QUESTION 1 a) CONDITIONS FOR EFFECTIVE E-LEARNING Home and Moller (2014) reflect on a set of domain standards for successful e-learning that has been repeatedly described in literature. This includes:  Institutional commitment: This requires executive c

QUESTION 1 a) CONDITIONS FOR EFFECTIVE E-LEARNING Home and Moller (2014) reflect on a set of domain standards for successful e-learning that has been repeatedly described in literature. This includes:  Institutional commitment: This requires executive commitment to the e-learning offering in the form of financial and technical support and infrastructure.  The availability of technology: The challenge does not lie in the use of e-learning as a viable staff training solution, but rather in the way it is presented in organisations. This is also true for the domain standard of service to e-learners. There are different platforms used such as the internet cloud learning. What these e-learning platforms have many aspects in common, such as sharing and disseminating information at any time and at any geographical location to enhance social collaboration and foster communication between colleagues  Service to e-learners: In respect of service to learners, it is important to centring elearning around the user, which the learner. This involves having a clear understanding of the learner’s needs and the support and information that need to be provided to the learner. E-learning can take on many forms and should include teaching modes that encompass self-paced learning, live e-learning events, and some form of face-to-face learning. Modern day e-learning should consist of a mixture of different learning approaches and methodologies in order to maximise the learning effect on the learner.  Effective instructional design and course development: These are critical components. The development of effective online learning material should be based on proven learning theories. These learning theories should include but not limited to the content, design, activity design and technology design of online learning  Thorough evaluation: Cognition can be advanced by the inclusion of self-assessment to test the degree to which the learner content had been mastered. b) Three categories that influence e-learning effectiveness  Technologies: These topics related to the platforms of the e-learning systems and designs of the curriculum content, such as the usability of systems, the simplicity of systems, the richness of the media, the system quality, the system service quality and the quality of the curriculum content.  Behaviour: This refers to the traits of e-learning learners, such as study strategies, elearning involvement, computer self-efficacy, flow experiences, the computer anxiety of learners and study attitudes.  Organisational and social factors: This include the organisation’s culture (culture of learning and knowledge sharing), motivation factors, attitudes, of teachers, environmental universality and support level, peer interactions, collectivism, team force, and ability to adapt to it.