Challenges Besetting Teachers in the Implementation of E-Learning in Schools: A Guide to Curriculum Development


  • Mutendwahothe Walter Lumadi


This study was planned to examine potential challenges faced by teachers in the implementation of e-Learning in professional schools. The increasing desire to implement e-Learning programs and the incessant penetration of Information and Communication Technologies in the education sector motivated the researchers to carry out this study. Nevertheless, e-Learning is multi-dimensional and involve the use of new Information and Communication Technologies to learn. Consequently, strategies designed to address problems in this kind of education must consider the challenges faced by teachers in its implementation. A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the indicators of the study. Results revealed that slow Internet lines or access speed constitute a serious challenge to effective e-Learning in Cameroon. The problem of slow Internet lines was compounded by Inadequate Information and Communication Infrastructure; insufficient knowledge about e-Learning; recurrent power failure; lack of ICT based curriculum development programmes amongst others. The study also shows that e-Learning harbours many advantages for institutions of learning and individual students. However, to meet the challenges of ICTs, institutions of learning must work in partnership with telecommunication companies, national and international organisations to integrate ICTs in education. Teachers and students need to develop the ability to make proper use of modern technology by effectively integrating it into the teaching-learning process.

DOI: 10.5901/mjss.2014.v5n20p2814


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How to Cite

Challenges Besetting Teachers in the Implementation of E-Learning in Schools: A Guide to Curriculum Development. (2014). Mediterranean Journal of Social Sciences, 5(20), 2814.