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This qualitative study explored the perceived inhibitors of e-learning teaching practice through the experiences of ten academics identified at a university of technology (UoT). Data were collected through in-depth interviews with participants traced through the snowball sampling technique. The interviews were audio-recorded and transcribed verbatim for content analysis through iterative and reflexive procedures. Five inhibitors to e-learning were identified in the study: technical problems, logistical issues, staff resistance to change, absence of e-policy and lack of staff motivation and training. This paper advances the notion that a clear exploration of the significant dimensions that inhibit the successful adoption of e-learning will contribute greatly towards the establishment of mitigating strategies to off-set this undesirable trajectory. The study adds to the body of knowledge in that it elaborates on the implementation of e-learning by identifying the structural and contextual variables that determine its rejection. This will provide management and academics with the impetus to establish policies and structures that minimise these inhibitors. It is also hoped that the study will provide guidance on the management of e-learning-based initiatives among higher education institutions (HEIs) in South Africa.  DOI: 10.5901/mjss.2014.v5n4p390

Perceived Inhibitors of Innovative E-Learning Teaching Practice at a South African University of Technology