in Bytheway et al : 2010)” and to put into

place a strategic approach. Whilst the lack of access to technology

may be cited as a reason the availability of technology is no

guarantee of usage. Research shows that even in cases where the

infrastructure is available, few educators are effectively

integrating ICTs into curriculum delivery because of a lack of

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appropriate attention to pedagogy (in Bytheway, et al: 2010).

Strydom and Thomson (2010:18) findings suggested that increased

access to computers alone did not necessarily mean increased

implementation of technology-integrated lessons.

It has been noted over a number of years that teachers experience

difficulties in integrating technology and learning activities

with new methodologies, which according to van Wyk (2011:21) can be

attributed to “little attention being given to the training of

teachers”. What appears to emerge from a range of studies it that

e-Learning practices do not appear to be significantly different

from traditional teaching.

The lack of implementation is said to be as a result of ‘barriers’.

There is no reason to believe that if these barriers are overcome

that e-Learning will take hold in the future. Perhaps if we

understand the practices of those teachers who are integration ICTs

into education, and the motivational factors that spur them on, we

might be in a position to rethink our strategies.

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3.2 What is happening / known in South Africa regarding e-learning practices

3.3 Education and schools: changes in landscape in South Africa

3.4 Advances in e-Education

3.4.1 Technologies push-pull influences on e-Learning

3.4.2 Anecdotal evidence locally

There is anecdotal evidence that many schools in the Western Cape

and other parts of South Africa are making advances in e-Learning.

These advances are mostly self-initiated and the patterns appear to

be aligned to Rodgers (1995) bell curve (individuals) and to UNESCO

(2002) four-stage continuum (schools). These advances are typified

by the increase in school based planning for the use of ICTs.

Schools are increasing their teaching technology and learning

technology; are setting up networks; are beginning to use freeware,

social networking services, and freestanding digital resources. It

could be reasonably assumed from the above that the potential for e-

Learning to take root is possible. According to Govindasamy (2002),

and Engelbrecht (2003), successful implementations of e-Learning

environments require an understanding of the technology and pedagogy

integration for learning to take place effectively (in Kahiigi

2007). This research seeks to understand what is happening in

schools and why.

4.Literature review

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4.1.1 What is e-learning?

As there are a range of understandings that attempt to make sense of

e-Learning, it is crucial that a narrow view of what constitutes e-

learning is not taken.

A variety of understandings of e-learning include the notion that:

it involves the use of electronic devices through which

learning takes place,

it is focussed on providing training, instruction, learning

opportunities,

the technology provides access to learning material and to the

internet and,

it is focussed on ‘online’ education.

South African Department of Education (2004); Fresen, J.(2010);

Rosenberg (2001); Masie (2008); Wentling et al (2000); Govindasamy

(2002); UTS (2005).

In this study e-learning will be taken as the integrated use of e-

Learning models, through the use of digital products and services

and, the use of technology that is focussed on learning. e-Teaching

will be taken as the use of digital models and methodologies for

teaching and administration through the use of digital products,

services and technology.

4.1.2 Learning and e-Learning: Models and Methods

Learning and e-Learning

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Learning is acknowledged as learning from others, using tools and

language, in authentic situations, using technologies and, according

to learning styles. The potential to learn exists be it alone or

collaboratively, using old or new methods, from books or with

technology. Hansson (2006) points out that the adoption of

technologies in education has created new opportunities for

interaction in teaching and learning activities. The relationship

between learner and knowledge as well as learner and teacher is re-

conceptualised, and this implies different work practices for all.

This implies that teachers have to rethink their approach to

teaching and learning (Laurillard & Mc Andrew, 2003: 82).

Models and methods

Learning methods are referred to as “ways through which instructors

deliver instructions and learners access these instructions”

(Kahiigi 2007:77 - 88). Models of e-Learning are describe by Mayes &

Freitas (2004) as “where technology plays a specific role in

supporting learning”. They further maintain that this can be

described both at the “level of pedagogical principles and at the

level of detailed practice in implementing those principles”.

The methods are described as: traditional learning; e-Learning;

blended learning; mobile learning; social learning; informal

learning and personalized learning (Kahiigi et al 2007). At the

pedagogical level Cronje’s (2005: 8-9) work shows that learning can

take place via four domains: instruction; construction; integration

or injection. At the level of detail in implementation different

strategies are applied. Some of these are commonly known as problem

based and project based learning; drill and practice, and flipped

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classrooms. Furthermore these strategies have foci that are aligned

with discussions; dialogue; subject matter; individual or group task

and communities of practice. The different methods, pedagogical

underpinnings, strategies and foci provide a framework that shapes

e-Learning models and approaches.

Mayes & de Freitas (2010:1) maintain that there are “really no

models of e-learning per se – only e-enhancements of models of

learning”. However a range of initiatives have given raise to

particular sets of activities in e-Learning that are referred to as:

frameworks, models or approaches. For the purposes of this study the

term model will be taken to include frameworks and approaches as

well.

The models that will be used in the analysis of e-Learning practices

during the research include Britain and Liber’s Framework;

Laurillard’s conversational model; Salmon’s e-tivities approach; The

DialogPlus project; The CSALT Networked Learning Model; The

Learning Objects model of learning; The OU (IET) Extended Learning

Objects approach; IMS Learning Design.

4.1.3 E-learning in South Africa

E-learning in South Africa

Little is known about the e-Learning practices at these schools and

the impact of the technology is yet to be evaluated (van Wyk K.

2011:17). Botha & Ford (2010:2) have noted that “it is not clear

whether ICT (with reference to the Khanya project) is making a

positive impact on the teaching and learning process”. She notes

that conclusion from research into the computer lab approach carried

out in the developed world is that the “effect of these computer

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labs on education is almost negligible”. In a study by Strydom &

Thomson (2010:11) that looked at the Intel® Teach to the Future

project aimed at helping teachers integrate technology into their

classrooms in order to enhance student learning, it was concluded

that Internet access, access to digital materials and access to

technology at a school is also not a sufficient condition to

influence the implementation of technology-integrated lessons. They

maintain that “representational use” of computers is still a

dominant use of ICTs at schools. With respect to changing

pedagogical practices, he notes that while the project “training may

not have resulted directly in specific technology-integrated

lessons, it seems to have encouraged more constructivist-inspired

pedagogical practices”. In the same study Strydom & Thomson

(2010:11) note the finding in Cohen’s (2004: 164), study on ICT in

South African use, that the “most fundamental use being made of the

computer in all the schools was for administration purposes.’

Evans-Edris (1995, in Mumtaz 2000:320 ) in her 8 year study (non-

South African) found that “pupils had limited repetitive use of

software for drill and practice - there was general low levels of

interaction with students. Technology use was for preparation of

lessons and delivery of planned lessons”.

This early review to the background of this research highlights a

need for a strategic change to hedge the chances for e-Learning to

add value to education. The focus of e-Learning should ultimately

be on learning and the needs of the learners. It should provide a

balance between the different forms of learning experiences

(Laurillard, 1996), and it should be “part of the normal,

traditional teaching-and-learning environment of the institution”

(Stoltenkamp & Kasuto 2011:53).

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Adoption

Adoption refers to the acceptance, implementation, taking on of a

new product or innovation. It is commonly referred to from viewpoint

of the use of physical technologies. However this needs to be

considered more widely to include pedagogical aspects that include

teaching and learning models, approaches and frameworks. The

adoption trajectory of teachers in the aforementioned will be shaped

by their take on its perceived benefits. There are a range of

factors that influence individual and collective adoption patterns.

These are: individual, technological and organizational. The

benefits may be seen as personal, or focus on learning outcomes. The

visibility of adoption may become evident in changing practices (e-

Learning practices).

The Technology Acceptance Model (TAM) provides a useful guide to the

logical stages of the progression of adoption over time. According

to Bytheway et al (2011: 5) “TAM assist in understanding behavioural

intent to integrate ICTs”.

There are a variety of adoption models and derivations thereof. In

this study, at the proposal stage, the researcher will concentrate

on Rogers' "Diffusion of Innovations" (1960, 1995) and Hall and

Loucks' (1979) Concerns-Based Adoption Model. The researcher notes

the importance of the ‘Theory of Reasoned Action’ (TRA) ; ‘Theory of

Planned Behaviour (TBP) and ‘Behavioural Intent (BI) and these will

be explored during the study.

A more vital aspect in Roger’s work is the underlying thinking that

goes into decisions. The focus of this research seeks to use these

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aspects to understand the participants’ reasons for adoption. Rogers

work is useful in understanding that adoption is a progressive act,

that is grounded in logic and helps understand the importance of the

‘self’ in the decision making processes. The Concerns-Based Adoption

Model) (CBAM) of Hall et al (1987) provides this research with a

sound framework towards understanding reasons for practice. There

are roughly three domains: personal; external and social.

The initial questioning is personal and focussed on what the

innovation is and perceived benefits for the ‘self’. Should there be

satisfactory resolution to these first questions, the individual

considers “task-oriented” aspects that focus on use possibilities.

As these become clearer to the individual she/he moves onto the

external impacts of the decisions to use. These are primarily about

what the possible impacts would be on the learners and learning

itself. It is here that the individual is concerned about the social

aspect of the correlation of what he/she is doing compared with the

others. The cycle returns to the personal domain where the

individual is reflective. This reflection is on whether the

individuals’ decisions and actions are “working for students, or is

there something that will work even better” (in Mann, 2006:36-37 and

in Sherry, 1997) sums this up with “in the stages of concern model,

individuals go through the stages of seeking information, then

personal concern, and then focus on use, then external concerns

about the impacts of the innovation”.

In the literature on adoption and integration a range of studies

have shown the extent to which personal factors play out in

adoption. Cox et al (1999 in Mumtaz 2000:323) found that teachers

“perceived it to be useful for their personal work and for their

teaching” and Veen’s (1993) study found that “teachers beliefs and

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skills were factors”. Sheingold & Hadley (1990 in Mumtaz 2000:324),

concluded that teacher motivation and commitment to their students

learning is as important as sufficient support and access to

technology. In a review of literature Cronje & Thomas (2007) note

the progressive and incremental nature of adoption, implementation

and integration. Quoting from Shuldman (2004: 323) they noted that

the “integration of computers into schools, across models, is

characterised by a process beginning with the use of technology in

such a way that it is ‘compatible with the teacher’s established

style of teaching’, and culminating in the teacher’s ability to

‘combine idea and product technologies to encourage students to

engage in deeper cognitive activity’.

Impacts

However there appears to be less information available concerning

our understanding of the interrelationships between e-Learning

practice and motivating factors of use. A gap seems to exists, and

this study aims to contribute to knowledge in that area of e-

Learning. The focus of this research is not on the evaluation of

reporting on any pilot, initiative, training program, it is more

concerned with the e-Learning practices outside of these bounded,

high intensity controlled situations.

5.Theoretical framework

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Learning / e-Learning

TechnologyComputer, TV, IWB,

Tablets

Teachers

Adoption Uptake &

Value

Process Methodology

Product Digital Content

Practice

Integration and Use

SystemsLAN, WAN, LMS

ServicesCloud, Social

Software

Leads to... Affects

Leads to... Affects

Impact Could result

in...Could Improve

TechnicalNon-technical

factors

Figure 1: Framework conceptualisation of the study

This study intends to elucidate: how the combinations of these

factors are used, and, what the technical and non-technical

determinants are that teachers base their choices on. The deeper

aspect of the study is to determine why teachers make these choices.

At the beginning of the study what is done and why it is done will

be reviewed and the theorical framework offered here will be adapted

as necessary.

6.Summary of research design

Main research question:

What are the determinants of e-Learning practice in schools?

Overall approach

Qualitative and quantitative; interpretive with a combineddeductive and inductive approach; cross-sectional case studies;interviews, questionnaires, surveys and document analysis;explanatory, descriptive and narrative.

Analysis: Qualitative – cluster and content analysis: category;

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code and theme development.

Quantitative – factor analysis: statistics both descriptive andinferential.

Investigativequestion

Objective Method

What is the adoption profile of teachers and what are theirdependencies and interest in technology use?

To establish a profile of the participants, their orientations, and, opinions and perceptionsof the impact of technology.

Literature review, questionnaire & interview. Cluster analysis of data

To what extentare the technology push and educational pull determinants of e-Learning practice?

To determine ifdecisions to use or reuse are made on account of technical, pedagogical or personal factors. The focus is on theperson, attitudes, and preferences.

Questionnaire & interview. Open coding, and, both factor and cluster analysis of data.

What are the technological and non-technological factors that affect e-Learning

To determine what possible use or application related factorsdetermine decisions to

Literature review. Factor analysis, questionnaire & interview

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practice? use or reuse. The focus is onexclusive categories of factors

What are the personal andcognitive reasons that teachers use to make decisions to use certain products, processes, systems, services and technology for their e-Learning practices?

To determine the perceived value and benefits that teachers believe they enjoy from thise-Learning practice. The focus is on opinion and perceptions

To determine reasons for actions and decisions taken. The focus is on opinion and perceptions

Questionnaire & interview Factor analysis

Content analysis of interviews and questionnaires

What are the generic characteristics of e-Learning models and e-Learning practices

To understand the theorical base of e-Learning practice

Desktop (literature) study

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What are the determinants of technology adoption?

To understand the theorical underpinning oftechnology adoption

Desktop (literature) study

What do individual teachers do ine-Learning – how do teachers engage in e-Learning?

To understand existing patterns of practice.

To establish a taxonomy of practice

Questionnaire ; interviews

7.Objectives of the research

The objectives of the study are to understand what

methodologies practicing teachers use for e-Learning at

school.

To develop a reliable understanding of what motivates the

adoption, acceptance and use of technology, systems, services,

methodologies and digital content by practicing teachers for

e-Learning.

To develop a narrative of the shape and form of e-Learning at

schools.

To develop a typology of teachers e-Learning practices.

To develop a typology of teachers technology acceptance.

Aim of the Study

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The aim of this study is to explore and understand the e-Learning

practices of teachers in school education in the Western Cape - what

is done in e-Learning in schools and why teachers make these

choices.

8.Research design and methodology

Figure 2: Four quadrants of research (Adapted from Cronje., J.).

Figure 2 above shows the two related quadrants that this research

will focus on. This study proposes to achieve its objectives by

looking at the phenomena through two lenses. The two lenses

represent the ‘what’ and the ‘why’ of e-Learning practices of

teachers at school level

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Yes / No

Describe

Abstract

What

Explore

Solve

It Depends

Subjective

How

Objective

Should

Concrete

Why

e-Learnin

g Practic

eUnderstand

WHY?

WHAT?

This approach is preferred as it will provide rich data that will

assist in determining commonalities and differences in their

practice in relation to e-Learning models and theories.

8.1 Philosophy

Philosophy

The research design of this study draws on the delineation, the

“onion skin approach”, as suggested by Saunders et al. (2003:83). A

phenomenological approach will guide this research to understand the

meaning of decisions, behaviour and practices of the participants in

the specific situation of e-Learning.

Interpretive research

The study is underpinned by an interpretivist philosophy in order to

gain rich insights into the complex issue of e-learning practice at

school level. e-Learning practice is the unit of study and the unit

of analysis is the individual teacher. The research will focus on a

particular set of circumstances and actions, and the individuals

involved, i.e. case studies. According to Cohen (2006:22) the

interpretive paradigm is concerned with the individual. A taxonomy

of e-Learning practices at school level based on context will be

made that can be tested elsewhere. In this study it is necessary to

understand the subjective reality of the participants, in order to

understand their actions, intentions and motivating factors

(Saunders et al. 2003:84).

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8.2 Research approach

Mixed-method

According to Neuman (1997:30), some techniques are more effective

when addressing specific kinds of questions and topics and, van der

Merwe (1996:279) maintains that “induction and deduction should not

be regarded as mutually exclusive”. The contribution of the mixed

method, according to Cohen (2006:5) is that there is a suggestion of

hypotheses, logical development, the explanation and interpretation

of scientific findings and their synthesis into a conceptual

framework. As such a sensible selective blend of qualitative and

quantative approaches, explanatory and exploratory inquiry and,

inductive and deductive techniques will be employed.

The inductive philosophy searches an existing theory and tests it.

It is concerned with the context in which events take place. It

tends to use a small sample subject and is more likely to work with

qualitative data. Using the inductive approach in the initial stage

of this research to generate data will allow the researcher to look

for “links and patterns in the data” (van der Merwe,1996: 279). In

this regard the study will look at the content of the e-Learning

practices through qualitative data collection methods and a taxonomy

set out. Known e-Learning models and theories will provide the

theorical base for analysis of data.

The use of these two approaches symbiotically promotes insight into

the phenomenon through Babbie’s (1992: 53, in van der Merwe

1996:279) cycle of scientific inquiry figure 4.

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Figure 4: Cycle of scientific inquiry Babbie (1992: 53).

8.3 Research strategy

Case Study – Survey design

The case study method is selected in order to gain a rich

understanding of the context of the research. It is an appropriate

approach because the research is applied to singularities i.e

practicing teachers, in natural settings i.e. e-Learning at school.

It is bound to a particular group, i.e. a cohort of teachers that

employ e-Learning and, is time stamped i.e. current practices given

current perceptions and orientations. This provides for inquiry

into the research question in a focused manner (Bassey 1999:47).

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Theories

Hypotheses

Observations

Empirical generalizat

ions

I

N

D

U C

T

I

O

N

D

E

D

U

C

T

I

O N

The case studies will be multi-sited and cross-sectional comprising

a purposeful selection of schools and teachers so as to include the

peculiarities of individual cases. Given the diversity of human

actions, a singular case study will not yield enough diversity to

observe emerging patterns as there is a need to understand the

uniqueness of each particular case (Huysamen, 1994:168).

The research will align closely with the characteristics of survey

designs where the study will be a snapshot in time, working with a

representative sample of practicing teachers, and, be descriptive

and explanatory (van der Merwe, 1996:288). Research, according to

van der Merwe(1996:287) “is never solely explanatory, exploratory or

descriptive”. The descriptive goal of the study seeks to describe

that which already exists, and the explanatory goal will attempt to

show “causality” of relationships between the various elements,

towards the unit of analysis.

Time horizon

e-Learning practice is inherently a human activity based on

cognitive decisions. As time progresses the possibility exists that

e-Learning practice and decisions that influence use might differ.

This research seeks to study the phenomenon of e-Learning practice

as it occurs at a given time (van der Merwe, 1996:287). As such the

research will be cross-sectional to investigate current practices

and technology acceptance, adoption and use.

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8.4 Data collection methods

In alignment with the mixed-mode orientation and predominantly

interpretivist approach a combination of qualitative data collecting

strategies will be used. The strategies are: include case studies

with surveys, interviews, questionnaires document analysis.

Primary and high schools will be used in this study. The population

for the research will be individual practicing teachers. The unit of

research is e-Learning practice and the unit of analysis is the

individual teacher. The specific issue of practice i.e.’ what’ is

done will look at how e-Learning is operationalize focusing on

determining the methodologies and e-Learning or ICT integration

models that are used. To understand ‘why’ teachers to do certain

things, i.e. the reasons behind the actions, this research will

focus on understanding the technical and non-technical determinants

of e-Learning practice.

Data generation and collection

Decisions on the data to be collected, how it is to be collected and

by what methods forms a vital aspect of the investigative process.

Two methods will be used to collect data: document analysis and

personal interaction with the participants in the study. In this

research, data will be generated primarily through questionnaires

and interviews. Other data will be gleaned from existing documents.

A general survey will be used to gain insights into current e-

Learning practices in schools. This will be done electronically

using the e-Learning Moodle platform of the Western Cape Education

Department (WCED). It will look for emerging patterns in current

practices and will inform any adjustments to the questionnaires and

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interview questions. The population will be drawn from teachers who

have completed or are in the process of ICT integrated training

provided by the WCED. The sample will consist of eighty (80)

respondents across the eight (8) districts. Whilst not strictly a

pre-study, some of the respondents will be identified and invited to

be part of the main research sample.

Questionnaires will be used to elicit the following:

biographical data on the individual and of the school context;

responses to individual’s e-Learning practices; and

responses to initial reasons for e-Learning practices.

Should it be necessary or preferred questionnaires will be done on-

line.

Semi-structured interviews will be used to elicit insight into the

adoption, acceptance and use patterns of respondents. Interviews

will revolve specifically around the unit of study and the unit of

analysis i.e. e-Learning practice and the teacher’s acceptance,

adoption and use. The interview schedule will consist of a

framework of questions, prompts, and leads. The intention is to

probe the actions of respondents to seek out reasons, opinions and

attitudes that inform their e-Learning practice. The interviews will

be used for internal validity to clarify responses to the

questionnaires. Should it be necessary, telephonic interviews will

be done.

Document analysis will be divided into two separate sections. The

first will deal with models, theories and frameworks related to e-

Learning and the second to Technology Acceptance Models (TAM). This

is the literature study that will guide analysis and assist in

designing the interviews and questionnaires. The second aspect will

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look at any physical documentation weather in print copy format,

digital hard copy or online so as to engage with the physical proof

of practice.

Data triangulation will be used corroborate findings generated from

the different sources through different approaches. These are

primarily the recorded interviews, the questionnaires, the survey

and the document analysis.

8.5 Data analysis

Analysis of data: Factor analysis - Cluster analysis - Content analysis

Fitness for purpose and legitimacy will governed the criteria used

in deciding which forms of data analysis to undertake (Cohen: 2006,

82). Data will be subjected to the processes of content analysis.

Factor and cluster analyses will inform the content analysis.

Factor analysis will be used to provide a profile of factors that

will emerge in the study i.e. what is used, why it was chosen and,

how was it used. Factor analysis is regarded as loaded and exclusive

(carl manneheim, 199X: pxxx), hence it will be used specifically for

the granular aspects of the data.

Cluster analysis conversely is non-exclusive, and this will be used

to analyse the broader categories of data i.e. technical; non-

technical; pedagogical; personal; social; technology adoption and e-

Learning practice.

Quantitative data will be analysed statistically using simple modes

that include percentages, tables, charts and descriptions with

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inferential commentary. Statistics will be further examined with

factor analysis to enable cluster analysis and reliability testing.

Qualitative data will be based on content analysis. The data will be

collected, collated, and aggregated as relevant. A series of

categories, codes and themes will be used for both factor, and

cluster analysis. These codes will be determined as they emerge from

the data.

The development of themes and clusters could lead to fresh views

during data collection. Descriptions will be provided as narratives

and profile factors will be displayed statistically. The purpose of

the narrative will be to describe specific characteristics related

to the phenomena under investigation. The narrative will include

related aspects of technology adoption and e-Learning practices.

Descriptions from the factor and cluster analysis will focus on the

individuals in terms of their orientations, specifically about their

opinions, attitudes, values, preferences and perceptions of the use

of technology. The narrative will include topography of the factors

that influence e-Learning practices.

9.Delineation of the research

Practicing teachers in public and private (independent) schools in

Western Cape and selected provinces in South Africa will form the

sample population for the case studies in this research. The schools

themselves will be representative of Urban and Rural setting and

comprise of both Primary and High schools.

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Unit of research

e-Learning practice is the prime unit of research and the unit of

analysis is the individual teacher. Although individual teachers may

be part of a group representing practicing teachers, the focus is on

individuals and not on the group that may be located at same or

similar schools. A further expansion on the unit of research is an

interest in individuals “orientations” i.e. opinions, attitudes,

values, preferences, and, their “activities” i.e. use, decisions,

reuse, and practice. (van der Merwe, 1996: 285)

Sampling

This study will use a purposeful sample of practicing teachers.

Participants will be invited to be part of the research. The

respondents will be drawn from the delineated schools. The reason

for the purpose sample is to include participants that are most

likely to provide reliable and rich data.

The size of sample:

2 primary urban;

2 high urban;

2 primary rural;

2 high rural;

2 independent high;

2 independent primary; and

4 independent schools outside of Western Cape.

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The population of the study will be a total of 2 teachers from each

school totalling 36 persons across the sample. An additional sample

of 80 teachers drawn from the WCED ICT integrated training program

will respond to a survey on e-Learning practices.

10. Ethical considerations

It is not expected that this research will transgress any ethicalissues.  A separate statement of ethics is provided on the FID ethics form.  

All participants will be informed of the purpose of the study

and assured of the confidentiality of their contributions.

Participants will be allowed to withdraw at any stage should

they wish to do so.  

Permission will be sought to conduct and record interviews

The names and details of individuals and schools will not be

divulged. no use will be made of any information that could

uniquely identify a participant as source.

All recorded data will be annotated only with a code,

identifying the contributor anonymously; records associating

codes with contributors’ names and other necessary personal

will be kept separately and securely.  

Anonymity of documentation and proof of practice will be

ensured. Original data collected from participants will be

destroyed when the project is concluded.

No discussions will concern sensitive or personal topics such

as habits or health.

There will be no financial inducements offered.

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Where permission needs to be obtained from managers or line

functionaries, it will be sought through the legal channels

and noted.

No data will be altered or fabricated.  

11. Expected outcomes, results and contributions of the research

In exploring the phenomenon of e-Learning practices the researcher

expects to discover that practices are shaped by intrinsic

motivational factors. It is plausible that the findings will show

that non-technical and social factors are the dominant determining

factors, with socialization patterns determining individuals (and

groups) behaviors.

The researcher further expects that the data will show a correlation

between e-Learning practice and technology adoption, acceptance and

use. Behavioral intent (BI) and theory of reasoned action (TRA)

explain some aspects of practice but they follow one another

chronologically. They are cognitively informed and are actualized

through action. This study may provide sufficient data to conceive a

Technology Acceptance and Adoption Framework (TAA). Such a framework

will be new in that it will show common and merging aspects from BI

and TRA that describe practices from a different viewpoint.

12. Significance of the research

The researcher seeks to address the underutalisation of technology

for e-Learning. There does not appear to be a noteworthy culture of

e-Learning across all schools in the Western Cape. Whilst training

29

and support are often cited as reasons for the lack of e-Learning

practice, and non-adoption or use, it remains that the determinants

of e-Learning practice are not fully understood.

There is evidence that teachers use ICTs to maintain current

teaching. However the vast investments in training and technology

provisioning do not appear to have taken off and the implementation

of e-Learning at school level has not happened smoothly. An

understanding of the underlying factors that prompt action on the

part of teachers need to be understood and made known. Such

knowledge will enhance our understanding of the current e-Learning

landscape in the Western Cape.

Emanating from this work strategic, operational and implementation

planning for e-Learning could be more effective. The study will

provide a new perspective on e-Learning practices of teachers in

school education. The findings will provide a base for informed

decisions regarding teacher professional development and change

management initiatives.

This study will add to the literature on technology adoption and

related theories and models. It will furthermore, contribute

directly to, and further extend the base of knowledge related to the

determinants of e-Learning practices.

The South African National Policy on e-Education (2004) sets out

policy on the use of Information Communication Technologies (ICT).

However provinces need to operationalise the policy and furthermore

devise implementation strategies. This study has the potential to

address the needs relating to operationalisation and implementation

of the policy.

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13. Summary

It is known that the implementation of e-Learning at schools is not

progressing as expected. Evidence shows that there are a range of

factors that influence the current situation in schools. Amongst

these is the instutionalised nature of educational practices,

resourcing and support difficulties, training inefficacies and

teacher uptake. Much of the existing research into the use or

integration of ICTs focusses on pilots, projects and training

initiatives. e-Learning is said to be failing and a somewhat gloomy

picture is being portrayed.

In spite of the aforementioned, some flavours of e-Learning is

taking place. Research on the more positive uptake of e-Learning is

scant. There is not sufficient knowledge of these practices as a

normal course of daily teaching and learning. The reasons behind

teacher’s decisions to use ICTs in their work are not fully

understood in these contexts.

This research seeks to approach the research questions from a more

positive angle. It will look at the situation through two lenses.

The first will focus on what is being done with respect to e-

Learning at schools. The second will seek to understand why teachers

make the decisions to engage in e-Learning.

The main research question is:

What are the determinants of e-Learning practice in schools?

The investigative questions are:

31

What is the adoption profile of teachers and what are their

dependencies and interest in technology use?

To what extent are the technology push and educational pull

determinants of e-Learning practice?

What are the technological and non-technological factors that

affect e-Learning practice?

What are the personal and cognitive reasons that teachers

use to make decisions to use certain products, processes,

systems, services and technology for their e-Learning

practices?

What are the generic characteristics of e-Learning models and

e-Learning practices?

What are the determinants of technology adoption? What do

individual teachers do in e-Learning – how do teachers engage

in e-Learning?

This study will consist of multi-sited, cross-sectional, case

studies. In an attempt to gain rich understandings of the individual

cases the research will be underpinned by the interpretivist

philosophy. A sensible blend of deductive and inductive as well as

qualitative and quantitative approaches will be used so as to draw

in all possibilities.

The study will be referenced to and tested via the TAM set of

theories and known models of e-Learning.

14. Keywords

e-Learning practice

Technology adoption

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ICT integration

e-Learning

Learning

Determinants of e-Learning practice

Technical and non-technical factors

15. References

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Botha, A. & Ford, M., 2010. A Pragmatic Framework for Integrating ICT into Education in South Africa. IST-Africa Conference Proceedings. Cunningham, P. & Cunningham, M. (Eds)

Bytheway, A.,Sadeck, O., Dumas, C., Chigona, W., Chigona, A., Mooketsi, B., Fanni, F. Rega, I. 2010. Integrating ICTs into the classroom: assisting teachers in disadvantaged primary schools. In eSKills Summit 2010. Cape Town, 2010.

Surry, D. W., 1997. Diffusion Theory and Instructional Technology. [Online] Available http://intro.base.org/docs/diffusion/[ viewed 2 February 2010]

Mann, B.L., 2006. Technology Adoption and the Internet. Information science publishing .Chapter 3, Selected Styles in Web-Based Research.. Idea Group Inc. http://www.idea-group.com

Cohen, L., Manion, L. & Morrison, K., 2006. Research methods in education.4th ed. Oxon: RoutledgeFalmer.

Cronje, J.C., 2005. Paradigms Regained – Towards Integrating Objectivism and Constructivism in Instructional Design and the Learning Sciences.

Cronje, J.C., 2007. Who killed e-learning? [Online] Available: http://it.coe.uga.edu/itforum/Cronje101/Who_killed_e-learning.pdf [Accessed 2011].

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de Freitas, S. & Mayes, T. 2004. JISC e-Learning Models Desk Study. Stage 2: Review of e-learning theories, frameworks and models. http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version%201).pdf

Department of Education, 2004. White Paper on e-Education. Government Gazette, 2 September 2004.

Fresen, J. W., 2010. Teaching English with Technology. FACTORS INFLUENCING LECTURER UPTAKE OF E-LEARNING[1]. Special Issue on LAMS and LearningDesign, 11 (1), 81-97 http://www.becta.org.uk

Hung, J., 2010. Trends of e-learning research from 2000 to 2008: Use of text mining and bibliometrics. British Journal of Educational Technology. Vol 43, No1, 2012: 5–16.

Kahiigi, E.K. et al, 2008. Exploring the e-Learning state of art. Electronic Journal e-Learning Volume 6 Issue 2 2008 (77 - 88). www.ejel.org 84 ©Academic Conferences Ltd. Shirley Williams (e-District)

Laurillard, D., 1996. The Changing University. Discussion paper for the instructional technology forum. University of Georgia.

Means, B. & Roschelle, J., 2010. An overview of technology and learning. Technology and learning. Elsevier Ltd.

Mumtaz, S., 2000. Factors affecting teachers’ use of information andcommunication technology: a review of the literature, journal of information technology for teacher education. 9:3, 319-342.

Neuman, W.L., 1997. Social research methods, Qualatative and Quantative Approaches. Third edition. Allyn and Bacon, Needham Heights, USA.

Report of the committee on e-Learning UTS 2005

Rogers' "Diffusion of Innovations" (1960, 1995). (http://education.ed.pacificu.edu/bcis/workshop/adoption.html - viewed 15 jan 2010)

Rogers, E.M., 1995. Diffusion of innovations. New York: Free Press.

Sadeck O; 2006 e-Learning Experiences, Models and Theories 2 masters coursework

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Saunders, M., Lewis, P. & Thornhill, A., 2003. Research Methods for Business Students. 3rd ed. Essex: Pearson Education Limited.

Sherry Lorraine - an Integrated Technology Adoption and Diffusion Model - http://carbon.cudenver.edu/~lsherry/pubs/aect98.html - viewed 25 january 2010

Stake, R. F. 1995, The Art of Case Study Research, Thousand Oaks, Sage Publications, California.

Stoltenkamp, J. & Kasuto, O., 2011. E-Learning change management andcommunication strategies within an HEI in a developing country: Institutional organisational cultural change at the University of the Western Cape. Education and Infomration Technologies, 16(1), pp.41-54.

Thomas, H.E. & Cronje, J.C., 2007. Computers in schools: implementing for sustainability. Why the truth is rarely pure and never simple. South African Journal of Higher Education. Preprint

Van Wyk, K., 2011. Khanya Position Paper: Transfer of Skills and Processes to Permanent Structures of the WCED, 23 February 2011

Western Cape Education Department, 2012. e-Education Technology Management Plan 2012 – 2015. Proposed plan for the attainment of the deliverables of e-Education and e-Learning, 31 August 2012.

Wilson- Strydom, M. & Thomson, J., 2010. Understanding ICT integration in South African Classrooms. IST-Africa Conference Proceedings, 2010. Cunningham, P. & Cunningham, M. (Eds)

Yin, R. K. 2003, Case Study Research – Design & Methods, (3rd edn), Sage, Thousand Oaks, California

Possible sample

H-U

1. Cape academy2. Bergvliet HS3. Norman Henshilwood HS4. Rocklands HS – F Trogonning5. Rondebosch Boys HS – Warren6. Khan Academy school

35

7. Apple school8. Bernido heights HS

P –

1. Paarl boys pri2. Eversdal3. Bridgeville PS4. Fish Hoek Middle – Fiona Beal5. Wesbank PS – Oudshroon6. Grove pri7. Pinelands ps8. iTouch school

ID

1. Bridge House – Shaun ++2. Bishops3. Peter de lyle

36