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While technology has enabled online education in many countries, the same cannot be said for African public universities. Universities in Ghana have made some progress in building networking infrastructure and acquiring computers, but integrating technology into the teaching and learning process has been a challenge. Instructional delivery remains largely instructor-led, with limited or no electronic collaboration between students and lecturers. To meet their objective of increasing enrollment through distance education programs, universities must establish appropriate e-learning policies and get the implementation of e-learning systems right the first time, establishing a record of success to build upon. In this article, the author discusses the barriers for implementing e-learning systems in Ghana's public universities and suggests several strategies for successful implementation. The author states that introducing pedagogy-supporting technology in higher education in Ghana requires rethinking institutional policies and lining up stakeholder support. (Contains 5 endnotes.)

Course management systems (CMSs) currently drive educational delivery in most developed countries. Their absence in higher education in most developing countries creates a digital divide between first- and third-world students. Meeting the needs of higher education in Ghana therefore depends on identifying the factors that should inform the choice of such a system. This article reports a study that determines the factors crucial to choosing a CMS for Ghanaian higher education institutions, The author studied the three main universities in Ghana through a survey and workshops. He concludes that in selecting a CMS, university management must examine all costs to ensure that there are no hidden costs and that the institution will derive the full benefits of the system. Management and all stakeholders must accept the system, and it must meet standards of effectiveness, efficiency, ease of use, and environmental considerations. The stakeholders must agree that the system chosen satisfies their basic and critical requirements. He also provides a checklist to indicate their expectations. (Contains 2 tables and 15 endnotes.)