Assessing the impact of e-learning within the higher education sector: A perspective of South African universities

Tshepo Mabotja and Winiswa Mavutha
Additional contact information
Tshepo Mabotja: University of South Africa (UNISA)
Winiswa Mavutha: Vaal University of Technology

International Journal of Research in Business and Social Science (2147-4478), 2025, vol. 14, issue 6, 347-354

Abstract: This study aims to assess the e-learning difficulties faced by students at South African public higher education institutions, given the increasing reliance on online learning as a core mode of teaching and learning. The researchers critically analyzed previous research on technology in higher education to identify gaps in existing knowledge. The study adopted the Technology Acceptance Model (TAM) as the theoretical framework to guide the investigation. A quantitative research method was employed, using surveys distributed to experts from various faculties, departments, and students. This approach enabled the collection of data regarding the perceived challenges and barriers to e-learning. The findings revealed that students encountered significant challenges in e-learning, including issues related to digital literacy, limited access to resources, unreliable internet connectivity, and high data costs. These barriers are exacerbated by the disadvantaged and poverty-stricken backgrounds of many students in South African public institutions. Additionally, educators and course designers also face challenges in effectively implementing e-learning solutions. Addressing these challenges is essential for the successful adoption and integration of e-learning in South African higher education institutions. The study suggests that overcoming systemic issues—such as improving digital literacy, enhancing infrastructure, and reducing data costs—could unlock the full potential of e-learning. This could lead to more inclusive, accessible, and effective higher education. This study contributes to the existing body of knowledge by identifying specific barriers to e-learning adoption in South African public higher education institutions. It emphasizes the importance of addressing these challenges to harness the potential of technology-enhanced learning and promote inclusivity in higher education. The findings provide insights into how policy makers, educators, and institutions can better support students and course designers in the transition to e-learning environments. Key Words:E-learning, South African Higher Education Institutions, Technology Acceptance Model

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://ssbfnet.com/ojs/index.php/ijrbs/article/view/4119/2939 (application/pdf)
https://doi.org/10.20525/ijrbs.v14i6.4119 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:rbs:ijbrss:v:14:y:2025:i:6:p:347-354

Access Statistics for this article

International Journal of Research in Business and Social Science (2147-4478) is currently edited by Prof.Dr.Umit Hacioglu

More articles in International Journal of Research in Business and Social Science (2147-4478) from Center for the Strategic Studies in Business and Finance Editorial Office,Baris Mah. Enver Adakan Cd. No: 5/8, Beylikduzu, Istanbul, Turkey. Contact information at EDIRC.
Bibliographic data for series maintained by Umit Hacioglu ().