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The voices of student teachers on e-learning initiatives in a distance education community of practice

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dc.contributor.author du Plessis, EC (Elize)
dc.date.accessioned 2017-10-25T06:49:21Z
dc.date.available 2017-10-25T06:49:21Z
dc.date.issued 2017-10
dc.identifier.citation Du Plessis, E.C. 2017. The voices of student teachers on the accessibility of e-learning initiatives in a distance education community of practice. Journal for New Generation Sciences. Volume 15(1):260-277. ISSN 1684-4998 en
dc.identifier.issn 1684-4998
dc.identifier.uri http://hdl.handle.net/10500/23262
dc.description.abstract In distance teaching institutions where fourth-generation e-learning initiatives have become integrated in the modes of delivery, and where implementers struggle with effective adaption and implementation of technology-enabled education, student teachers' views on e-learning initiatives are assumed to be of significance. This article reports the findings of student teachers' views about access to e-learning facilities in a distance education (DE) community of practice. The research focused on 600 UNISA students who were enrolled for a PGCE qualification. Data was collected mainly by means of a quantitative survey. Findings indicated that student teachers don't have enough access to the internet and a need for training on the use of e-learning was identified as a high priority. en
dc.language.iso en en
dc.publisher Journal for New Generation Sciences en
dc.subject blended learning en
dc.subject community of practice en
dc.subject distance education en
dc.subject e-learning en
dc.subject systems theory en
dc.subject quantitative research en
dc.title The voices of student teachers on e-learning initiatives in a distance education community of practice en
dc.type Article en
dc.description.department Curriculum and Instructional Studies en


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