IRM4729 ASSIGNMENT 4 2025 (Answer Guide) – Due 10 October 2025

IRM4729 ASSIGNMENT 4 2025 (Answer Guide) – Due 10 October 2025 CHAPTER 1: INTRODUCTION 1.1 Background to the Study The growth of digital technologies has fundamentally transformed higher education worldwide. Universities increasingly use e-learning to complement or fully replace traditional classroom-based teaching, especially in distance education contexts. In South Africa, the largest provider of Open Distance e-Learning (ODeL) is the University of South Africa (Unisa), which serves a diverse and geographically dispersed student population. E-learning in this context refers to the use of online platforms, digital resources, and communication technologies to facilitate teaching and learning (Dhawan, 2020). E-learning enhances opportunities for students who are unable to attend conventional campuses due to financial, geographical, or personal constraints. It allows for flexibility in accessing course materials, participating in discussions, and submitting assessments. However, the transition to digital platforms also brings challenges, such as unequal access to stable internet, digital literacy gaps, and varying levels of institutional support (Czerniewicz & Brown, 2022). These challenges are particularly significant in the South African context, where socio-economic inequalities influence access to digital resources (Council on Higher Education, 2021). The COVID-19 pandemic accelerated the adoption of e-learning, forcing institutions to rapidly transition to digital platforms. While this shift highlighted the potential of e-learning in enhancing accessibility and flexibility, it also exposed structural challenges in terms of effectiveness, support, and equity (Mhlanga & Moloi, 2020). These dynamics make it essential to critically examine the role of e-learning in promoting both accessibility and effectiveness within ODL. 1.2 Problem Statement Although e-learning has been wid