Factors influencing the implementation of e-learning technology in rural secondary schools in South Africa

Abstract

This study identified a gap concerning factors influencing the implementation of elearning technology in rural secondary schools in South Africa. Whilst real time online learning presents a possible solution for teaching and learning issues in rural areas, little is known about the implementation of digital strategies of schools in isolated communities. This study explores associated guidelines that have the potential to inform decision-making where Internet-based education could improve educational opportunities. Literature and data collection have been used as they have the potential to consolidate and collect interlinked data from specific sources in a structured manner. The following overarching themes emerged: Digital divide, Educational strategy, Human factors, and Support. Furthermore, findings of this study suggest that significant factors include: a lack of digital knowledge; infrastructure shortcomings such as a lack of computers; poor internet connectivity; and handicapped real-time online learning that may limit learners’ progress. The study recommends that timeous consideration should be given to the influence of the digital divide. Additionally, the evolution of educational strategy that adopts digital approaches, focuses on training of role-players and stakeholders concerning human factors, and on the seeking of governmental funding and support that are essential for the implementation and success of e-learning technology.