E-learning created an opportunity to address these problems. A model was introduced where the first semester learners received full lecturing in WebCT with supported content and tests, called the “Semester attendance”. Learners who failed could then repeat the subject in the second semester, working primarily on WebCT and attending support tutorial lectures once a week, called the “Anti-Semester attendance”. This resulted in smaller classes, because the repeaters are not allowed in the full time class, the lecturers spend less time lecturing (once a week tutorial) and the learners become more responsible for their own learning. In an effort to address different lecturing standards, the learning material is made available to all lecturers and learners across the campuses and interaction happens through video-conferencing.

Results of the study conducted include measuring and comparing the experience and results of the lecturers and learners – full time students vs e-learning. Qualitative as well as quantitative measuring instruments were used. Data would be interpreted and recommendations would be made. Results of these would be used in further research projects.