Educator Perceptions of Virtual Learning System Quality Characteristics

Abstract

<jats:p>In higher education institutions, digital learning environments, referred to as virtual learning systems in this article, have been adopted and are becoming increasingly popular among academics. A virtual learning system (VLS) has a suite of tools with associated functions and non-functional system characteristics. Higher education institutions (HEIs) implement a VLS with the intent to assimilate e-Learning with face-to-face instruction and thereby derive associated benefits from its usage. Currently there is limited information on educators’ perceptions on the usefulness of VLS tool functionality, and the importance assigned to non-functional characteristics. This article adapted the generic framework of the ISO 9126 external software quality model to ascertain the perceptions of educators with regards to VLS functionality and non-functional quality characteristics. A case study research strategy was adopted, using two South African higher education institutions. The main contribution of this article is a proposed model representing VLS quality in use characteristics, measured by the constructs of perceived usefulness and perceived importance. In addition to the theoretical contribution, this article makes a practical contribution by providing educators’ recommendations on the improvement of VLS quality characteristics. This article has potentially useful implications for the use of a VLS by educators and future VLS design iterations.</jats:p>

Academics’ Experience of Implementing E-Learning in a South African Higher Education Institution

“…In the last decade, South African universities have adopted various e-learning platforms and are thus striving to favourably compete with other universities across the globe in the higher education domain. Makgato (2014); and Padayachee (2017) have also acknowledged the efforts of HEIs in training academics/instructors on the intricacies of e-leaning towards effective and efficient use for learning engagement. However, this current study established that although the academics in the HEI studied were trained on the use of the various universities' e-learning platforms, continuous technical support for these academics for the effective deployment and use of the e-learning platform was lacking.…”

“…The implication of technology in higher education is obvious in this present time of the novel Coronavirus (COVID-19), when physical/social distancing has become the 'new normal' and communication and interpersonal relationships are fostered through digital platforms or online media. Unfortunately though, the way in which academics in South African HEIs perceive the use and implementation of e-learning continues to generate heated debate, a fact which has been underscored in previous studies (Oni & Mavuyangwa, 2019;Padayachee, 2017). Hence, there is a need to further investigate and advance the body of knowledge on the experiences of South African academics in the implementation of e-learning.…”

Adapting blackboard-collaborate ultra as an interactive online learning tool during the COVID-19 pandemic

“…Allowing students to join sessions through their smartphones encouraged a high attendance rate and good participation. [ 1 2 ]…”

The Reality of Using E-learning Strategies to Improving the Learning of Mathematics for Undergraduate Students

“…Hubackova (2015) affirmed that the progress of The outbreak of the (Corona 19) pandemic was a motivation for most countries to use e-learning strategies at all educational levels in compliance with health protocols, and the mathematics is a rigid subject, and one of the main reasons for students 'aversion to studying it is to present it in an abstract way. Padayachee (2017), have also acknowledged the efforts of HEIs in training academics/instructors on the intricacies of e-leaning towards effective and efficient use for learning. Therefore, the research problem becomes evident to know the reality of using e-learning strategies in the teaching and evaluation process to improve mathematics learning for undergraduate students from the students' own point of view.…”