Abstract
The purpose of the research reported on in this chapter was to determine to what extent a particular educational institution was using applicable e-learning principles to promote effectiveness and quality in the digital era and to find ways to assist the school toward becoming a more inclusive and resilient e-school. Schools are doing their best to improve learning techniques and are implementing different approaches and methods to see how best they can deliver effective and quality educational courses. It is vital that there not only should be a change in resources or techniques, but it is equally important to have a change in mindset whenever one plans to implement anything new. Thinking should evolve, and this is what e-learning seeks to achieve: maximum results cannot be achieved unless all processes, perceptions, and resources have been exhausted.
TopIntroduction
Objectives
The purpose of the research reported on in this chapter was to determine to what extent a particular educational institution was using applicable e-learning principles to promote effectiveness and quality in the digital era and to find ways to assist them toward becoming a more inclusive and resilient e-school.
Specific Research Objectives
The specific research objectives for the study reported on in this chapter included to assess and determine:
- 1.
To what extent was a particular education institution using applicable e-learning principles to promote effectiveness and quality in the digital era?
- 2.
How best could they be provided with assistance toward becoming a more inclusive and resilient e-school?
Background
This section of the chapter will provide broad definitions and discussions of the topic on using applicable e-learning principles to promote effectiveness and quality in the digital era toward a more inclusive and resilient e-school and incorporate the views of others (in the form of a literature review) into the discussion to support, refute, or demonstrate the authors’ position on the topic.
Covid-19 and Learning
Open and distance learning (ODL) is here to stay. Gone are the days where one could only achieve education in a traditional classroom setting. ODL is currently doing well and traditional classes are a thing of the past (Simpson, 2018). Many institutions have resorted to this learning paradigm during the Covid-19 outbreak. Traditional education institutions are now converted into open and distance learning institutions so that learners’ education is not interrupted in the process.
A book on the strategic role of tertiary education and digital technologies for sustainable competitive advantage edited by Ordóñez de Pablos (2013, p. ii) explored how education enabled the transformation of economies and societies “through the targeted training of human capital”, as well as evaluation and dissemination.
In terms of the digital transformation of an automotive enterprise, the chapter by Bolton, Goosen and Kritzinger (2021) detailed an empirical study into the impact on the innovation and productivity of the new labor market toward the post-Covid-19 era.
According to Molotsi and Goosen (2022, p. 2), “it is essential for graduates to acquire entrepreneurial skills that will allow them to enter the” new labor market.
Section 3: Digital Educational Technologies for New Skills and Competences
Digital Competences and Skills
Goosen (2015)
indicated how digital educational technologies can be used for obtaining new skills and competences through an Information and Communication Technologies for Development (ICT4D) Massive Open Online Course (MOOC) in the 21st century, while Goosen (2015) used digital educational technologies in a community engagement project for growing innovative e-schools in the 21st century. In the proceedings of the South Africa International Conference on Educational Technologies (SAICET), Goosen and Mukasa-Lwanga (2017) showed how educational technologies were being used in distance education, taken beyond the horizon with qualitative perspectives.
Key Terms in this Chapter
Gamification: The concept of using gaming concepts in a non-gaming setting, such as for learning.
Mobile Learning: The concept of using mobile devices, such as smartphones, PDAs, laptops, tablets, and portable computers to learn.
Micro-Learning: The focus is on short-term learning facets, which renders learning units and other minor instances of e-learning.
Synchronous Learning: Refers to, e.g., instant messaging systems and chats, where learners can communicate with their tutors or other learners with instant responses.
Acceptance of Mobile Learning: Learners are able to use different platforms to download study apps and different tools from the likes of Google Play for Android, the AppStore for iOS, Windows Phone Store, BlackBerry AppStore, and so on.
Asynchronous Learning: Learners can learn and communicate using communication media, such as emails, to communicate with others or their tutors while learning.
Bring Your Own Device (BYOD): This concept encourages learners to bring their own mobile devices into the learning environment.