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

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

Austin Musundire
Copyright: © 2021 |Volume: 12 |Issue: 4 |Pages: 21
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781799861898|DOI: 10.4018/IJDLDC.2021100103
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MLA

Musundire, Austin. "The Impact of E-Learning Instructional Knowledge on Pedagogical Attitude and Learner Performance: The Context of South African Private Institutions of Higher Learning." IJDLDC vol.12, no.4 2021: pp.33-53. http://doi.org/10.4018/IJDLDC.2021100103

APA

Musundire, A. (2021). The Impact of E-Learning Instructional Knowledge on Pedagogical Attitude and Learner Performance: The Context of South African Private Institutions of Higher Learning. International Journal of Digital Literacy and Digital Competence (IJDLDC), 12(4), 33-53. http://doi.org/10.4018/IJDLDC.2021100103

Chicago

Musundire, Austin. "The Impact of E-Learning Instructional Knowledge on Pedagogical Attitude and Learner Performance: The Context of South African Private Institutions of Higher Learning," International Journal of Digital Literacy and Digital Competence (IJDLDC) 12, no.4: 33-53. http://doi.org/10.4018/IJDLDC.2021100103

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Abstract

This study was aimed at investigating the impact of lecturers' level of knowledge and skills of e-learning, pedagogical attitude, and learners' performance in South African private institutions of higher learning by applying the ends-means relationship conventional leadership and supervision model. The intention was to solve challenges associated with the implementation of e-learning programs in South African higher schools of learning. The study applied an explanatory research design in the form of the mixed method (quant-qual). The results indicated that the lecturers' level of knowledge and skills, as well as pedagogical attitude in the aspects of e-learning components, were low. This is one of the reasons why e-learning is having a negative impact on the quality of teaching and learning. It is therefore recommended that lecturers get involved in e-learning innovation programs regarding policymaking and implementation in order to acquire enhanced e-pedagogical skills.

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