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首页> 外文期刊>International journal of digital literacy and digital competence >The Impact of E-Learning Instructional Knowledge on Pedagogical Attitude and Learner Performance: The Context of South African Private Institutions of Higher Learning
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The Impact of E-Learning Instructional Knowledge on Pedagogical Attitude and Learner Performance: The Context of South African Private Institutions of Higher Learning

机译：The Impact of E-Learning Instructional Knowledge on Pedagogical Attitude and Learner Performance: The Context of South African Private Institutions of Higher Learning

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摘要

This study was aimed at investigating the impact of lecturers' level of knowledge and skills of e-learning, pedagogical attitude, and learners' performance in South African private institutions of higher learning by applying the ends-means relationship conventional leadership and supervision model. The intention was to solve challenges associated with the implementation of e-learning programs in South African higher schools of learning. The study applied an explanatory research design in the form of the mixed method (quant-qual). The results indicated that the lecturers' level of knowledge and skills, as well as pedagogical attitude in the aspects of e-learning components, were low. This is one of the reasons why e-learning is having a negative impact on the quality of teaching and learning. It is therefore recommended that lecturers get involved in e-learning innovation programs regarding policymaking and implementation in order to acquire enhanced e-pedagogical skills.

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