Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study.
Mokiwa, Sindile Amina.
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The goal of this research was the development of an e-learning model to address the needs of the South African corporate sector. To do this it was necessary to reach an understanding of: the South African corporate training needs; the difference between training, education, academic learning and learning theory; academic e-learning best practices and their integration into the e-learning model; various instructional /learning design models and how they can enhance e-learning in the corporate sector in South Africa and general and legislative requirements for the development of elearning portals in the South African corporate sector. Reeves and Hedberg (2003) recommend that research with a development goal should use an eclectic-mixed methods-pragmatic paradigm, and multiple research instruments to collect data. This study was conducted within an ICT company that designs e-learning courses for different companies. Three corporate learning portals developed by this company from the INSETA and BANKSETA were carefully interrogated to see if there is a match between the stated and the applied e-learning design methodology. A qualitative approach, with instructional design interviews, educational expert review forms and subject matter expert review forms was used for primary data collection and review of current e-learning design practices. The data was categorised into themes and topics using QSR NVivo 7. The patterns that emerged lead to a better understanding of local issues and these were linked to the best e-learning practices identified by the literature review and elearning practice in the South African corporate sector. The SAeLAD model was then developed based on Trivedi’s e-learning best practices and using 13 e-learning design field-based findings namely; qualifications of practitioners, constructivism versus instructivism, learning through activities to support theoretical knowledge, need for a traceable recordkeeping system, testing and re-testing of the learning environment, incorporation of special needs in the learning design, access to ICT, level of ICT competence, learner motivation, prior experiences of learning, learners’ prior knowledge, cultural backgrounds and language skills and roles and responsibilities of the design team. Comments from practitioners were incorporated in the final design.