E-Learning and Virtual Campus Development: From Innovation to Sustainability

Background

The adoption rate of the virtual campus and e-learning environment at the University was such that Bonk (2004) refers to this growth as being “monumental” (p. 23). Zawacki-Richter (2005) used the University of Pretoria in a case study and states: “The example of the University of Pretoria was selected for a case study because learning and teaching with new media was introduced here with impressive effect and great success”. At the Blackboard BbWorld European Conference in Nice, February 2007, the implementation strategy UP followed for Blackboard Vista was showcased as best practice (Chasen, 2007). The success in e-learning at UP can largely be contributed to the development of an integrated virtual campus.

The virtual campus of the University of Pretoria is an example of organisational innovation (Lazenby, 2003). The ‘S’-curve empirical prediction cycle is often used in the technology and innovation environment (Porter et al., 1991). The chapter identifies the key variables that impact on the sustainability of the virtual campus and the e-learning environment: Management, Training and Support, Measurement and Technology strategies. We argue that progressive integration with legacy systems, as well as dependence on Information Technology Services (ITS) (over a period of ten years) poses a threat to the sustainability of the virtual campus. In this light that we contend that current management structures at executive level within the institution as well as at operational level within the Information Technology Services should be revisited. These managerial changes must be supported by a stable Information Communication Technologies (ICT) infrastructure to ensure sustainability. We also hope that a new enterprise systems renewal project will be sufficient innovation to create a new ‘S’-curve, supported by high level dedicated strategic leadership and policies to provide direction for academic technology.