E-learning is not a one-size-fits-all solution and, therefore, SA should not blindly follow developed countries in its approach, but rather identify and adequately address the unique challenges in education. This is according to Marc Vlietstra, learning specialist at The Training Room Online.
According to Vlietstra, SA's e-learning situation is not as dire as some may think. "There are already really good initiatives. SA is leading the continent when it comes to computer-based training and e-learning. I think SA needs to define for itself [what role] e-learning plays in education, rather than looking at Europe and America. The countries from a social and economic perspective are very different, and this is reflected in our technological infrastructure," he says.
"So the key is to match our approach to our target audience and what our infrastructure can handle. For example, sometimes you don't need to stream the content online, you can send [schools] content on DVD. There are different methods available; you don't always need state-of-the-art technology."
He explains in instances where there are challenges specifically regarding the technological infrastructure, providers can look to a full solution that includes software and hardware.
While SA's education has many challenges, such as the existence of mud schools, inadequate infrastructure in rural schools and a shortage of learning material, technology can still not be put on the back-burner, says Vlietstra. "This is the future. If the generation that is growing up now doesn't have digital literacy skills, SA as a country will not be internationally competitive. I am inclined to say that both [basic and technology] challenges need to be addressed.
"It is interesting to see how eager underdeveloped schools and communities are to embrace technology and move to e-learning."
He points out, however, that the approach to e-learning needs to be right.
A recent report compiled by a basic education ministerial task team showed poorly qualified teachers are the main reason for poor performance in maths, science and technology subjects in schools. Without commenting on the report, Vlietstra explains that IT tends to be approached from a development perspective and not from a user perspective, which alienates teachers in the e-learning process.
"E-learning should be approached in a functional manner in order to understand exactly how the teacher would like to use technology in their existing way of teaching; for example, using video rather than giving a teacher a complex program that takes time to set up and understand."
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