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The Transformative Landscape of eLearning Center for Innovative Education and Communication Technologies: Institutionalizing eLearning

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Title: The Transformative Landscape of eLearning Center for Innovative Education and Communication Technologies: Institutionalizing eLearning
Language: English
Authors: Paul Dankers (ORCID 0000-0001-8424-8625), Juliet Stoltenkamp (ORCID 0000-0003-4103-738X), Carolynne Kies (ORCID 0000-0001-8484-2333)
Source: International Journal of Technology in Education and Science. 2026 10(1):17-37.
Availability: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Foreign Countries, Universities, Learning Management Systems, Departments, Information Technology, Instructional Design, Digital Literacy, Multimedia Instruction, Skill Development
Geographic Terms: South Africa (Cape Town)
ISSN: 2651-5369
Abstract: In May 2005 the University of the Western Cape (UWC) established an eLearning Division (ED) that over the past 18 years has accelerated into the institutionalization of the efficient center for Innovative Education and Communication Technologies (CIECT). The initial objective of the ED was to align itself with emerging technologies as a result of the digital transformation that has impacted Higher Education Institutions (HEIs) globally. In this paper, we present how UWCs eLearning Division (established May 2005) evolved first into the eLearning Development and Support Unit (EDUS) and then into the Centre for Innovative Education and Communication Technologies (CIECT). CIECT was strategically separated from the Department of Information and Communication Services (ICS) in 2009 and repositioned as an independent structure of UWC. We highlight the transformative eLearning landscape at UWC by presenting a detailed account of the shift in practices using a comparative research method. By doing so we determine the initial perceptions and objectives of the eLearning division of UWC and its growth. The object of the study is to compare the rate of growth of the eLearning division across a five-year period. By comparing the progressive growth of the eLearning division longitudinally, we will be able to document its successes and achievements. These successes and achievements can serve as a benchmark for future research. More research that delves into the effectiveness of having an eLearning division at HEIs in support of students' teaching and learning is needed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494353
Database: ERIC
FullText Text:
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  Data: The Transformative Landscape of eLearning Center for Innovative Education and Communication Technologies: Institutionalizing eLearning
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  Data: <searchLink fieldCode="AR" term="%22Paul+Dankers%22">Paul Dankers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8424-8625">0000-0001-8424-8625</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juliet+Stoltenkamp%22">Juliet Stoltenkamp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4103-738X">0000-0003-4103-738X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carolynne+Kies%22">Carolynne Kies</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8484-2333">0000-0001-8484-2333</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education+and+Science%22"><i>International Journal of Technology in Education and Science</i></searchLink>. 2026 10(1):17-37.
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  Data: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Departments%22">Departments</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
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  Data: In May 2005 the University of the Western Cape (UWC) established an eLearning Division (ED) that over the past 18 years has accelerated into the institutionalization of the efficient center for Innovative Education and Communication Technologies (CIECT). The initial objective of the ED was to align itself with emerging technologies as a result of the digital transformation that has impacted Higher Education Institutions (HEIs) globally. In this paper, we present how UWCs eLearning Division (established May 2005) evolved first into the eLearning Development and Support Unit (EDUS) and then into the Centre for Innovative Education and Communication Technologies (CIECT). CIECT was strategically separated from the Department of Information and Communication Services (ICS) in 2009 and repositioned as an independent structure of UWC. We highlight the transformative eLearning landscape at UWC by presenting a detailed account of the shift in practices using a comparative research method. By doing so we determine the initial perceptions and objectives of the eLearning division of UWC and its growth. The object of the study is to compare the rate of growth of the eLearning division across a five-year period. By comparing the progressive growth of the eLearning division longitudinally, we will be able to document its successes and achievements. These successes and achievements can serve as a benchmark for future research. More research that delves into the effectiveness of having an eLearning division at HEIs in support of students' teaching and learning is needed.
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      – Text: English
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        StartPage: 17
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      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Learning Management Systems
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      – SubjectFull: Departments
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      – SubjectFull: Information Technology
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      – SubjectFull: Instructional Design
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Multimedia Instruction
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      – SubjectFull: Skill Development
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      – SubjectFull: South Africa (Cape Town)
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      – TitleFull: The Transformative Landscape of eLearning Center for Innovative Education and Communication Technologies: Institutionalizing eLearning
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