Challenges of Introducing E-Learning at Botswana University of Agriculture and Natural Resources: Lecturers' Perspective

Abstract

INTRODUCTIONInformation and Communication Technology (ICT) has brought new opportunities and challenges for instructors and in an e-learning environment. In the e-learning environment, teaching and learning happens differently than in the traditional classroom setting, hence some challenges are encountered by those participating. Thus, there is a need to identify the challenges encountered in an e-learning environment in order to come up with best practice solutions to ensure success of both the instructor and the learner. As Rana and Lal (2014) put it, Understanding issues and challenges in respect of e-learning is of significant importance to the research communities involved in e-learning and will have a significant role in forming future practices (p. 20).Many definitions of e-learning have been offered, but central to these definitions is the use of digital technology and media in education. Clark and Mayer (2011) define it as lectures and practice delivered by instructors to the through any technological mode, with the intention of promoting learning. Rosenberg (2001), on the other hand, defines it as the use of technologies such as the Internet and World Wide Web to give a broad array of solutions that enhance knowledge and performance. E-learning has the potential to increase instructor's effectiveness and efficiency (Munezero, Irura, Kirongo, Etiegni, & Suhonen 2016) and encourage learners to take responsibility for their learning and build self-knowledge and self-confidence (Tarus, Gichoya, & Muumbo 2015, p.121). Because of its ability to use a device connected to the network, e-learning is available in various forms such as computer-mediated learning, blended or hybrid learning, webbased learning and mobile learning (Pani, Srimannarayana, & Premarajan 2015).As can be expected, there are many challenges to be faced by users in the introduction new technology. This is expected to hold true regarding the use and success of e-learning in an academic setting. Islam, Beer, and Slack (2015) divided challenges associated with the introduction of e-learning at a university in five categories: pedagogical e-learning, technology, learning styles and culture, technical training, and time management challenges. Edinger, Reimer, and van der Viles (2013) identified three teaching challenges that lecturers at higher education instructions should expect to face when dealing with e-learning. The first challenge to expect is that of learning how a specific new tool works. Secondly, the lecturers will have to find out how they can integrate the associated teaching and learning material educationally. The final challenge may be that lecturers will need to be competent in the associated tools, like for example learning management systems.E-learning can help in the achievement of intended objectives in the teaching and learning environment. In view of this, the researchers wanted to identify challenges that may be encountered by lecturers when introducing e-learning systems at Botswana University of Agriculture and Natural Resources (BUAN). The researchers are based at BUAN hence the choice to investigate it. The objectives of the study were to:a) Evaluate the current ICT infrastructure and usage at BUAN,b) Investigate if BUAN lecturers perceive e-learning as desirable for learning,c) Investigate if BUAN lecturers perceive functions of e-learning system as important to course administration,d) Survey whether there is a general awareness and/or concern among BUAN lecturers regarding security and data privacy of accessing and sharing material in an e-learning system,e) Investigate motivation and how it will impact e-learning being introduced and implemented at BUAN.The principal research question for this study was: What are the challenges that BUAN lecturers anticipate to encounter if e-learning system was to be introduced at their university? …