E-Learning Framework Development for Grade 12 Accounting Learners in South African Public High Schools
E-learning is growing rapidly and plays a critical role in the transformation of education, allowing users to gather information from endless resources. This study aims to develop a conceptual framework for Grade 12 accounting learners that can enhance teaching and learning in South African public h...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2024-12-01
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| Series: | Journal of Education and Learning Technology |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/01/JELT202451011.pdf |
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| author | Mosimanegape Elton Mokoduwe Motalenyane Alfred Modise |
| author_facet | Mosimanegape Elton Mokoduwe Motalenyane Alfred Modise |
| author_sort | Mosimanegape Elton Mokoduwe |
| collection | DOAJ |
| description | E-learning is growing rapidly and plays a critical role in the transformation of education, allowing users to gather information from endless resources. This study aims to develop a conceptual framework for Grade 12 accounting learners that can enhance teaching and learning in South African public high schools in small townships. The study is driven by the issues faced by local schools and libraries such as having inadequate and outdated accounting learning resources, and other issues such as lack of technology skills, infrastructure and teacher readiness are addressed. A systematic literature review was conducted in this study to analyze and integrate UDL principles and TAM in e-learning to complement the proposed framework for accounting learners. The findings of this study reflect a broader trend in e-learning research, where subject-specific platforms often receive less attention compared to general-purpose E-learning tools. The lack of subject-specific research on E-learning for accounting learners underscores the importance of this study. In conclusion, the findings of this paper provide a robust foundation for the design of a conceptual framework for Grade 12 accounting learners in South African public high schools in small townships. |
| format | Article |
| id | doaj-art-0416b91f3f504c30862a6d30f81c2ec6 |
| institution | Kabale University |
| issn | 2720-7730 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | Journal of Education and Learning Technology |
| spelling | doaj-art-0416b91f3f504c30862a6d30f81c2ec62025-01-17T13:56:01ZengNoyam JournalsJournal of Education and Learning Technology2720-77302024-12-01510514527https://doi.org/10.38159/jelt.202451011E-Learning Framework Development for Grade 12 Accounting Learners in South African Public High SchoolsMosimanegape Elton Mokoduwe0https://orcid.org/0000-0002-3887-821X Motalenyane Alfred Modise1https://orcid.org/0000-0003-2950-9129Department of Information Technology, Central University of Technology, Free State, South Africa.Faculty of Education, Central University of Technology, Free State, South Africa.E-learning is growing rapidly and plays a critical role in the transformation of education, allowing users to gather information from endless resources. This study aims to develop a conceptual framework for Grade 12 accounting learners that can enhance teaching and learning in South African public high schools in small townships. The study is driven by the issues faced by local schools and libraries such as having inadequate and outdated accounting learning resources, and other issues such as lack of technology skills, infrastructure and teacher readiness are addressed. A systematic literature review was conducted in this study to analyze and integrate UDL principles and TAM in e-learning to complement the proposed framework for accounting learners. The findings of this study reflect a broader trend in e-learning research, where subject-specific platforms often receive less attention compared to general-purpose E-learning tools. The lack of subject-specific research on E-learning for accounting learners underscores the importance of this study. In conclusion, the findings of this paper provide a robust foundation for the design of a conceptual framework for Grade 12 accounting learners in South African public high schools in small townships.https://noyam.org/wp-content/uploads/2025/01/JELT202451011.pdfe-learningeducationlearnersaccounting |
| spellingShingle | Mosimanegape Elton Mokoduwe Motalenyane Alfred Modise E-Learning Framework Development for Grade 12 Accounting Learners in South African Public High Schools Journal of Education and Learning Technology e-learning education learners accounting |
| title | E-Learning Framework Development for Grade 12 Accounting Learners in South African Public High Schools |
| title_full | E-Learning Framework Development for Grade 12 Accounting Learners in South African Public High Schools |
| title_fullStr | E-Learning Framework Development for Grade 12 Accounting Learners in South African Public High Schools |
| title_full_unstemmed | E-Learning Framework Development for Grade 12 Accounting Learners in South African Public High Schools |
| title_short | E-Learning Framework Development for Grade 12 Accounting Learners in South African Public High Schools |
| title_sort | e learning framework development for grade 12 accounting learners in south african public high schools |
| topic | e-learning education learners accounting |
| url | https://noyam.org/wp-content/uploads/2025/01/JELT202451011.pdf |
| work_keys_str_mv | AT mosimanegapeeltonmokoduwe elearningframeworkdevelopmentforgrade12accountinglearnersinsouthafricanpublichighschools AT motalenyanealfredmodise elearningframeworkdevelopmentforgrade12accountinglearnersinsouthafricanpublichighschools |