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ERIC Number: EJ745735
Record Type: Journal
Publication Date: 2005-Dec
Pages: 19
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0258-2236
Integrating ICTs into the Teaching and Learning Environment: An Investigation of Lecturer Perceptions of Possible Barriers and Incentives. Research: Information and Communication Technologies
Van der Merwe, Antoinette; Mouton, Johann
Perspectives in Education, v23 n4 p19-37 Dec 2005
With limited funding available to incentivise the integration of ICTs into teaching and learning activities at most South African Higher Education institutions, it is of utmost importance to understand the forces at play within institutions when trying to promote e-learning activities. If one has a better understanding of what lecturers perceive as the major barriers and challenges related to the integration of ICTs as well as what type of incentives they prefer, it is much easier to plan for the integration of ICTs on an institutional level. This article reports on some of the results of a web-based survey conducted at Stellenbosch University in October 2003 to investigate: (1) What do lecturers consider to be the barriers and challenges related to e-learning?; and (2) What can the institution do to provide incentives for using ICTs effectively in teaching and learning? The quantitative data gathered was analysed using both bivariate and multivariate analysis. The results are compared with the barriers and challenges reported by lecturers worldwide. Lastly, taking the results of the survey as well as the global picture into account, some general institutional recommendations are made. This is done taking cognisance of the fact that no two higher education institutions are alike.
Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail: perspect@postino.up.ac.za; Web site: http://journals.sabinet.co.za/pie/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa