Change in E-learning Readiness and Challenge for Myanmar Higher Education

The, Mon Mon; Usagawa, Tsuyoshi

doi:10.4236/ce.2018.99095

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…Readiness is vital in ensuring the success of education-instruction process and is an important input for learning-teaching system (Bloom, 1995 as cited in Engin, 2017). The and Usagawa (2018) highlighted the necessity of measuring the readiness prior to the implementation of e-learning as it gives awareness to the university of what is required among the students, psychologically and technically. They added that this highlights the degree of preparedness required by a university or organisation of the implementation.…”

Section: Readiness Towards Online Testing Among Studentsmentioning

confidence: 99%

Readiness towards Using Computer-Based Language Test (CBLT) among Malaysian Tertiary ESL Learners

Yusof¹,

Basri²,

Sabri³

et al. 2022

IJARBSS

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The vast majority of 'Gen Z' are in the positive light about the future of technology in education. Due to the Covid-19 pandemic, there has been a shift in teaching, learning and assessing methods. To keep abreast with current technology, computer-based language test (CBLT) was used as one of the methods to assess students' language proficiency during the shift. For this study, the CBLT was adopted and conducted among students who were taking an English proficiency course in a public university mainly located in Selangor, Malaysia. They were required to sit for the test as part of the course fulfilment. Thus, the purpose of the study is to investigate whether there are significant differences in the CBLT 1, CBLT 2 and CBLT 3 scores among Business Management (BM), Social Sciences and Humanities (SSH), and Science and Technology (ST) students, who were from different branches around Malaysia. The study employed a quantitative research design in which a total of 16079 students' scores from three (3) different tests were recorded and analysed. The results of this analysis will provide insights on the conclusion that students from different programmes were able to adapt to the use of the CBLT in assessing their listening skills.

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Section: Readiness Towards Online Testing Among Studentsmentioning

confidence: 99%

Readiness towards Using Computer-Based Language Test (CBLT) among Malaysian Tertiary ESL Learners

Yusof¹,

Basri²,

Sabri³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

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“…According to the ICT development index 2017 released by ITU, Myanmar was one of the countries in ASEAN which had a lower rank of ICT index. Strengthen the claim, The and Usagawa [30] stated that development of ICT in Myanmar educational system has faced various obstacles such as poor telecommunication infrastructure, lack of ICT ability & knowledge, weakness of human resources. Moreover, the statistical data released by UNESCO in 2012 which showed only 5% of Myanmar schools have computer laboratories [31].…”

Section: Myanmarmentioning

confidence: 99%

The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar

Machmud

Widiyan

Ramadhani

2021

IJERE

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This study has an objective to identify the development and policies of educational technology application in ASEAN countries. Through the literature review and analysis, this recent study has compared the issue of educational technology development and policies in ASEAN countries. The reviewing country has been chosen based on the Information and Communication Technology (ICT) index amongst the ASEAN countries, that are Singapore (as the highest rank), Thailand & Indonesia (as the middle rank), and Myanmar (as the lowest rank). The result of the study shows that the majority of the countries focused to improve network capabilities in supporting online learning, and the policies of each country showed a similarity in improving the technology equity for the learner. However, Singapore shows more advance technological implementation such as the application of broader Artificial Intelligence in classroom activity, while the use of Artificial Intelligence (AI) in Thailand and Indonesia still in developing progress. In conclusion, the technology education development in ASEAN countries has moved forward through the past year and the policies of educational technology for each country have been similar in strengthening the ASEAN plan.

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“…Rohayani et al (2015) further argue the adoption of e-learning should ideally be initiated by measuring the readiness for e-learning. Another study warns that a readiness assessment must be done before elearning is implemented (The & Usagawa, 2018). Adiyarta et al (2018) used the Thirteen-Factor E-Learning Readiness Model in a study and found the "three readiness factors that needed a lot of work" included human resources, technical skills, and content (p. 241).…”

mentioning

confidence: 99%

Professional development of academics for the implementation of online learning in African open and distance teaching institutions

Modise¹,

Zawacki‐Richter²

2023

IJEDE

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E-learning has been recognized as the vehicle with the highest potential to improve education systems in African countries if implemented well. However, the sought after improvements are yet to be realized owing to the increasing failure of e-learning initiatives. This study investigated how academics were prepared for online teaching and learning at open and distance education (ODE) institutions in South Africa and Nigeria, where two of Africa's largest ODE institutions are located. Twenty participants from both institutions were selected to participate in the study. Qualitative semi-structured interviews were used to collect data, and a thematic analysis was used to analyze the data. Consistent with previous research, the findings of this study showed higher education institutions (HEIs) in Africa did not properly plan and manage their e-learning implementation projects. A lack of proper understanding of online learning and appropriate digital skills were the main reasons for reported failures of e-learning initiatives in these contexts. Consequently, this study positioned the professional development of academics as integral to e-learning innovation in higher education. The results of this study may resonate with other types of educational institutions, and the lessons documented may be valuable and helpful to other cases in similar situations. The development of needs-based and timely training interventions is recommended. Keywords: academic professional development, digital transformation, e-learning readiness, ODeL, online teaching, TPACK Développement professionnel des universitaires pour le déploiement de la formation en ligne dans les établissements africains d'enseignement ouvert et à distance Dr. Mpho-Entle Puleng Modise & Professor Olaf Zawacki-Richter Résumé : La formation en ligne a été reconnue comme le moyen ayant le plus grand potentiel pour améliorer les systèmes éducatifs des pays africains si elle est bien mise en œuvre. Cependant, les progrès escomptés ne sont pas encore réalisés en raison de l'échec croissant des initiatives de formation en ligne. Cette étude a examiné la manière dont les universitaires ont été préparés à l'enseignement et à l'apprentissage en ligne dans les établissements de formation ouverte à distance (FOAD) d'Afrique du Sud et du Nigeria, où se trouvent deux des plus grands établissements de FOAD d'Afrique. Vingt participants des deux institutions ont été sélectionnés pour participer à l'étude. Des entretiens qualitatifs semi-directifs ont été réalisés pour collecter les données, et une analyse thématique a été utilisée pour analyser les données. En cohérence avec les recherches précédentes, les résultats de cette étude ont montré que les établissements d'enseignement supérieur en Afrique n'ont pas adéquatement planifié et géré leurs projets de mise en œuvre de la formation en ligne. Le manque de compréhension de la formation en ligne et des compétences numériques appropriées sont les principales raisons des échecs signalés concernant les projets de formation en ligne mis en place dans ces contextes. Par conséquent, cette étude a positionné le développement professionnel des universitaires comme faisant partie intégrante de l'innovation en matière d'e-learning dans l'enseignement supérieur. Les résultats de cette étude peuvent trouver écho dans d'autres types d'établissements d'enseignement, et les leçons tirées peuvent être intéressantes et utiles pour d'autres instances dans des situations similaires. Le développement d'interventions de formation fondées sur les besoins et moments opportuns est recommandé. Mots-clés : développement professionnel universitaire, transformation numérique, préparation à la formation en ligne, FOAD, enseignement en ligne, TPACK

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Change in E-learning Readiness and Challenge for Myanmar Higher Education

Cited by 5 publications

References 3 publications

Readiness towards Using Computer-Based Language Test (CBLT) among Malaysian Tertiary ESL Learners

Readiness towards Using Computer-Based Language Test (CBLT) among Malaysian Tertiary ESL Learners

The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar

Professional development of academics for the implementation of online learning in African open and distance teaching institutions

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