The Role of Lecturers and University Administrators in Promoting New E-Learning Initiatives

Abstract

This article examines the role of lecturers in encouraging and supporting students likely to be predisposed to challenges related to incomprehension, incapacity and isolation embedded in the virtual learning environment. This article used a constructivist lens to gain through interviews anunderstandingintotheintuition,thoughts,ideals,beliefsandinclinationoflecturersaboutthe natureandextentoftheirsupportiveroleinthee-learningenvironment.Thekeyfindingsrevealed thattheroleoflecturersinpromotinge-learningisvaried.Thediscrepancyseemstobeemanating fromthelackofclearunderstandingofthemeaning,thedepth,thebreadthandthrustofe-learning pedagogyattheUniversityofSouthAfrica(UNISA).TheUNISAStrategy2015-2030introduced incrementalchangesintheformofOpenDistancee-Learning(ODeL),whichhighlightstheinfusion of e-learning in the Open Distance Learning (ODL) context. Given its ODeL mandate, and the prescripts of theUNISAStrategy2015-2030and aspart of the academicproject the institution committedtointroducee-learningfrom2015.Further, theinstitutionalresolvetoadoptahybrid model that incorporates traditional and electronic teaching modes has caused uncertainty in the teachingspacewithsomelecturersleaningtowardse-learningwhilstothersleantowardstraditional methods.ThearticlerecommendsthatUNISAneedstoclarifyitsstandpointbyadoptingdefinitions, demarcations,strategiesand tools thatwillenhance theunderstanding,adoptionandusabilityof e-learningplatformsandsystems.