African Educational Research Journal - Vol. 4(4) - Staff development challenges in the adoption of e-teaching and learning in higher education

Oct 15, 2026

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In the last few decades teaching strategies and delivery methodologies have been challenged by rapidly changing social needs and global realities shaped by innovative technologies. Yet limited research documents lecturers’ feelings and lived experiences during the shift toward online teaching and learning. This paper examines challenges faced by lecturers at the University of South Africa (UNISA) through an exploratory pilot case study using face-to-face interviews, applying inductive qualitative analysis. Findings highlight attitudes and staff development needs, informing practical guidance for institutional support, technology acquisition, and development programs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

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Introduction

Background and context

African Educational Research Journal Vol. 4(4), pp. 140-151, November 2016 ISSN: 2354-2160 Full Length Research Paper Staff development challenges in the adoption of eteaching and learning in higher education Makina A.* and Madiope M. Directorate University and Learning Development, South Africa. Accepted 18 October, 2016 | ABSTRACT
In the last few decades teaching strategies and delivery methodologies have been challenged tremendously by rapidly changing social needs and perpetually changing global realities transformed by among others innovative technologies. However, little research has been done to identify the feelings and experiences by lecturers during the change towards online teaching and learning. The aim of this paper is to document the challenges of lecturers at the University of South Africa (UNISA) during the process of change towards online teaching and learning. Through a pilot case study within the framework of UNISA, the experiences, in terms of staff development, of four lecturers were analytically and qualitatively documented through face to face interviews. This study was of an exploratory nature and used an inductive qualitative approach to gain insight into why lecturers continue to be negative and struggle towards technology integration practices. Results brought about new questions and insights towards understanding the broader role of UNISA in moving lecturers towards online teaching and learning. It revealed the first step to dealing constructively with the challenges of lecturers’ attitudes and staff development on the change horizon. The practical implications of this paper provide university support staff and university management with suggestions for technology acquisition and staff development for lecturers in higher education institutions.
Keywords: Higher education, lecturers, open and distance learning institution, online technology, online teaching and learning, staff development, educational technology, e-learning, transition, open distance learning. | | --- | | *Corresponding [author. E-mail: makina@unisa.ac.za. Tel:](author. E-mail: makina@unisa.ac.za. Tel:) 0124296972. | INTRODUCTION In the last few decades curriculum development has been challenged tremendously by rapidly changing social needs and perpetually changing global realities transformed by among others e-teaching and innovative technologies. Opportunities for training in educational technology for lecturers in higher education in open distance learning institutions are keys to a collaborative process towards e-teaching (Hambrock, 2010) . The institution has not solved significant institutional challenges that are faced by lecturers in the move towards the implementation of e-learning. For example staff development has not particularly focused on lecturers and no attention has been given to their challenges as lecturers. Organizational guidance and support of lecturers is important for the successful integration of technology in higher education institutions (HEIs) (Grove et al. , 2004) . However, little research has been done to identify the feelings and experiences by lecturers during the change towards online teaching and learning in HEIs. HEIs are major players in every economy as they are responsible for educating and developing the next generation of decision makers in the industry and government and all other areas of the economy. Since open and distance learning (ODL) was introduced as the chief goal of the academic identity and focus of UNISA in 2007, it became necessary to accept online teaching as part of the institutional operational plan (IOP) (Baijnath, 2014) . However, the expectation that the university engage in online teaching does not in itself determine or translate into how the university can allow the adoption of the initiative, and adaptation of teaching and learning environments and materials by lecturers. The nature and praxis of online teaching and learning has brought wit

FAQs

What is the aim of the study in this paper?

To document the challenges lecturers experience at the University of South Africa (UNISA) during the transition toward online teaching and learning, with emphasis on staff development experiences.

How were lecturer experiences collected and analyzed?

A pilot case study was conducted within UNISA, where four lecturers’ experiences were gathered through face-to-face interviews and analyzed qualitatively using an inductive approach.

What do the results indicate for addressing lecturer challenges?

The study suggests an initial constructive step lies in understanding and dealing with lecturers’ attitudes and aligning staff development efforts accordingly to support the online teaching shift.

Oct 15, 2026

Uploaded by Stanford