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E-Learning is a Social Tool for E-Commerce at Tertiary Institutions 165 • Asks questions • Collaborates with other classmates in team projects • Seeks feedback on discussion topics • Interacts with other learners either face-to-face or via e-mail Technology skills are one of the important aspects that learners need to have to ensure a high quality of learning within an e-learning environment (Jones et al., 2000). The Facilitator Laurillard (1993) pointed out that the teacher is an important mediator in the process of constructive academic learning. O’Keefe and McGrath (2000) argued that it is problematic that not all lecturers have the knowledge and skill of the use of technology. Pennel (1996) agreed and suggested that teaching will increasingly make use of Inter<strong>net</strong> technologies allowing students flexible access. Educators have to learn many new skills in order to maintain their competency as educators, argued Pennel (1996). Sherson (1996) further described the role of the facilitator as being essential and be able to identify the areas where the learner needs motivation and be able to provide structured and incidental resources, instruction, direction, feedback and support to assist the learning process. These are essential in any form of programme delivery including the use of the World Wide Web. Dede (1996) stated that the facilitator needs to teach the learner how to learn and construct their own knowledge by making sense of “… massive, incomplete and inconsistent information sources”. O’Keefe and McGrath (2000) identified the following three areas of increased workload for lecturers using online delivery: • Additional time to learn the online system’s pedagogical options and technical features. • Time to undertake subject planning, design and material development and set up on the system. • Time taken in on-going monitoring, fine-tuning, technical trouble-shooting and the increased asynchronous communication. The facilitators need to alter their role in this new learning environment by understanding the capabilities of technology to be used and consider the role of technology in both delivery and curricula development of material (O’Keefe & McGrath, 2000). Retails and Avgeriou (2002) suggested the following roles of the facilitator in their Web-Based Instructional Systems model: Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
166 Parker • Organises content into learning resources • Gives lectures either face-to-face or by distance • Displays and updates information about the course • Brings up discussion topics • Provides corrective feedback • Advises and tutors students • Assesses the students • Monitors students’ progress • Creates and manages project teams (Taylor 2002) argued that facilitators are faced with steep learning curves and that the quality of their online lessons depends heavily on their knowledge of the required technologies and software. The e-learning environment that is created by facilitators should be one in which learning can and will take place. (Webster & Hackley, 1997) agreed and pointed out that an instructor’s positive attitude toward technology, interactive teaching style and control over technology contributed to some of the successes of effective learning. Facilitators need the answers to some fundamental questions according to (Taylor, 2002): • What are the advantages for converting from a traditional to a virtual class? • Are there any benefits for the students? • Are there benefits for the tertiary institution or organization? • Are there any personal benefits? The facilitator needs to identify potential students and address their learning needs in an online environment (Simpson, 2000). The prevailing emphasis on developing deep approaches to learning, facilitators may frustrate legitimate surface motivation and so inhibit student learning according to Zepke (1998). Zepke (1998) further stated that lecturers should be able to facilitate students learning by communicating and empathizing with them, structuring knowledge and arranging a reasonable workload. (Piccoli et al., 2001) pointed out that the facilitator needs to be flexible because of the high time and energy demands. Courses where the facilitator is unable to meet these demands will most likely not be effective. Facilitator attitudes and actions can have an important influence on students’ perceptions of e-learning. E-Learning Technologies Wells (1999) argued that the delivery of on-line instruction is heavily dependent on <strong>net</strong>work technologies. (Piccoli et al., 2001) agreed and further pointed out Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
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Acquisition Editor: Mehdi Khosrow-P
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The Economic and Social Impacts of
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vi Preface E-commerce is not new, t
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viii the e-commerce’s experience
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x In the sixth chapter, Rick Gibson
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TrickE-Business: Malcontents in the
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The Emerging Need for E-Commerce Ac
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E-Commerce and Executive Informatio
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Figure 1: Research Model ANTECEDENT
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Figure 2: Final Model TK Gender Age
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Privacy Concerns a. The government
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About the Authors 259 Eric Cloete B
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About the Authors 261 Technikon. He
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A absenteeism 191 accreditation 247
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low mean values 171 M management 14
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