1
,IRM4729 ASSIGNMENT 4 2025 ANSWERS
DUE DATE: 10 OCTOBER 2025
TABLE OF CONTENTS
THE IMPACT OF E-LEARNING ON OPEN DISTANCE LEARNING IN HIGHER
EDUCATION: EXAMINING ITS ROLE IN ACCESSIBILITY AND EFFECTIVENESS
CHAPTER 1: INTRODUCTION……………………………………………………………….4
1.1 Introduction and background……………………………………………………………...4
1.2 Problem statement……………………………………………………………………….. .5
1.3 Aim of the study………………………………………………………………………… ....6
1.4 Research questions………………………………………………………………………..6
1.5 Objectives…………………………………………………………………………………...7
1.6 Brief overview of proposed methodology………………………………………………..7
1.7 Conceptual/theoretical framework………………………………………………………..8
1.8 Definition of key terms and concepts…………………………………………………….9
1.9 Significance of the study…………………………………………………………………10
1.10 Scope and delimitations………………………………………………………………..10
1.11 Expected limitations……………………………………………………………………..11
1.12 Ethical considerations (brief)…………………………………………………………...11
1.13 Overview of the chapters (alignment with assignment brief)……………………….12
CHAPTER 2: LITERATURE REVIEW………………………………………………………12
2.1 Introduction and purpose of the review…………………………………………………12
2.2 Conceptual and policy foundations……………………………………………………...13
2.3 Theoretical lenses for interpreting accessibility and effectiveness…………………..14
2.4 Evidence on e-learning effectiveness in higher education……………………………15
2.5 Accessibility: conditions that enable or constrain participation……………………….16
2.6 Design and pedagogy in e-learning (what works)……………………………………..16
2.7 Support systems and learning analytics in ODeL……………………………………..17
2.8 South African evidence and contextual considerations……………………………….18
2
,2.9 Gaps in the literature………………………………………………………………………19
2.10 Conceptual framework for this study…………………………………………………...20
2.11 Summary…………………………………………………………………………………..21
CHAPTER 3: RESEARCH METHODOLOGY……………………………………………...22
3.1 Introduction…………………………………………………………………………………22
3.2 Research paradigm and design………………………………………………………….22
3.3 Population and sampling………………………………………………………………….23
3.4 Data collection methods…………………………………………………………………..24
3.5 Data analysis……………………………………………………………………………….25
3.6 Validity, reliability and trustworthiness…………………………………………………...25
3.7 Ethical considerations……………………………………………………………………..26
3.8 Anticipated limitations……………………………………………………………………..27
3.9 Summary……………………………………………………………………………………28
CHAPTER 4: EXPECTED RESULTS AND CONTRIBUTION……………………………29
4.1 Introduction…………………………………………………………………………………29
4.2 Alignment with research questions and objectives…………………………………….30
4.3 Expected quantitative findings (Phase 1)……………………………………………….31
4.4 Expected qualitative findings (Phase 2)………………………………………………...32
4.5 Integrated interpretation via the conceptual frameworks……………………………..33
4.6 Practical contribution: Recommendations for UNISA and the ODeL sector………..34
4.7 Measurement and monitoring: Proposed indicators…………………………………..35
4.8 Theoretical and methodological contribution…………………………………………..35
4.9 Risks, limitations and alternative interpretations……………………………………...36
4.10 Summary…………………………………………………………………………………36
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS…………………………....37
5.1 Introduction………………………………………………………………………………...37
5.2 Summary of the study…………………………………………………………………….37
5.3 Conclusions………………………………………………………………………………..38
5.4 Recommendations………………………………………………………………………..39
5.5 Implications for theory and practice…………………………………………………….39
5.6 Directions for further research…………………………………………………………..40
5.7 Closing statement………………………………………………………………………...40
REFERENCES………………………………………………………………………………..41
3
, CHAPTER 1: INTRODUCTION
1.1 Introduction and background
Higher education globally is undergoing a paradigmatic shift as institutions embrace
technology-enhanced learning as both a necessity and a driver of innovation. E-learning,
broadly defined as the use of digital platforms, online resources, and virtual communication
tools to deliver, mediate and assess teaching and learning, has become increasingly central
to higher education policy and practice (Garrison & Vaughan, 2013). This is particularly true
for institutions that operate within the Open Distance e-Learning (ODeL) model, such as the
University of South Africa (UNISA), which caters to hundreds of thousands of students
dispersed across different provinces, socio-economic contexts, and even international
locations. Historically, distance education in South Africa was shaped by correspondence
learning, relying heavily on printed study materials delivered via postal systems and
supplemented by limited face-to-face interactions. The advent of the internet, broadband
technologies, and mobile connectivity has enabled institutions to reimagine distance
learning, offering greater flexibility and responsiveness to diverse student needs (Ngubane-
Mokiwa & Letseka, 2015).
The significance of this transition is multifaceted. On the one hand, e-learning offers
immense opportunities for widening participation in higher education by reducing the
constraints of geography, enabling asynchronous learning, and supporting personalised
learning pathways. On the other hand, the structural inequalities that define South African
society—manifested in unequal access to information and communications technology (ICT),
high data costs, unreliable electricity supply, and language diversity—pose profound
challenges to the effective implementation of e-learning (Mahlangu, 2018). Moreover,
concerns persist about the quality of online pedagogies, the adequacy of digital
infrastructure, and the capacity of institutions to provide timely academic and psychosocial
support to learners who are often isolated from traditional campus communities (Botha et al.,
2021). The COVID-19 pandemic further accelerated the digitisation of education, exposing
both the resilience and the fragility of e-learning systems: while they enabled continuity of
learning, they also revealed persistent digital divides that excluded large numbers of
students (Czerniewicz et al., 2020).
Against this backdrop, it is imperative to critically examine the impact of e-learning on ODeL
systems, particularly in terms of accessibility and effectiveness. Accessibility concerns not
only whether students can log into learning management systems but also whether they can
meaningfully participate, engage, and benefit from digital education. Effectiveness relates to
the degree to which e-learning facilitates deep learning, enhances academic performance,
4
,IRM4729 ASSIGNMENT 4 2025 ANSWERS
DUE DATE: 10 OCTOBER 2025
TABLE OF CONTENTS
THE IMPACT OF E-LEARNING ON OPEN DISTANCE LEARNING IN HIGHER
EDUCATION: EXAMINING ITS ROLE IN ACCESSIBILITY AND EFFECTIVENESS
CHAPTER 1: INTRODUCTION……………………………………………………………….4
1.1 Introduction and background……………………………………………………………...4
1.2 Problem statement……………………………………………………………………….. .5
1.3 Aim of the study………………………………………………………………………… ....6
1.4 Research questions………………………………………………………………………..6
1.5 Objectives…………………………………………………………………………………...7
1.6 Brief overview of proposed methodology………………………………………………..7
1.7 Conceptual/theoretical framework………………………………………………………..8
1.8 Definition of key terms and concepts…………………………………………………….9
1.9 Significance of the study…………………………………………………………………10
1.10 Scope and delimitations………………………………………………………………..10
1.11 Expected limitations……………………………………………………………………..11
1.12 Ethical considerations (brief)…………………………………………………………...11
1.13 Overview of the chapters (alignment with assignment brief)……………………….12
CHAPTER 2: LITERATURE REVIEW………………………………………………………12
2.1 Introduction and purpose of the review…………………………………………………12
2.2 Conceptual and policy foundations……………………………………………………...13
2.3 Theoretical lenses for interpreting accessibility and effectiveness…………………..14
2.4 Evidence on e-learning effectiveness in higher education……………………………15
2.5 Accessibility: conditions that enable or constrain participation……………………….16
2.6 Design and pedagogy in e-learning (what works)……………………………………..16
2.7 Support systems and learning analytics in ODeL……………………………………..17
2.8 South African evidence and contextual considerations……………………………….18
2
,2.9 Gaps in the literature………………………………………………………………………19
2.10 Conceptual framework for this study…………………………………………………...20
2.11 Summary…………………………………………………………………………………..21
CHAPTER 3: RESEARCH METHODOLOGY……………………………………………...22
3.1 Introduction…………………………………………………………………………………22
3.2 Research paradigm and design………………………………………………………….22
3.3 Population and sampling………………………………………………………………….23
3.4 Data collection methods…………………………………………………………………..24
3.5 Data analysis……………………………………………………………………………….25
3.6 Validity, reliability and trustworthiness…………………………………………………...25
3.7 Ethical considerations……………………………………………………………………..26
3.8 Anticipated limitations……………………………………………………………………..27
3.9 Summary……………………………………………………………………………………28
CHAPTER 4: EXPECTED RESULTS AND CONTRIBUTION……………………………29
4.1 Introduction…………………………………………………………………………………29
4.2 Alignment with research questions and objectives…………………………………….30
4.3 Expected quantitative findings (Phase 1)……………………………………………….31
4.4 Expected qualitative findings (Phase 2)………………………………………………...32
4.5 Integrated interpretation via the conceptual frameworks……………………………..33
4.6 Practical contribution: Recommendations for UNISA and the ODeL sector………..34
4.7 Measurement and monitoring: Proposed indicators…………………………………..35
4.8 Theoretical and methodological contribution…………………………………………..35
4.9 Risks, limitations and alternative interpretations……………………………………...36
4.10 Summary…………………………………………………………………………………36
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS…………………………....37
5.1 Introduction………………………………………………………………………………...37
5.2 Summary of the study…………………………………………………………………….37
5.3 Conclusions………………………………………………………………………………..38
5.4 Recommendations………………………………………………………………………..39
5.5 Implications for theory and practice…………………………………………………….39
5.6 Directions for further research…………………………………………………………..40
5.7 Closing statement………………………………………………………………………...40
REFERENCES………………………………………………………………………………..41
3
, CHAPTER 1: INTRODUCTION
1.1 Introduction and background
Higher education globally is undergoing a paradigmatic shift as institutions embrace
technology-enhanced learning as both a necessity and a driver of innovation. E-learning,
broadly defined as the use of digital platforms, online resources, and virtual communication
tools to deliver, mediate and assess teaching and learning, has become increasingly central
to higher education policy and practice (Garrison & Vaughan, 2013). This is particularly true
for institutions that operate within the Open Distance e-Learning (ODeL) model, such as the
University of South Africa (UNISA), which caters to hundreds of thousands of students
dispersed across different provinces, socio-economic contexts, and even international
locations. Historically, distance education in South Africa was shaped by correspondence
learning, relying heavily on printed study materials delivered via postal systems and
supplemented by limited face-to-face interactions. The advent of the internet, broadband
technologies, and mobile connectivity has enabled institutions to reimagine distance
learning, offering greater flexibility and responsiveness to diverse student needs (Ngubane-
Mokiwa & Letseka, 2015).
The significance of this transition is multifaceted. On the one hand, e-learning offers
immense opportunities for widening participation in higher education by reducing the
constraints of geography, enabling asynchronous learning, and supporting personalised
learning pathways. On the other hand, the structural inequalities that define South African
society—manifested in unequal access to information and communications technology (ICT),
high data costs, unreliable electricity supply, and language diversity—pose profound
challenges to the effective implementation of e-learning (Mahlangu, 2018). Moreover,
concerns persist about the quality of online pedagogies, the adequacy of digital
infrastructure, and the capacity of institutions to provide timely academic and psychosocial
support to learners who are often isolated from traditional campus communities (Botha et al.,
2021). The COVID-19 pandemic further accelerated the digitisation of education, exposing
both the resilience and the fragility of e-learning systems: while they enabled continuity of
learning, they also revealed persistent digital divides that excluded large numbers of
students (Czerniewicz et al., 2020).
Against this backdrop, it is imperative to critically examine the impact of e-learning on ODeL
systems, particularly in terms of accessibility and effectiveness. Accessibility concerns not
only whether students can log into learning management systems but also whether they can
meaningfully participate, engage, and benefit from digital education. Effectiveness relates to
the degree to which e-learning facilitates deep learning, enhances academic performance,
4
