Abstract—Many individuals argue that traditional learning environments, such as the teacher classroom structure, are very militaristic in nature and can be enhanced by the use of technology. Many papers have, in the past, conducted extensive research in this area from a physical or infrastructural perspective. This paper is focused on conceptual difficulties and uses theoretical concepts from Kierkegaard to assess e-learning and ICT enabled education in post-apartheid South Africa. The Khanya project, in the Western Cape, is highlighted and used as a case study. A thematic analysis revealed key issues such as lack of depth, initiative, cultural, political and social resistance.
Index Terms—E-Learning, kierkegaard, khanya, post-apartheid education in South Africa.
S. R. Rahimi is with the Department of Information Systems, University
of Cape Town, South Africa. (e-mail: kosheek.sewchurran@ uct.ac.za).
C. D. Beer and K. Sewchurran are with the graduate School of Business at the University of Cape Town, South Africa. (e-mail: email@example.com, firstname.lastname@example.org).
Cite: S. R. Rahimi, C. D. Beer, and K. Sewchurran, "The Conceptual Difficulties in Implementing e-Learning in Post-Apartheid South Africa," International Journal of Information and Education Technology vol. 2, no. 6, pp. 615-621, 2012.