A critical analysis of the readiness of institutions of higher education to enhancing learning through the integration of e-learning.

Abstract

This paper critically analyses the readiness of institutions of higher education to incorporate e-learning in a bid to determine the challenges that impede the integration of this technology into the teaching and learning process. The analysis aims at exploring the responsibility of institutions of higher learning in fostering e-learning. The paper interrogates how online learning can enhance the productivity of academics without compromising the quality of education. The teaching and learning process is a complex activity and incorporating e-learning entails co-opting an array of teaching methodologies. Therefore, the adoption of e-learning does not mean completely discarding the traditional face-to-face form of teaching and learning. The paper employed a qualitative approach through reviewing relevant literature to critically analyse the readiness of institutions of higher education to enhance learning through the integration of e-learning. This paper adopted the technology acceptance model to analyse and understand the rationale for adopting and embracing e-learning technology in teaching and learning processes. The paper avers that e-learning stimulates student-to-student and instructor-to-student interaction, resulting in efficient teaching and learning in and outside the classroom environment. The paper concludes that being at the centre of the teaching and learning process, students need motivation, time and sophisticated technical skills to make e-learning a rewarding learning experience for them. The paper recommends training of both lecturers and students on how to use digital tools for teaching and learning effectively and provide adequate access to technological teaching and learning devices.