E-readiness measurement tool: Scale development and validation in a Malaysian higher educational context

Goh, Pauline Swee Choo; Blake, Damian

doi:10.1080/2331186x.2021.1883829

Cited by 10 publications

(5 citation statements)

References 32 publications

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“…It is important that training institutions identify and understand the divide among faculty (Soomro et al, 2020;Goh and Blake, 2021;Lakshmi, 2021) and actively work towards reducing the gap. One way to do this is to develop a checklist or questionnaire that identifies gaps at specific levels of the continuum of digitalization, such as the online tool used in this study.…”

Section: Discussionmentioning

confidence: 99%

Identifying the need to institutionalize digital equity among faculty: the experience of the Kenya Medical Training College

Gicheru,

Mwangi

2023

Front. Educ.

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BackgroundThe use of digital tools and applications in health professions education is increasing exponentially, however this has the potential to increase the digital inequities with the resulting effect of vulnerable groups facing an increased risk of digital exclusion. It is therefore important to approach digitalization with contextual determinants of the intended and unintended impact in mind. We present a perspective paper on digital equity, informed by lessons learnt at the Kenya Medical Training College (KMTC).MethodsUsing a case description methodology, we examined routine educational data collected from faculty at KMTC in November 2022. This included quantitative and qualitative data on access, ownership, utilization, confidence and skills to create, share, and exchange knowledge on the institution’s learning management system. We used these factors as the conceptual framework for understanding how faculty adopt digitalization in health professions education.Results306 faculty responded to the survey (response rate 27.8%) of whom 90.8 and 75.2% had personal laptops at home and at work and 75.9% had internet at work. 53.4% (n = 163) knew they had accounts created on the institution’s learning management system (LMS) majority of whom had basic skills and were able to perform skills such as logging in and accessing learning resources. However, a minority had advanced skills needed for teaching and learning in the LMS.ConclusionMedical education institutions in LMICs need to adopt programs to enhance digital literacy and monitoring of access, utilization and self-efficacy across all learner and faculty groups, to ensure that digital technologies reduce rather than exacerbate existing inequities.

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Section: Discussionmentioning

confidence: 99%

Identifying the need to institutionalize digital equity among faculty: the experience of the Kenya Medical Training College

Gicheru,

Mwangi

2023

Front. Educ.

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“…Molla and Licker (2005a) propose that all the cases with missing data are deleted, a minimum eigen value of 1 serves as the cut-off value, all the subsequent operations' factors are excluded which have a factor loading of less 0.5 or were loaded more than once with a factor loading of more than 0.5, all the single item factors are excluded for the sake of parsimony; and component-wise the Varimax raw rotation factor is extracted. The author acknowledges other models developed elsewhere (Goh & Blake, 2021;Khan, Khurram, & Zubair, 2020;Farokhizadeh, et al 2019;Pal, Singh, & Dhaliwal, 2020) Data were tested for reliability using the Cronbach alpha, sample adequacy using Kaiser-Meyer-Olkin's Measure of Sampling Adequacy and Bartlett's Test of Sphericity. Cronbach alpha is expected, as a rule of thumb, to be above 0.7.…”

Section: Methodsmentioning

confidence: 99%

Relationship between Organisational E-readiness and E-Commerce Implementation in Developing Countries: Perspectives from Tanzania

Mbamba

2023

udslj

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This paper aimed to establish the role of e-readiness in implementing e-commerce in organisations in developing countries using Tanzania as an example. Using Molla and Licker’s (2005a) model, the study evaluated the organisational e-readiness to implement e-commerce. Data collected via email came from 165 purposively selected managers from Dar es Salaam. The resultant data were subjected to confirmatory factor analysis to reduce the number of variables to a manageable level. Then the e-readiness factors were regressed to the level of e-commerce. The results show that organisational commitment, technological resources, and awareness level, as well as the government’s commitment to e-readiness emerged to be important factors in determining the level of e-commerce of an organisation. Empirically, the study shows that these four factors are reliable predictors of the e-commerce level from the developing countries’ perspectives. All the variables identified were significantly related to the level of e-commerce an organisation has attains. Thus, the paper argues that an organisation’s commitment, technological resources and awareness level, as well as the government’s commitment to e-Readiness are salient factors in determining the e-commerce level of implementation of an organisation. Implicitly, the factors the paper has identified are important in the execution of e-commerce. As such, these factors need consideration in an organisation seeking to benefit from e-commerce implementation. In other words, countries can ignore e-readiness and e-commerce implementation at their own peril.

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“…This cluster connected nine keywords -education, human, human experiment, leadership, learning, questionnaire, student, training, and teaching. Specifically, these articles explore e-readiness measurement tool usage for higher Education 4.0 (Goh & Blake, 2021), leadership style models in the Education 4.0 era (Kadiyono et al, 2020;Wahidin et al, 2020), and electronic learning features in Education 4.0 (Mansor et al, 2020). The most frequently cited article in this cluster with 60 citations is that by Bonfield et al (2020), which emphasised the Education 4.0 aspect of teaching and learning in the digital age.…”

Section: Countries With the Most Affiliation In Education 40 Researchmentioning

confidence: 99%

A Five-Year Bibliometric Analysis of Education 4.0 and Direction for Education 5.0 Future Research

Zainal Abidin,

Mat Jan,

Othman

et al. 2023

IJLTER

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Education 4.0 is a conceptual education framework for current generations. The evolution of education has continued to evolve, which in turn creates a research niche for innovation development in higher education institutions. This study aimed to analyse articles on Education 4.0 research from 2018 to 2022 using the Scopus database as well as identifying current trends in the field of education. This research examined trends in publication and citation performance, journal-related performances, most frequently cited articles, top affiliated countries, and emerging research trends. A bibliometric study was employed in achieving the objectives of the study, guided by five research questions. The study began by extracting metadata and analysing keyword co-occurrence using VOSviewer software and Microsoft Excel. Results showed that Malaysia, Mexico, and Indonesia are three of the top countries to which authors who publish about Education 4.0 research are affiliated. It was also found that there were five emerging research trends related to Education 4.0, namely (a) Education 4.0 on various educational mechanisms, features, and applications; (b) the effect of COVID-19 on the engineering education learning system and the role of Education 4.0; (c) Education 4.0 by means of modern information technologies; (d) developing a framework for innovation in Education 4.0, and (e) technology and digital transformation in Education 4.0. Two suggestions are also made for the direction of future study. Lastly, the implication of this bibliometric study on Education 4.0 informs and shapes the direction of the upcoming Education 5.0 research.

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E-readiness measurement tool: Scale development and validation in a Malaysian higher educational context

Cited by 10 publications

References 32 publications

Identifying the need to institutionalize digital equity among faculty: the experience of the Kenya Medical Training College

Identifying the need to institutionalize digital equity among faculty: the experience of the Kenya Medical Training College

Relationship between Organisational E-readiness and E-Commerce Implementation in Developing Countries: Perspectives from Tanzania

A Five-Year Bibliometric Analysis of Education 4.0 and Direction for Education 5.0 Future Research

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