Since the genesis of technology, some decades ago, the use of information and communication technologies in educational practices has been steadily increasing. In educational institutions, some form of elearning has been adopted. All over the world, in both developed and developing countries, many universities have embraced this alternative and exciting form of education delivery to enhance the pedagogical practices of their institutions, in order to cater for student learning diversity, and to bridge the geographical gap, making education accessible to all. Since elearning seems to be the catalyst to promote revolutionary instructional practices, the University of Guyana, still largely adopting a traditional approach to learning and teaching, finds itself in a peculiar situation. Taking into consideration the afore-mentioned, this study is based on the perception of the University of Guyana’s administrative body about the feasibility of elearning practices at that institution. Using a mixed methods approach, the University’s administrators were sampled purposively, by means of an online survey. The data were analysed empirically and the results show that while there is room for development, regarding educational practices, the University’s administration generally believes that elearning practices are feasible and should be embraced, once key issues for their adoption are addressed. Recommendation is made for university-wide incorporation of elearning practices.
- elearning; elearning practices; technology; ICT/ICTs; administrators; administration; technology-based education; higher education.
Available at: http://works.bepress.com/kerwin_livingstone/64/