Abstract
The paper attempts to report on the strides that UWC has achieved in the adoption of eLearning among the campus teaching community, namely the academics from across different faculties, in order to supplement their traditional face-to-face instruction. The qualitative approach was predominantly used. The case study methodology was uniquely applied in this paper because it was used in collaboration with documentary analysis to highlight the achievements and challenges encountered in the adoption and implementation of the existing home-grown Open Source eLearning system. A multi-dimensional non-coercive eLearning implementation approach was used highlighting the various communication and change management strategies that the institution has employed in its endeavours to achieve broad eLearning buy-in within a resistant environment. A generic Instructional Design Model was developed to portray a continuum in the support for a changing organisational culture. The results indicated that the institution has realised a 26% success rate of academics who have managed to have experienced a paradigm shift towards the use of Information Communication Technologies (ICTs) in supplementing their teaching practices.
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Notes
The opening paragraph in this section has been sourced from the concise literature in Hussain (2004)
EDSU Report (March 2009)
As outlined in EDSU Report (March 2009)
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Stoltenkamp, J., Kasuto, O.A. E-Learning change management and communication strategies within a HEI in a developing country: Institutional organisational cultural change at the University of the Western Cape. Educ Inf Technol 16, 41–54 (2011). https://doi.org/10.1007/s10639-009-9114-z
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DOI: https://doi.org/10.1007/s10639-009-9114-z