A model for technological aspect of e-learning readiness in higher education

Al-araibi, Asma Ali Mosa; Mahrin, Mohd Naz’ri; Yusoff, Rasimah Che Mohd; Chuprat, Suriayati Binti

doi:10.1007/s10639-018-9837-9

Cited by 36 publications

(28 citation statements)

References 22 publications

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“…The work on the ground shows that affordable access to rapid internet remains an issue, most students accessing the internet through mobile devices not through a common workspace, students' technological capacities and digital skills reflect important divides along gender, socioeconomic background, and location. (Ali, 2018;Al-araibi, bin Mahrin, Yusoff, & Chuprat, 2019;Niehues-Jeuffroy & Rusnak ,2020;) It is undeniable that, In Egypt, e-learning is still crawling. Thus, educational organisations, government conferences, and educators are calling for more systematic research to develop an elearning theory and practices that best suits the Egyptian circumstances.…”

Section: Context Of the Researchmentioning

confidence: 99%

Indispensable Successful Implementation Features for E-Learning in the Egyptian Higher Education

AbdEl-Badea

2021

المجلة الدولية للتعليم الإلکتروني

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E-leaning has become every day and commonplace in higher education across the world. In some institutions, opportunities and finances of technology have yet to be fully utilised. To better enable the initial exploitation of e-learning, this paper describes the development of a theoretical construct, based on original research, describing the characteristics associated with the successful deployment of technology evidenced in Egyptian higher education supported by the concepts of a technology acceptance model. The theoretical construct is designed to both, reflect the research findings and, support developments in e-learning. indispensable success features based around the quadrant of curriculum, tutors, learners and technology. Findings illustrate the importance of curriculum content specifications (theoretical, practical); tutors' features (attitude towards e-learning, proficiency of the technology, and support); Learners' features (computer competency, English language proficiency, and learning style); and Technological feature (usability, affordances and infrastructure) for successful e-learning implementation.It is concluded that by systematically considering these features the implementation of e-learning and blended learning can be more effective and efficient.

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Section: Context Of the Researchmentioning

confidence: 99%

Indispensable Successful Implementation Features for E-Learning in the Egyptian Higher Education

AbdEl-Badea

2021

المجلة الدولية للتعليم الإلکتروني

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“…E-learning readiness indicates the institution's readiness to use and implement the e-learning project. Technological readiness plays a key role in the effective and efficient use of e-learning systems [10]. Almaiah and Masita [11] recommended that carefully considering and assessing readiness encourages universityes to the effective adoption of mobile learning.…”

Section: Introductionmentioning

confidence: 99%

“…A study by [12] found that technological readiness played a key role in the succussful adoption of e-learning in Saudi Arabia. A lack of assessment of institutional readiness is also a key issue associated with failed e-learning system adoption [10]. According to [4], the three previous studies found that university readiness, including students' readiness, faculty readiness and institutional readiness, are key factors in the failure of e-learning adoption in universities.…”

Section: Introductionmentioning

confidence: 99%

“…Based on a review of the literature, the assessment of readiness of stakeholders is an important factor to consider in the adoption and use of any electronic system. Because the absence of an assessment of institutional readiness is also a key issue that is associated with failed e-learning system adoption [10], it is very important to examine the acceptance of new systems to facilitate their successful implementation [4], [20]. Therefore, as faculty members have a key role in successfully implementing e-learning, this study aims to assess their readiness to use an e-learning platform in Shaqra University.…”

Section: Introductionmentioning

confidence: 99%

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Studying faculty members’ readiness to use Shaqra University e-learning platform

Alotaibi

Alghamdi

2021

IJEECS

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In Saudi Arabia, most universities are seeking to implement e-learning to improve education access and processes. Although some universities have already implemented e-learning, most have not. Shaqra University is aiming to implement an e-learning system. Therefore, through the use of a questionnaire, this study examines faculty members’ readiness to use the e-learning platform and assesses their readiness based on gender differences and user experience. Factors considered were usage self-efficacy, self-confidence in dealing with e-learning, Attitude towards e-learning and educational needs towards e-learning. The results revealed that, based on all these factors, faculty members were ready to use the platform of e-learning. There were no differences between male and female participants in self-efficacy in using information and communications technology, self-confidence in e-learning and educational needs towards e-learning. The females’ mean score was significantly higher than the males’ mean score. Between faculty members with no experience and faculty members’ who were experienced in e-learning, user experience was significantly different for self-efficacy of using information and communications technology, self-confidence in e-learning and attitude towards e-learning. These results revealed that faculty members are ready to use a platform of e-learning and these results may help decision makers in Shaqra University to successfuly adopt an e-learning platform.

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“…E-learning is a learning system using online learning media (Al-araibi et al, 2019;Alhawiti & Abdelhamid, 2017;Mbipom et al, 2018;Mhouti et al, 2018;Teo et al, 2018). That resulted in the learning model used also had to adjust.…”

Section: Introductionmentioning

confidence: 99%

PEB-COVID-19: Analysis of Students Behavior and ILMIZI Model in Environmental Learning

Ichsan

Rahmayanti

Purwanto

et al. 2020

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Environmental learning during COVID-19 experienced a change to e-learning. The use of learning models must be compatible; one model that can be chosen was the ILMIZI model. In addition to learning the concept of COVID-19, students must also be able to implement it in the form of Pro-Environmental Behavior (PEB) COVID- 19. The purpose of this study was to analyze descriptively about PEB-COVID-19 and also analyze the potential of ILMIZI to be applied in e-learning. The research conducted using a descriptive method. The sample was 148 Junior High School students located in Bekasi City and Bandung city. The data was collected online using Google form. The results showed that the PEB-COVID-19 student score was already in the very high category. While the results of the analysis show that the ILMIZI model allows it to be used in e-learning. This study concluded that the score of PEB-COVID-19 students was still in the very low category and the use of the ILMIZI model was one form of learning innovation. Keywords: COVID-19, ILMIZI Model, PEB-COVID-19, Pro-Environmental Behavior

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A model for technological aspect of e-learning readiness in higher education

Cited by 36 publications

References 22 publications

Indispensable Successful Implementation Features for E-Learning in the Egyptian Higher Education

Indispensable Successful Implementation Features for E-Learning in the Egyptian Higher Education

Studying faculty members’ readiness to use Shaqra University e-learning platform

PEB-COVID-19: Analysis of Students Behavior and ILMIZI Model in Environmental Learning

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