A Study on the Human Factor Issues of Lecturers and Students that Hinder the Establishment of an E-leaming Enabled Tertiary Institution in a Traditionally Face to Face Institution

A ZJER study on human factor issues hindering the establishment of e-learninig in Zimbabwe educational institutions.Information and Communication Technology (ICT) provides various opportunities and challenges for improving and revamping the learning experiences of students and lecturers. The purpose of this article is to identify and discuss the challenges of introducing ICT driven education in a traditionally face to face tertiary institution in developing African countries. It has generally been observed that the introduction of ICT in such institutions has been met by resistance. Although a number of factors have been identified, this article concentrates on the human factor issues such as the attitudes and perceptions of lecturers and students. Human factor issues in the development of ICT based curricular impact on, rapid acceptance, successes and failures of its implementation. Data for this article was collected using questionnaires, interviews as well as other secondary sources. From the data collected it was realized that lecturers and students are not aware of their new roles in the new learning environment. This was found to be one of the reasons why there is generally resistance when it comes to the implementation of ICT in education. A detailed discussion of the evolving roles and streamlining of the human factors for favourable outcomes is presented. Finally the article gives recommendations for an adaptive, purposeful staff and students development programme which takes cognizance of the human factor issues

A Study on the Human Factor Issues of Lecturers and Students that Hinder the Establishment of an E-leaming Enabled Tertiary Institution in a Traditionally Face to Face Institution

Information and Communication Technology (ICT) provides various opportunities and challenges for improving and revamping the learning experiences of students and lecturers. The purpose of this article is to identify and discuss the challenges of introducing ICT driven education in a traditionally face to face tertiary institution in developing African countries. It has generally been observed that the introduction of ICT in such institutions has been met by resistance. Although a number of factors have been identified, this article concentrates on the human factor issues such as the attitudes and perceptions of lecturers and students. Human factor issues in the development of ICT based curricular impact on, rapid acceptance, successes and failures of its implementation. Data for this article was collected using questionnaires, interviews as well as other secondary sources. From the data collected it was realized that lecturers and students are not aware of their new roles in the new learning environment. This was found to be one of the reasons why there is generally resistance when it comes to the implementation of ICT in education. A detailed discussion of the evolving roles and streamlining of the human factors for favourable outcomes is presented. Finally the article gives recommendations for an adaptive, purposeful staff and students development programme which takes cognizance of the human factor issues

Acceptance of Pedagogical Agent (PA) enhanced eLearning communities by software engineering students in Southern Africa

Covid19 outbreak has seen eLearning becoming a viable alternative to the traditional face-to-face teaching globally. Software engineering education has not been an exception to these changes. The use of multimedia enhanced eLearning communities is also on the increase in the teaching of software engineering. However, there is limited research on the acceptance of such tecnologies by African learners. Some of the multimedia being used to enhance these learning communities includes animated pedagogical agents (Pas) combining text, animation, audio, and video. Considering learner differences and aiming to achieve personalized learning, there is a need for institutions to understand how such tecnologies are being accepted by learners and the factors that influence the acceptance. This study focuses on the acceptance of pedagogical agent enhanced eLearning communities by Southern African learners in the teaching os Software Engineering. The aim of the study is to identify the factors that influence the acceptance of such communities. This will help eLearning designers to try and address the needs of learners in diferent contexts to achieve personalized learning. This study involved 137 software engineering students from South Africa and Zimbabwe who were being introduced to eLearning cimmunity enhanced with Pas. The unified theoryof acceptance and use of technology2 (UTAUT2) was used in this study. The study revealed that only performance expectancy, and hedonic motivation constructs ha dan effect on behavioral intention to use these eLearning communities enhanced with Pas