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This article reports on the findings of a research study that was conducted to explore the types of Information and Communication Technology (ICT) in use in higher education in South Africa. Specifically, the goal of the study was to explore how e-learning is being used for teaching and learning purposes. Data were collected from interviews with educators and instructional designers at three universities in Johannesburg and Pretoria. Data also came from observation of physical and virtual classrooms, and Learning Management Systems (LMS), as well as institutional (print and electronic) documents related to the use of ICT in instructional environments. Data analysis indicated that resident universities and distance learning universities differ in their missions and approaches to e-learning. A variety of tools including various software, LMS, and print resources are being incorporated into instruction. However, there are barriers to e-learning including large class sizes, limited bandwidth, time, and financial limitations. Despite the barriers, e-learning integration continues, and learners are enthusiastic in engaging in activities, subsequently fostering ICT integration in instruction.
The last quarter of the 20th century witnessed significant transformations in higher education that continue into the new millennium. Governments worldwide have made public commitments to increased enrollments in post secondary education. For instance, in countries such as South Africa, there have been calls to increase the participation rate of eligible potential higher education candidates up to 40% (Dunne & Sayed, 2002). This expansion in higher education systems has been associated with increased access for those who have previously been excluded from participation. Essentially, this expansion is changing the learner population, diversifying staff, and varying curriculum possibilities.
One trend influencing higher education is the impact of information and communication technology (ICT). Increasingly ICTs are being described as cognitive tools that transform, augment, and support engagement among learners and this creates many variables that impact design processes (McLoughlin, 1999). Although the potential of ICT to enhance participation is recognized and documented in economic development in various arenas, its transformational capacity is presently in the process of being conceptualized in many institutions of higher education across the globe.
One dilemma facing higher education on the African continent as a whole is the successful resolution of the inherent tensions that underlie efficient and effective utilization of existing...