Summary documents that explain how responsibilities were shared.

 Mrs Haingura's role was identifying and vetting e-learning platforms and resources. this involved extensive research to find reputable platforms, open educational resources and aligned with our curriculum objectives. 

- Curating and organizing digital content: once identified, Mrs Haingura meticulously categorized and organized the vast array of navigability for both educators and resource libraries, tagging materials and developing intuitive folder structures.

- Ensuring curriculum alignment: Haingura worked closely with subject matter experts to guarantee that all e-learning resources directly supported learning outcomes and filled any gaps in existing materials. 

Assessing content quality and relevant: She regularly reviewed resources for accuracy, currency and pedagogical effectiveness, flagging any outdated or unsuitable materials. 

Haingura's role underscored the importance of a dedicated individual focused solely on the ''what'' of e-learning.

Ms Kaputuras' role was platform setup and Maintenace, she was in charge of configuring and maintaining our learning management system. She created and designed the platform. blogger She was there for technical issues encounter. 

Network and device compatibility: She assessed and addressed issues related to internet connectivity, device compatibility and software requirements ensuring equitable access during the practical Kaputuras' key role was to ensure a positive and uninterrupted e-learning experiences, providing that a strong digital foundation is just as important as the content it delivers. 

Mrs Kameya's role was to collaborate with others to develop innovative activities and add up all the information that seamlessly blended. She further engaged in sharing strategies for fostering and managing virtual group projects and providing effective digital feedback. Mrs Kameya's passion for effective teaching and her understanding of educational technology were instrumental in ensuring that our e-learning initiative went beyond mere resource provision. Her role underscored the human element in successful e-learning integration 

Mr Kameya's role gathering everyone's information, identified areas for improvement and celebrating success. He analysed all collected data and e-learning tools to identify trends in student engagement, progress and areas where additional support might be needed. Mr Kameya served as the voice within the team, ensuring that decisions regarding e-learning resources were made with everyone best interests and learning preferences at heart. 

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References

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments,1-13. Al-Frainhat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in human behavior, 102,67-86. Almahasees, Z., Mohsen,K., & Amin, M. O. (2021). Faculty's and students' perceptions of online learning during COVID-19 Education and Information Technologies, 26,5881-5905.  Alonso, F., Manrique, D., Martinez, L., & Vines, J. M. (2020). Tools for collaborative learning in virtual environments: A study of effectiveness. Computer & education, 150, 103841.  Anderson,T. (2008). The theory and practice of online learning (2nd ed.). AU press.   Ashorman, B. A., & Bawaneh, A.K. (2018). Attitudes of faculty members and students towards the use of the learning management system in teaching and learning, The Turkish online Journal of educational...
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