Karl Tischlhauser Investigated The Effectiveness Of E-learning In Africa

The DaVinci Institute’s alumnus in Master of Management in Technology and Innovation, Karl Tischlhauser, embarked on a study to investigate the effectiveness of e-learning in Africa using data from the Google IYF soft skills development programme, implemented in Kenya, Nigeria, and South Africa through Coursera. The programme aimed to equip unemployed young people with skills in Project Management, IT Support, and UX Design. 

The research focused on understanding how five key factors, study context, tools, language, time, and learner experience, affect learner performance.

Key Findings

• Significant Correlation: The study finds statistically significant relationships between learner performance and the identified independent variables (context, tools, language, time, experience).
• Digital Divide Impact: Rural learners, particularly in South Africa, struggled more due to infrastructure and digital access, which impacted success rates.
• Language & Communication: Language barriers and digital literacy were critical issues, especially in multilingual and under-resourced regions.
• Time Allocation & Routine: Structured time management and consistent routines improved learning outcomes.
• Positive vs Negative Experiences: Positive learning experiences lead to improved future engagement, while negative ones require corrective strategies.

Research Design

• Approach: Quantitative, mono-method study using secondary data from the programme.
• Methodology: Regression and correlation analysis across datasets from 2021–2023.
• Sample Size: Targeted 1,500 learners annually (500 per country), with analysis based on actual participation data.

Conceptual & Theoretical Framework

The study drew on learning theories (classical, operant, cognitive, social), andragogy, and adult learning principles. It also used Illeris’s learning dimensions (cognition, emotion, sociality) and DaVinci’s TIPS™ framework (Technology, Innovation, People, Systems) to contextualise findings and recommendations.

Recommendations:

• Customised Learning Approaches: Programmes must be tailored to learners’ linguistic, cultural, and technological contexts.

• Technology Access & Support: Invest in infrastructure and low-data-use platforms to close the digital divide.
• Flexible Learning Structures: Provide time-flexible learning modules to accommodate different paces.
• Language Inclusivity: Offer multilingual support and consider mother-tongue education strategies.
• Experience Enhancement: Design programmes that build positive, motivating experiences.

Outcome

The research culminated in a framework for improving similar future e-learning programmes in Africa. It highlighted the need for context-sensitive, inclusive, and empirically informed digital education models.