Teaching faculty’s perception about implementing elearning practices at the University of Guyana ARTICLE
Kerwin Livingstone, University of Guyana, Guyana
IJEDICT Volume 11, Number 2, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies
In this modern era, the traditional approach to learning and teaching, which may engage students, does not lend itself to diversity. Since this approach is viewed as a barrier to significant learning experiences, teachers, educators, and other stakeholders have been calling for improved pedagogical practices in educational institutions. Since the dawn of technology, the continued use of information and communication technologies (ICTs) has created the path for elearning. Elearning facilitates the learning-teaching process with an array of channels and technologies, and has the potential to revolutionise instructional practices in educational institutions in both developed and developing countries, including the University of Guyana. Considering the aforesaid, this study surrounds teaching faculty’s perception about implementing elearning practices at the University of Guyana. Through a mixed methods approach, teaching faculty from the University was sampled purposively, facilitated by the design and implementation of an online survey, with the objective of finding out their perception about the adoption of elearning practices at the institution. By means of empirical analysis, the results show that teaching faculty is generally prepared to upgrade their teaching methods and embrace elearning as a viable alternative. It is recommended that elearning practices be integrated into the pedagogical practices of the University’s teaching faculty.
Livingstone, K. (2015). Teaching faculty’s perception about implementing elearning practices at the University of Guyana. International Journal of Education and Development using ICT, 11(2),. Open Campus, The University of the West Indies, West Indies. Retrieved January 23, 2018 from https://www.learntechlib.org/p/151842/.