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Abstract
An e‑Learning project has been rolled out in Gauteng schools in an attempt to improve the quality of education
and move towards paperless classrooms. The purpose of this study was to investigate the challenges faced by Tshwane South
Secondary Schools associated with the implementation of the e‑Learning project with a view to suggest possible solutions.
The study followed a qualitative research approach with a case study research design. The study population consisted of
teachers, school management team (SMT), and learners. Purposive sampling was used to select three teachers, six learners
and three school management team members of the schools’ e‑Learning committees. Data was collected through individual
semi‑structure interviews and focus group interview. The Analysis, Design, Development, Implementation, and Evaluation
model (ADDIE model) was used to provide a theoretical perspective on how instructional designers, training developers, and
educators should design and develop a program such as e‑Learning. The data was analysed using a thematic approach. The
study found that teachers were not adequately trained prior to the implementation of e‑Learning, which impacted negatively
on the project. Teachers had difficulty in operating the smartboards and accessing the learning resources that has been
loaded in the smartboards which affected the implementation of the project. The study concluded that poor planning on the
site of Department of Basic Education has resulted into challenges that hampered the implementation of e‑Learning. The
study recommends extensive training of both learners and teachers in the use of e‑Learning.
