UNVEILING PREDICTORS: E-LEARNING PRACTICES IN NWFP HIGHER EDUCATION INSTITUTIONS, PAKISTAN

Abstract

This study investigates the intricate relationship between perceptions, theories, and practices surrounding e-Learning development and utilization in higher education institutions (HEIs). Drawing on insights from Aviram and Tami (2004), it explores how the perceptions and theories of both developers and users serve as predictors of e-Learning practices. Additionally, Sasseville's (2004) assertion that technology-related changes are often viewed through a personal rather than social lens underscores the nuanced nature of integrating e-Learning into educational contexts. At a broader level, contrasting perspectives emerge regarding the role of educational technologies in HEIs: the 'instrumental/supplementary' view versus the 'substantive/liberal' perspective. While the former treats information and communication technologies (ICTs) as technical tools devoid of transformative potential, the latter, advocated by Macleod (2005) and Ezer (2006), posits that ICTs can fundamentally reshape societal culture by their mere existence. Through a comprehensive analysis of these theoretical frameworks, this study aims to elucidate the underlying dynamics shaping e-Learning practices in HEIs, shedding light on the dichotomy between perceiving ICTs as mere instruments versus catalysts for societal change.