c) Submit your full Turnitin report as your assignment.
d) For any 5% that your similarity score is over 20%, 10% will be subtracted from your
final mark. Task 1 below may push the score up, but the marker will take this into
consideration.
e) A dual purpose of assignment 2 is to ease you into the skills required in the final
assignment tasks.
4 ASSIGNMENT 2 TASKS
TASK 4: E-LEARNING CRITICAL SUCCESS FACTORS
Using the formal research literature, source 8 articles that identified and report on critical
success factors (CSFs) that need to be in place for e-learning to be successful.
• The research context can be a school, a university, a company, wherever – as long as
the CSFs identified was from the results of a study conducted into an e-learning course
presented. More often than not, such studies made use of a survey to collect data after
the course and identified CSFs from an analysis of the responses to the survey.
• A CSF can also be a barrier identified i.e. the barrier must be removed before e-learning
will be successful.
• Four of the articles must cover CSFs identified by research that focused on e-learning in
a developed country, and four from a country that is classified as developing.
Use https://worldpopulationreview.com/countries/developed-countries/ to confirm if the country covered by
the research is a developed or developing country (from the website: an HDI of 0.81 and higher is
considered a developed country, an HDI of .80 and lower a developing country).
a) Use the table below to present your work. Please do not use a landscape layout to
present the table– use a small font. 3×8 = 24 marks
Article Country Developed or developing
(HDI)
Research
setting
CSF
identified
Brief explanation of the CSF
(1 paragraph)
Full reference to
article
1 Kenya Developing (0.59) School
2
3
…
8
b) Assume you will be presenting the table with its contents to an audience. However, just
as you display the table on the screen, there is a power interruption. Fortunately, you are
very familiar with the content of the table, and therefore have no problem providing the
audience with an overview of the table.
Guidelines: In previous tasks and here above you were eased into the skill of extracting
facts and summarising articles one by one, and section by section. In your presentation
you should not summarise each article on its own in a linear fashion but try and find
common ground between the articles where possible. To do so, you need to consider all
the data presented in all the articles, rows and columns and summarise them as a
collective. In other words, you will not repeat the data as it is presented in the table but
will provide the students with a high-level overall summary of the table. In essence, what
can we learn from this table? 6 marks