Evolving Technology in ODeL at Higher Institution in Eswatini: Lecturers’ Perspectives

Abstract

As education continues to evolve in response to technological change and societal needs, the quality of delivery in open distance and e-learning (ODeL) has become a central concern for educators, researchers, and policymakers. This qualitative study, grounded in an interpretivist design and employing a phenomenological approach, examined the perspectives of lecturers at higher institutions of learning in Eswatini. Ten participants were purposively selected and engaged through semi-structured interviews and focus group discussions. Findings revealed varied attitudes toward ODeL technologies. Some lecturers expressed frustration and resistance, especially when using the Learning Management System (Moodle), online assessment platforms, and videoconferencing tools such as Zoom and Microsoft Teams. They reported challenges including limited digital literacy, increased workload, unreliable internet connectivity, and insufficient institutional support. By contrast, technologically confident lecturers viewed these tools positively, noting their potential for interactive teaching, collaborative learning, and the use of multimedia resources to enhance student engagement. The study concludes that lecturers’ attitudes toward ODeL technologies are uneven, which may affect the quality and consistency of teaching delivery. To address this gap, it is recommended that the higher institutions of learning in Eswatini should implement targeted professional development programmes focusing on specific tools and digital pedagogy. Such training would enhance lecturers’ technological competence, build confidence in online teaching, and promote more consistent integration of digital resources. This, in turn, would strengthen the overall quality of teaching and learning in ODeL environments