Mthethwa, SiyabongaNthatheni, Ronewa GMaremi, Keneilwe JThulare, Tumiso2024-03-152024-03-152023-12Mthethwa, S., Nthatheni, R.G., Maremi, K.J. & Thulare, T. 2023. Recommendations for sustainable post COVID-19 eLearning development in rural schools in South Africa. http://hdl.handle.net/10204/13618 .http://hdl.handle.net/10204/13618Prior to the COVID-19 pandemic, many ICT initiatives were implemented in rural schools across the country to improve teaching and learning. This paper discusses the various factors that contributed to the failure to sustain ICT initiatives. Due to the risk of infection associated with face-to-face contact during the COVID-19 Pandemic, eLearning proved to be the sole means of ensuring educational continuity. The objective of this paper is to highlight factors affecting sustainability and provide recommendations that can assist in ensuring sustainable ICT initiatives in rural schools after the COVID-19 pandemic. This is accomplished by conducting a scoping review to investigate the sustainability of ICT infrastructure to enable eLearning. The following academic databases are used for scoping literature reviews: ScienceDirect, IEEE Xplore, and search engines such as Google. A total of 41 papers out of 800 publications were deemed appropriate for the analysis. The findings show that physical, management, social, and educational conditions all have an impact on the sustainability of ICT initiatives; thus, addressing these components can ensure sustainability.FulltexteneLearningCovid-19ICT initiativesSustainabilityRural-based schoolsConference PresentationMthethwa, S., Nthatheni, R. G., Maremi, K. J., & Thulare, T. (2023). Recommendations for sustainable post COVID-19 eLearning development in rural schools in South Africa. http://hdl.handle.net/10204/13618Mthethwa, Siyabonga, Ronewa G Nthatheni, Keneilwe J Maremi, and Tumiso Thulare. "Recommendations for sustainable post COVID-19 eLearning development in rural schools in South Africa." <i>digiTAL2K International Conference on Teaching, Assessment and Learning, Cape Town, South Africa, 6-7 December 2023</i> (2023): http://hdl.handle.net/10204/13618Mthethwa S, Nthatheni RG, Maremi KJ, Thulare T, Recommendations for sustainable post COVID-19 eLearning development in rural schools in South Africa; 2023. http://hdl.handle.net/10204/13618 .TY - Conference Presentation AU - Mthethwa, Siyabonga AU - Nthatheni, Ronewa G AU - Maremi, Keneilwe J AU - Thulare, Tumiso AB - Prior to the COVID-19 pandemic, many ICT initiatives were implemented in rural schools across the country to improve teaching and learning. This paper discusses the various factors that contributed to the failure to sustain ICT initiatives. Due to the risk of infection associated with face-to-face contact during the COVID-19 Pandemic, eLearning proved to be the sole means of ensuring educational continuity. The objective of this paper is to highlight factors affecting sustainability and provide recommendations that can assist in ensuring sustainable ICT initiatives in rural schools after the COVID-19 pandemic. This is accomplished by conducting a scoping review to investigate the sustainability of ICT infrastructure to enable eLearning. The following academic databases are used for scoping literature reviews: ScienceDirect, IEEE Xplore, and search engines such as Google. A total of 41 papers out of 800 publications were deemed appropriate for the analysis. The findings show that physical, management, social, and educational conditions all have an impact on the sustainability of ICT initiatives; thus, addressing these components can ensure sustainability. DA - 2023-12 DB - ResearchSpace DP - CSIR J1 - digiTAL2K International Conference on Teaching, Assessment and Learning, Cape Town, South Africa, 6-7 December 2023 KW - eLearning KW - Covid-19 KW - ICT initiatives KW - Sustainability KW - Rural-based schools LK - https://researchspace.csir.co.za PY - 2023 T1 - Recommendations for sustainable post COVID-19 eLearning development in rural schools in South Africa TI - Recommendations for sustainable post COVID-19 eLearning development in rural schools in South Africa UR - http://hdl.handle.net/10204/13618 ER -27616