Implementation of an e‑Learning Project in Tshwane South District: Towards a Paperless Classroom in South African Secondary Schools


  • Gloria Maite Msiza
  • Khashane Stephen Malatji
  • Lydia Kgomotso Mphahlele



Blended learning, e-Learning, paperless classroom, teaching, technology


An e‑Learning project has been rolled out in Gauteng schools in an attempt to improve the quality of educationand move towards paperless classrooms. The purpose of this study was to investigate the challenges faced by Tshwane SouthSecondary Schools associated with the implementation of the e‑Learning project with a view to suggest possible solutions.The study followed a qualitative research approach with a case study research design. The study population consisted ofteachers, school management team (SMT), and learners. Purposive sampling was used to select three teachers, six learnersand three school management team members of the schools’ e‑Learning committees. Data was collected through individualsemi‑structure interviews and focus group interview. The Analysis, Design, Development, Implementation, and Evaluationmodel (ADDIE model) was used to provide a theoretical perspective on how instructional designers, training developers, andeducators should design and develop a program such as e‑Learning. The data was analysed using a thematic approach. Thestudy found that teachers were not adequately trained prior to the implementation of e‑Learning, which impacted negativelyon the project. Teachers had difficulty in operating the smartboards and accessing the learning resources that has beenloaded in the smartboards which affected the implementation of the project. The study concluded that poor planning on thesite of Department of Basic Education has resulted into challenges that hampered the implementation of e‑Learning. Thestudy recommends extensive training of both learners and teachers in the use of e‑Learning.



1 Aug 2020