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E-Learning is a Social Tool for E-Commerce at Tertiary Institutions 167
that technology quality and reliability, accessibility is important determinants within
the e-learning environment. Serdiukov (2001) divided technologies into two parts.
The first being computer technology, which offers computer-based courses,
computerized tests, word processors, graphics software, spreadsheets, databases
and presentation software to the learning process. The second part is telecommunications
technology, which offers distance courses, distributed educational resources,
e-mail, video-conferencing, bulletin boards, whiteboards and chat rooms.
Roderic (2002) agreed and suggested some technologies vital to the technology-enhanced
e-learning process. Text is likely the most common used media types
on the web. Audio or Video also primary multimedia components assists bringing
about richer course content. Data in the form of quantitative or qualitative aspects
can be a very important aspect of online learning. E-mail and instant messaging are
technologies that are useful within the online technologies architecture. Bulletin
boards or discussion groups and newsgroups are forums, which contains lists of
messages posted by users. Chat is another method of interaction between students
and facilitators or students and students. Shared applications and remote control
software are the technologies that allow users to share applications with selected
users. Simulations are the technology that attempts to model the environment where
learning takes place. Peer-to-Peer or File transfer protocol are technologies that
are used for sharing of files. The same e-learning technologies can be used to
support different learning models according to (Piccoli et al., 2001).
E-learning technologies will increase as a channel of communication between
learner and teacher (Pennel, 1996). Tools such as email, file transfer protocol,
computer conferencing and web browsing demand a serious learning effort from
their users. Not only students as learners but also facilitators as administrators. This
extra learning effort acts as a barrier between learner and facilitator in the learning
process according to Pennel (1996). A partial list of desired communications
includes (see Table 1):
Application of e-learning technologies for the sake of going online will not
improve the learning process. Educators need to be aware that technology should
be used to enhance the learning process, rather than replicating the current practice
(O’Keefe & McGrath, 2000).
E-Learning at the Cape Technikon
The author was involved with the implementation of e-learning in the faculty of
Business Informatics at Cape Technikon. The technology-enhanced e-learning
approach was adopted and the course management software system being used is
WebCT. WebCT, at Cape Technikon, is an adjunct to the traditional lectures. It
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