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Koers

On-line version ISSN 2304-8557
Print version ISSN 0023-270X

Koers (Online) vol.73 n.4 Pretoria  2008

 

Appraising the e-readiness of online learning facilitators: Key human factors

 

Evaluering van die e-gereedheid van web-gerugsteunde leerfasiliteerders: Kern menslike faktore

 

 

L. Vermeulen

Public Management and Governance, School for Social and Development Studies, Potchefstroom Campus, North-West University, Potchefstroom. E-mail: Luni.Vermeulen@nwu.ac.za

 

 


ABSTRACT

Higher education institutions in South Africa have undergone a number of changes over the past few years. These changes brought about inter alia changed work environments and job demands. One of the new job demands is the need to incorporate technology in teaching and learning, viz. e-learning. Not all job incumbents, however, adapted successfully to these changes, particularly with regard to e-readiness. Such a lack in e-readiness is likely to influence the effectiveness with which an academic employee will fulfil his/her online learning duties. Therefore, it is important to find solutions to overcome the lack of e-readiness.
This article will focus on the role of human resource appraisal, in order to assess the e-readiness of online learning facilitators with a view to improving their online skills and capacity. A number of human factors that can play a role in employee performance and motivation, namely learning styles, personal profile patterns, and pace and style of technology adoption will be briefly outlined, in order to determine the role that these factors could play in assessing the e-readiness of online learning facilitators.

Key concepts: e-readiness; human resource: performance appraisal; key human factors; online learning facilitator; staff motivation; technology adoption


OPSOMMING

Hoëronderwysinstellings in Suid-Afrika het die afgelope paar jaar verskeie veranderings ondergaan. Hierdie veranderings het onder andere veranderde werksomgewings en veranderde werksvereistes teweeg gebring. Een van hierdie veranderde werksvereistes is die gebruik van tegnologie in leer en onderrig, naamlik e-leer. Alle posbekleërs het egter nie noodwendig saam met die pos verander nie. Waar daar 'n tekort aan e-gereedheid ervaar word, sal die effektiwiteit waarmee die aka-demiese personeellid sy/haar aanlyntake vervul, beïnvloed word en daarom is dit belangrik om oplossings vir die gebrek aan e-gereedheid te vind.
Hierdie artikel fokus op die rol van prestasie-evaluering met die doel om die e-gereedheid van 'n aanlyn-leerfasiliteerderte evalueer ten einde sy/haar vaardighede en kapasiteit te verbeter. 'n Aantal menslike faktore wat 'n rol kan speel in 'n werk-nemer se prestasie-evaluering en -motivering, naamlik leerstyle, persoonlike werksprofiele en die pas en styl waarmee 'n werknemer aanpas by die gebruik van tegnologie, sal kortliks uiteengesit word met die doel om die rol wat hierdie faktore in die evaluering van e-gereedheid van 'n web-gerugsteunde leerfasiliteerder speel, te bepaal.

Kernbegrippe: e-gereedheid; kern menslike faktore; menslike hulpbron: prestasie-evaluering; personeelmotivering; tegnologie-aanpassing; web-gerugsteunde leerfasiliteerders


 

 

Full text available only in PDF format.

 

 

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