With the advent of e-learning technology, academics are facing the challenges of acquiring and implementing IT skills for the purposes of teaching. According to some distinguished researchers that the internet is a perfect tool of learning that offers flexibility and expediency to learners at the same time offering endless opportunities for innovating teaching. Other researchers stated for some of the reasons for e-learning success is that e-learning systems would likely to encourage student learning resulting in a higher level of student engagement. E-learning can be better than face-to-face learning, the quality of interaction and timely feedback is superior, with good course design can untangle the geographical limitations to education.
The rise of e-learning technology used by higher education institutions can be attributed to globalization. This is referring to political and economic phenomena, a worldwide integration of views, culture and products. The growth in the use of e-learning technology no doubt adds to globalization as educational institutions are trying their utmost to break down geographical and social.
Advances in technology, infrastructure and transportation are major factors in the rapid pace of globalisation. Globalisation has been named to explain all sorts of effects such as a reduction in household income, introduction of student fees, growth of international tourism and even the cutting of the public sector budget. Globalisation can be further identified where the fusion of technology and the pace of globalisation meet.
This growth is spurred on by companies competing in national and international markets for profits that require technological advances over their competitors. Not only is the technology used for industrial competitiveness but also collaborations, sharing of information and knowledge used by international organisations, governments, academic establishments, researchers and non-profit organisations.
To achieve the best learning outcome it is desirable to have an understanding of students’ learning styles. Online students’ learning styles can be unclear; this has implications on how academics develop learning material. Some students learn through interacting, some prefer learning through visual presentation, and some by listening to instructions and using written notes. This challenge has an implication on the learning outcomes and poses a serious issue for academics to understand the learning styles of their students in an e-learning environment.
There are various teaching styles; notable approaches are didactic, facilitative and Socratic and the experimental method. The didactic is the traditional method mainly involves lecturing and is very much teacher-centred where learning is involved mainly through note taking and listening to teachers. Traditional methods of teaching continue to use the lecture as a means of teaching and an economic one where one academic can disperse knowledge to a large audience. However didactic can mean full responsibility of teaching on academics as it is strongly teacher-centred; the teacher is the knowledge expert, all the learning objects and knowledge flows from the teacher