Challenges to E-learning Success:The Student Perspective

Hujran, Omar; Aloudat, Anas; Al-Hennawi, Hanin; Ismail, Hanaa Nabeel

doi:10.2991/icibet.2013.226

Cited by 9 publications

(6 citation statements)

References 26 publications

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“…Information discovered is not packaged and more emphasis is given to the learning process than the product (Schell and Janicki, 2013). E-Learning has always been a challenging learning space, which has shown resistance in acceptance from both students and faculty members, Rosenberg and Foshay (2002), Al-Hujran et al (2013). In ERT, there is no choice, but for faculty members to adapt to the situation to restore the continuity of education, despite the challenges (Karalis and Raikou, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis

Valsaraj

More²,

Biju³

et al. 2021

ITSE

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Purpose During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT. Design/methodology/approach A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation. Findings The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. Addressing these unique challenges is, therefore, essential in effective change management and ensuring the effectiveness of instructional delivery. Research limitations/implications The study comprises faculty experiences from only selected countries (the United Arab Emirates, Oman, India and Malaysia) and disciplines such as business studies, design and architecture, engineering, hospitality and tourism management, medicine and nursing. The research contributes towards change management and adaptability strategies during emergency transitions. Practical implications The study has implications in the field of education, administration, research and society at large. This is an era of change that has witnessed tremendous possibilities of digital technology in enhancing remote teaching and learning at all levels of education worldwide. The study enumerates the factors influencing the paradigm shift in the pedagogy for present and future higher education. The present study also highlights how challenging this transformation was to the lives of professional academics and emphasized how effectively the faculty need to be mentored for the future by the administration. Future research can envisage effective tools and techniques for strengthening professional education at universities. The social context and human experiences in ERT and their impact on the process of learning are also addressed in the study. Social implications The study aims to understand the social context and human experiences in the process of ERT and their impact on the process of learning. Originality/value The findings of the study would throw light into the factors influencing the paradigm shift in the pedagogy for present and future higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis

Valsaraj

More²,

Biju³

et al. 2021

ITSE

View full text Add to dashboard Cite

show abstract

“…regarding the provision of adequate technical equipment and related conceptual and political support measures (Fraillon et al, 2014). Also, Al- Hujran, Aloudat, Al-Hennawi and Ismail (2013) came to the conclusion that the success of online learning is highly dependent on how institutions are addressing key challenges such as awareness about its benefits and possible resistance from students and educators regarding the use of online learning methods whereas the structural inequalities or disadvantages are not coming into view.…”

Section: Risks Of Inequality Reproduction In the Context Of Digital Mediamentioning

confidence: 99%

Participation?! Educational Challenges for Young Refugees in Times of the COVID-19 Pandemic

Fujii

Hüttmann

Kutscher

et al. 2020

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This article focuses the educational settings in the everyday life of young refugees in the context of distance education under the circumstances of the COVID-19 pandemic in Germany. It explores dimensions and intensifications of education-related digital inequality during this period in formal and non-formal educational settings. Based on ethnographic interviews with teachers, young refugees and social workers, different dimensions of inequality as well as interrelations between informal (leisure), non-formal (child and youth welfare) and formal (school) educational contexts for empowering the educational participation of young refugees, especially regarding online learning, are discussed. The empirical data show that during the period of distance education the specific needs of young refugees are only taken into account to a limited extent and thus increasing risks of exclusion from education emerge. Lack of technical access, media expertise, language skills and personal support turn out to be major challenges in enabling educational participation of vulnerable groups such as young refugees. Therefore, educational policy at federal and national level in Germany needs to outline a scheme on how to meet these challenges by further developing non-formal as well as formal educational support structures.

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“…The result of this study was that online courses would effectively be running if there is a learning system integrated with a forum, material, submission, etc. Another related study was conducted by Al-Hujran et al (2013) about the challenges to E-learning success. This study was proposed to reports the student's perspective about the E-learning paradigm and tools.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Acceptance of Technology in a Remote English Teaching at SMA Negeri 4 Singaraja

Dharma

2021

JoES

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This study is aimed to describe the English teachers’ acceptance of technology in remote English teaching. SMA Negeri 4 Singaraja is one of the senior high school that implementing remote English remote English teaching during the pandemic. Furthermore, in order to find out the English teachers’ acceptance in remote English teaching in SMA Negeri 4 Singaraja, Technology Acceptance Model (TAM) theory is used. The samples of this study were the 7 English of SMA Negeri 4 Singaraja. In order to collect the data, questionnaire was used. The data was collected from survey which was analyzed quantitatively. The result of this study showed that English teachers’ acceptance of technology in remote English teaching at SMA Negeri 4 Singaraja was neutral, which means they were either accepting remote English teaching or denying remote English teaching. However, their neutral acceptance was considered more to positive because several factors such as perceive ease of use and perceive of usefulness.

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Challenges to E-learning Success:The Student Perspective

Cited by 9 publications

References 26 publications

Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis

Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis

Participation?! Educational Challenges for Young Refugees in Times of the COVID-19 Pandemic

Teachers’ Acceptance of Technology in a Remote English Teaching at SMA Negeri 4 Singaraja

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