Abstract:

The study explores the rapid transition of Information Technology (IT) programs at South African Higher Education Institutions (HEIs) to e-learning during the COVID-19 pandemic. Traditionally reliant on face-to-face learning, HEIs in the Eastern Cape Province (E.C.P) faced unprecedented challenges following the national lockdown in March 2020, compelling them to adopt e-learning abruptly. This research investigates the utilization of guidelines during the adoption of e-learning across public and private HEIs in the E.C.P focusing on IT programs during the pandemic. It examined the development and implementation of guidelines during this transition period, highlighting disparities in institution adoption rates. A comprehensive literature review spanning 120 studies from 2000 to 2019 identified gaps in global e-learning guidelines, noting technical complexities and integration challenges with existing standards. Local HEIs in private and public education sectors faced difficulties in standardizing e-learning due to a lack of standardization on infrastructure and ICT, generating integration issues. The study utilized interpretive research methods, including online surveys with IT lecturers and e-technologists, to gather qualitative data. Thematic analysis of survey responses and literature findings informed the development of guidelines for HEIs in the E.C.P, emphasizing the need for context-specific frameworks.

Results of the study indicate that before the pandemic, most respondents from the survey reported utilizing some form of online learning initiatives, primarily through blended and remote learning using platforms like Moodle and Canvas. Post-pandemic, respondents in the study reported the abrupt adoption of e-learning, transitioning to synchronous online classes, and integrating cloud-based tools like Teams and Zoom. However, the study notes that guidelines for this transition were sparse pre-pandemic, with limited awareness and mixed satisfaction regarding subsequent training efforts. The study underscores the consensus among stakeholders for standardized e-learning guidelines and comprehensive training programs to ensure quality and consistency across HEIs. Recommendations from the study include piloting new approaches, enhancing faculty capacity, and investing in robust infrastructure to support future e-learning initiatives. The research highlights a critical gap in understanding e-learning practices at private institutions in the E.C.P, suggesting a need for further investigation. Overall, this study contributes valuable insights into the transformative impact of the pandemic on HEIs' educational practices and proposes practical guidelines for e-learning adoption to strengthen e-learning capabilities in crisis and post-crisis context environments.

Keywords:

Teaching and learning, e-learning, hybrid learning, online learning, higher education guidelines.