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E-Learning is a Social Tool for E-Commerce at Tertiary Institutions 173 Respondents to the questionnaire indicated the most effectively used technology-enhanced e-learning tools were the assignment and quiz tools. The following common attributes between the most effectively used e-learning tools indicated by respondents are: • Assessment • Feedback • Direct contribution by facilitator • Passive interaction The technology-enhanced e-learning tools ranked as being the least effectively used were chat rooms, bulletin boards and e-mail. Taylor (2002) pointed out that the asynchronous and synchronous tools mostly used in technology-delivered elearning are chat rooms, bulletin boards and e-mail. The results of this study clearly show and support Taylor that the tools being effectively used within a technologyenhanced e-learning environment will differ from those within a technologydelivered e-learning environment. A distinct attribute of chat rooms, which were the least effectively being used from all e-learning tools, are interactive interaction whereas the assignment tool, which were the most effectively being used from all e-learning tools, have passive interaction. CONCLUSION Most first-year information technology and financial Information Systems students perceive communication and interaction among themselves and facilitators to be of importance. Although e-learning contribute to the increase of their workload, they perceive learning to be more fun and of a better quality within the technology-enhanced e-learning environment. Students perceive communication tools such as e-mail, chat rooms and bulletin boards as not being used effectively within technology-enhanced e-learning environments. However this study has highlighted that communication and interaction are important to the learning process, therefore the appropriate communication tools should be used more effectively within a technology-enhanced environment. This study has also highlighted those passive e-learning technologies (e.g., assignment tools, quizzes and download tools) are being more effectively used than interactive e-learning technologies (e.g., chat rooms, e-mail and bulletin boards). Further work is needed to provide a technology-enhanced e-learning environment that will ensure quality and high performance learning and teaching experiences for both learners and facilitators. To insure that technology-enhanced e- Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
174 Parker learning is being used, implemented and structured effectively. A web-based course development framework for facilitators or all educators who intend using e-learning as a teaching medium. A study on technologies used within the e-learning environment in correlation with multidiscipline subject matter: • An investigation of e-learning tools in correlation with multidiscipline subject matter. • A further study with a larger sample size as well as learners of other South African institutions using technology-enhanced e-learning as a delivery method could be useful. • A study on facilitators’ perceptions on the effectiveness of e-learning tools used in their course. Some limitations of this pilot study were: • Only Information Technology and Information Systems learners were surveyed. • Learners from other subject areas such as engineering and management might have different perceptions on effectiveness of e-learning tools. • The learner, facilitator and technology are not the only pillars in the e-learning equation. Some of the pillars that were not part of this pilot study are content, interaction, performance, satisfaction, and learning model (Piccoli et al., 2001). REFERENCES Akerlind, G. & Trevitt, A.C. (1999). Enhancing learning through technology: When students resist the change. Innovations in Education and Training International, 36 (2), 96-105. Alexander, S. (2001). E-learning developments and experiences. Education + Training, 43 (4/5), 240-248. Boser, R., Palmer, J. & Daugherty, M. (1998). Students’ attitudes toward technology in selected technology education programs. Journal of Technology Education, 10 (1), 6-19. Carter, J. & Boyle, R. (2002). Teaching delivery issues – Lessons from computer science. Journal of Information Technology. 1 (2), 77–89. Chin, K., Chang, V., & Bauer, C. (2000). The use of web-based learning in culturally diverse learning environments. The sixth Australian World Wide Web Conference. Retrieved on 17 April 2002 from the World Wide Web: http://ausweb.scu.edu.au/aw2k/papers/chin/paper.html. 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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About the Authors 259 Eric Cloete B
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