The Impact of E-Learning Instructional Knowledge on Pedagogical Attitude and Learner Performance: The Context of South African Private Institutions of Higher Learning

Introduction

Research has shown that the level of lecturers’ knowledge and skills regarding the implementation of e-learning in South African private higher education institutions (HEIs) is poor in terms of facilitating effective learning (Coeckelbergh, 2011; Kilfoil, 2015, Musundire, 2015). The same researchers also claim that the lecturers’ instructional skills determine learners’ academic progress. Accordingly, there is a great demand for leadership and supervision strategies effective enough to address such challenges experienced by higher education institutions in South African universities during the implementation of e-learning programmes. According to the Higher Educating Act 101 (1997: 6), means any institution that provides higher education on a fulltime, part-time or distance basis and which is:

• 1.

  Merged, established or deemed to be established as a public higher education institution under this Act;

• 2.

  Declared as a public higher education institution under this Act; or

• 3.

  Registered or provisionally registered as a private higher education institution under this Act.

These Higher Education Institutions are divided into either public or private teaching or learning organisations. “Public higher education Institution means any higher education institution that is established, deemed to be established or declared as a public higher education institution under this Act” (Higher Education Act 101 OF 1997: 7). The advantage of these institutions is that they are fully subsidised by the Government in terms of Human and material resources. “Private higher education institution means any institution registered or conditionally registered as a private higher education institution” (Higher Education Act 101 OF 1997: 7). Unlike the public institutions, private higher institutions do not get government subsidy to such an extent that their resources are so minimal (CHE, 2014; DHET, 2013). Even though the public institutions are facing the similar e-learning challenges, private institutions because of scarcity in technological resources seem to be more affected (CHE, 2014; DHET, 2013). This is the reason why this study focuses more on private higher education institutions.

The rationale for this study was to examine the impact of lecturers’ level of knowledge and skills of e-learning on their pedagogical attitude and learners’ performance in private schools of higher learning from a South African perspective using ends–means relationship conventional leadership and supervision strategy as a possible intervention tool. This paper begins by giving a brief background of the research and then outlines the problem under investigation. From the research, background emanated the research problem, which stated the exact problems faced with the implementation of e-learning in the South African context. The aim and objectives are the stated before highlighting the significance of the study. In order to understand existing literature related to this study and identify gaps, a brief review of the literature is conducted. Finally, the methodology for the study is discussed including the research design, the philosophy, sampling strategies and data analysis, presentation and discussion of results.