doi: 10.7763/IJIET.2012.V2.217
The Conceptual Difficulties in Implementing e-Learning in Post-Apartheid South Africa
S. R. Rahimi
,
C. D. Beer ,
K. Sewchurran
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.
Keywords
- E-Learning
- kierkegaard
- khanya
- post-apartheid education in South Africa
How to 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. https://doi.org/10.7763/IJIET.2012.V2.217
Copyright & License
Copyright © 2012 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).