A Review of the Challenges Impacting the Application of E-Learning in Public Schools: Limpopo-Province, South Africa

Description

DOI: https://doi.org/10.5281/zenodo.21886722

Daphney Lebea (Turfloop Graduate School of Leadership, University of of Limpopo, South Africa)

The purpose of this article is to investigate the obstacles affecting the adoption of e-learning in government schools in the Limpopo province of South Africa. A qualitative analysis of the current literature was done to identify the key difficulties and factors driving e-learning adoption. According to the findings, significant impediments to e-learning deployment include infrastructural restrictions, a lack of teacher training and support, and issues with student involvement and motivation. The study suggests that public administration of e-learning education should prioritise infrastructure development, teacher training, and student assistance in order to achieve successful e-learning adoption. Future studies should focus on developing context-specific solutions to address the unique issues that public schools in Limpopo Province encounter, as well as investigating the influence of e-learning on student results.