Online learning, assessment, higher education, transformational practices, research and innovation, teacher education


There is a rich body of research done in online teaching and learning in the context of developing countries. However, there is a gap in research on challenges in the implementation of online learning in institutions of higher learning. Lecturers and students' readiness for this shift from classroom-based to online learning is pivotal. The implementation of online learning strategies demands lecturers’ skills on integrating technology with content. This study examines the perceptions of lecturers as they transit from face-to-face to online learning in an institution of higher learning in one developing country. The study is framed theoretically by Suzuki and Keller's Five-E Model for selecting the right model and techniques for appropriate purposes in online design. It used a qualitative research methodology and employed a convenient sampling technique to select three lecturers from each of the three institutions of interest. An open-ended questionnaire was used to collect data and follow up interviews were made. The study used a thematic approach to analyse data. The findings reveal that the lecturers embrace online learning mostly because they are aware that students enjoy learning technology and thus enhance understanding. The challenge raised is the shortage of gadgets which are needed by lecturers to support blended learning. Also, some of the students do not have access to the internet due to socio-economic challenges.


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How to Cite

Mokala, N. T., & Dlamini-Nxumalo, N. (2024). ASSESSING THE IMPLEMENTATION OF ONLINE LEARNING IN AN INSTITUTION OF HIGHER LEARNING. Education. Innovation. Diversity., 2(7), 24-33.