Universities in developing counties have come to understand that relying on only traditional classrooms is not sufficient to advance students’ knowledge and skills. The rapid development of information systems and internet technology has brought many educational innovations that can eliminate the boundaries of conventional teaching and learning. However, universities and their members including students are still experiencing challenges in understanding how to access e-learning practically and what type of direct benefits can be gained before e-learning can be implemented at their universities. Consequently, this study develops a pilot program for e-learning content based on quizzes and delivers that content to inexperienced students. The current work aims to measure the effectiveness of e-learning experiences on students after practicing through online quizzes. The findings indicate that students have better grades on their final post-test, which was taken after self-study and practice with online quizzes. All the third-year students (24 students in total) from the Department of Computer Engineering and Information Technology (CEIT), Yangon Technological University (YTU), Myanmar, participated in these pilot e-learning tests. The paper also examines the relationships among e-learning study-time, number of accesses, the number of online activities, the number of quiz activities and the improvements in outcomes of students. The findings of this research will be useful for the universities from Development in establishing e-learning education.

The advantage of technology has paved way for innovation in higher education. Because of being cost-effective, unlimited time and place, the universities from the developing world are also trying to integrate e-learning into their traditional education system. However, as a fundamental process, they require the readiness assessment before their e-learning implementation. Moreover, the evaluation on readiness should be done as ongoing process so that readiness movements are able to be confirmed, and necessary preparations in line with their updates can be effectively done. The purpose of this study was to investigate if the e-learning readiness of two Myanmar technological universities are stable or not, and to find out which items happened the highest difference between 2016 and 2017. To examine the changes in e-learning readiness, the paper-based data collection was done using questionnaires and shared toward 648 students in 2016 and 1024 students in 2017. Data analysis was done by indexes of descriptive statistics and independent t-test. Findings reveal that their readiness was a significant decline in 2017. Moreover, the items with highest changes were addressed, and the readiness levels on each studied dimension were also measured. In addition, the study points out blackout problems found in Myanmar universities. Understanding the barriers directed by e-learning readiness encourages Myanmar universities to make an e-learning effort on what kind of strategies and preparation should be emphasized.

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