Information and communication technology (ICT) plays a significant role in education. Cloud computing is a relatively new technology in ICT. It has drastically changed the way ICT services are used in organisations. In education sector, many education institutions have started to recognise the usefulness and importance of adopting cloud computing technology, and some have started to adopt the technology in the organisation. There are several issues that must be taken into account when adopting cloud computing. They encompass technological factors, environmental factors and organisational factors. This paper aims to highlights the organisational factors within the context of cloud computing adoption in education, focusing on the e-learning domain area.
This study will add to the body of knowledge by creating a conceptual framework around fundamental concepts related to examining the factors that influence the efficiency of online teaching. The framework is based on an assessment of the online teaching literature found using Emerald, Institute of Electrical and Electronics Engineers (IEEE) Explore, ProQuest, and Google Scholar searches. A conceptual matrix is used to combine the findings into a framework of online instruction and effectiveness. A questionnaire was utilized and 81 respondents participated in the survey. We found that Google Meet is the most used platform for online teaching. In terms of stress level, teachers between the ages of 36 and 50 are the most stressed. As per time spent on online teaching, most teachers spent 3-5 hours a day and we also found that the more hours spent on online teaching, the more benefit the teachers and students will get. The study's findings can help the school and Malaysia's Ministry of Education understand the factors that affect how well teachers can conduct online teaching.
For a number of years, there have been some concern the online learning, or e-learning, especially the need for online collaboration tools to assist the students in their learning processes. This paper investigates the need for online collaboration tools for distance learners, who currently understanding their studies in a public university in a hybrid mode, which is a combination of face-to-face meetings, video conferencing sessions and the online sessions. Questionnaire was distributed to the 369 undergraduate distance learners, and the results demonstrated that the learners were moderately competent in the associated technologies in online learning. Furthermore, they had anticipated that there will be problems in performing the groupwork, which reduces their perception on online learning. This paper proposes the collaboration tools in an attempt to reduce the learners' problems and also to take full advantage of their current competencies.
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