The popularity of e-learning (EL) has largely penetrated every field of higher learning institutions in South Africa. This increasing interest in EL is due to the introduction of fast technology on the internet. EL has been recognised by South African higher education institutions for decades as a critical learning method for developing learning and teaching within the higher education sector. There are, however, countless obstacles that continue to obstruct the practises of learning and teaching. This study seeks to establish, through specified hypotheses, the relationships between different challenges and EL capabilities. The analysis is a descriptive, qualitative design backed by a quantitative methodology. Data collecting. The research included a total of 150 full and part-time ICT students, including four permanent ICT lecturers. Descriptive, inferential statistics by means of statistical methods Three stated assumptions were formulated and checked, backed by independent t-tests. The study therefore recommends that higher learning institutions should increase their investment in different EL initiatives, including related ICT infrastructure growth, as well as connectivity levels. Given that most students come from rural high schools, where the majority of ICT facilities are non-existent, these schools are poorly equipped. Therefore, it is important to analyse additional cultural characteristics of students, such as how individual students learn, connect and communicate, as a central foundation of e-learning. Simply stated, e-learning is an independent application for learning. Therefore, in complex languages, learners are unlikely to understand the content. Furthermore, the study recommends that the content of EL should be built with the cultural characteristics of the students in mind. Some of the inherent cultural barriers will be reduced by the introduction of cultural characteristics to boost the creation of a particular context to increase anticipated learning experiences.

Author (s) Details

Dr. Albert Tchey Agbenyegah
Durban University of Technology, Pietermaritzburg, Riverside Campus, Durban, South Africa.

Dr. Bongani Innocent Dlamini
Durban University of Technology, Pietermaritzburg, Riverside Campus, Durban, South Africa.

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