Implementation of E-learning in The University of Gezira Barriers and Opportunities

Idris, Fadl elmoula Abd alla; Osman, Yassin Z.

doi:10.22496/esr2016090470

Cited by 4 publications

(8 citation statements)

References 15 publications

(15 reference statements)

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“…This particular finding could provide new insights into the role of gender on attitudes toward e-learning. Nevertheless, this result contrasts with previously related researches (Bahiti & Farizi, 2018;Bakr, 2011;Bassfar, Z., Rozinah, J., & Merza, 2012;Idris & Osman, 2017). These conflicting results could be interpreted by the fact that educators in MU characterized by some factors that affected their attitudes, including limited technology access, skill, resistant to change and interest.…”

Section: Discussioncontrasting

confidence: 73%

“…With reference to HEIs in developing nations, they have lagged behind those in the industrialized globe, chiefly due to several socio-economic challenges and obstacles (Bahiti & Farizi, 2018;Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2012;Idris & Osman, 2017;Thuraya Kenan, Pislaru, & Elzawi, 2014;Rhema & Miliszewska, 2010;Tarus, Gichoya, & Muumbo, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Investigating Instructors’ Attitude towards the Adoption of ELearning Technology in Libyan Higher Education Institutes: Case Study; Misurata University

2019

Aust. J. Basic & Appl. Sci

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In recent years, Higher Education Institutes (HEIs) worldwide have invested heavily in the adoption of e-learning with a view to improving the quality of their education. However, the success of their development faced numerous challenges, particularly, the end user's acceptance, including the perceptions, and engagement. Therefore, surveying lecturers' attitudes toward e-learning in LHEIs is considered to be a meaningful stage before thoroughly embarking e-learning practices in educational activities. Instructors' attitudes towards the use of e-learning have been extensively investigated in the educational system worldwide, however, in Libya, this research is ineffective and limited. In light of this, the present study aims to investigate the perception of instructors' in LHEIs and their attitudes towards implementing e-learning technology, where an online questionnaire has been utilized to collect data from 219 academic staff in various faculties at Misurata University (MU), in Libya. The collected data were analyzed using Statistical Package for Social sciences (SPSS) to investigate the impact of demographic characteristics of participants on their attitude towards e-learning. The study concluded with a set of findings that revealed that the demographic characteristics of participants might have a significant impact on their attitude towards e-learning; which may directly impact the success of e-learning adoption in higher education. The results also show that the instructors in LHEIs have a positive attitude towards elearning.

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Section: Discussioncontrasting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Investigating Instructors’ Attitude towards the Adoption of ELearning Technology in Libyan Higher Education Institutes: Case Study; Misurata University

2019

Aust. J. Basic & Appl. Sci

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“…The instructors in Mutisya and Makokha's (2016) study ranked the lack of computers on campus as the sixth most important factor that prevents them from adopting e-learning. Other authors who also highlight a shortage of computer hardware are Patel, Kadyamatimba and Madzvamuse ( 2016), Idris and Osman (2016), Mahenge and Sanga (2016), Mässing (2017), Khavugwi (2017), and Maphalala and Adigun (2021). Mahenge and Sanga (2016), Idris and Osman (2016) and Mässing (2017) identified a shortage of applicable software, while Raphael and Mtebe (2016) and Mafunda and Swart (2020) noted the significant role limited or no ICT facilities at all can play.…”

Section: Ict Infrastructurementioning

confidence: 99%

“…Campus network and/or bandwidth-related issues were identified by Azeez and Van Der Vyver ( 2018), Idris and Osman (2016), Eze, Chinedu-Eze and Bello (2018), Gupta, et al (2017), Mahenge and Sanga (2016), Mässing (2017), Khavugwi (2017) and Maphalala and Adigun (2021).…”

Section: Ict Infrastructurementioning

confidence: 99%

A Systematic Review of the Challenges of e-Learning Implementation in Sub-Saharan African Countries: 2016-2022

Van der Merwe,

Serote,

Maloma

2023

EJEL

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Even a cursory review of the research literature over the past two decades will reveal many e-learning implementation challenges facing sub-Saharan Africa Higher Education Institutions. The last available systematic review of these challenges was conducted in 2017. To address this gap and by following the PRISMA-ScR guidelines, our systematic review aimed to find answers to the following two research questions: (a) What e-learning challenges were identified in research conducted in Higher Education Institutions in sub-Saharan Africa from 2016, and (b) Which e-learning challenges identified before 2016 remain and which are new? Using search terms and synonyms associated with e-learning challenges, three reviewers performed a Boolean search in Google Scholar, Web of Science, and Scopus. After duplicates (113) were removed, a total of 353 potential articles were imported into a collaboration platform and filtered using the following inclusion criteria: (1) Higher Education Institutions in sub-Saharan Africa (2) English articles from 2016 to 2022 (3) user data on real-world e-learning implementations are available (4) use of a computer/mobile device excluding m-learning approaches and (5) blended or fully online courses. After a selection process where article sets were reviewed, rotated, and conflicts resolved, 25 articles that met the inclusion criteria formed the primary evidence base. After a data collection process and using selected Grounded Theory techniques, a total of 48 challenges, synthesised in 25 challenge categories, were identified across six themes: university-related (36 citations), instructor-related (20), access-related (14), LMS-related (10), student-related (9) and computer literacy-related (9). The main challenges categories were ICT infrastructure (14 citations), technical support (10) and student bandwidth (8), while the secondary challenges were mainly related to the instructor: commitment and capacity (7), capacity (6), LMS training (6) and instructional design and support (5). Suggestions are offered to address key challenges related to ICT infrastructure, technical support, and student bandwidth. Secondary challenges, which are mainly related to the instructor, are proposed to be resolved by a skilled and energetic instructional design and support team. Although many challenges identified before 2016 were reinforced in this investigation, no new challenges were identified. Overall, the number of citations for specific challenges shows that most challenges are context-specific, that is, limited to single HEIs. However, when combined in challenge categories and reflected as themes, the review reveals many challenges to remain persistent. To ensure that an institution, its instructors, and its students are geared and supported stepwise, a holistic top-down approach that considers all challenges is required. To achieve this, a recommendation for further research is the development of an updated SSA-specific checklist that can be used to rate e-learning readiness in terms of importance and context. The research aims to provide active researchers in the field with an update on the status of research on e-learning challenges in SSA, as well as to make decision-makers aware of potential challenges when implementing e-learning in the SSA context. This may result in better institutional strategies to support e-learning practitioners, as well as to ensure the effective development and implementation of e-learning management systems.

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“…Educational skills barriers: educational skills barriers are lack of skills among headmasters of education area in using internet and computer, learners and familiarity with the English language to use it in cyberspace and not presenting electronic learning courses as a class teaching supplement for innovating teaching quality. 3. a study conducted by (Idris & Osman, 2016) stated that there are six fundamental challenges toward the implementation of e-learning at the University of Gazira-Sudan. These challenges are: a. language barrier: in countries where English is not the first language, the Englishlanguage teacher is challenged to encourage e-learning.…”

Section: The Major Barriers Of E-learning Identified In the Literaturementioning

confidence: 99%

E-Services in Sudan During the Covid-19 Pandemic as a Model: a Case Study of University of Bahri-Sudan

Ibrahim

2021

JGPP

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The study aims to explore the barriers of online learning in Sudan. The achievement of the research purpose requires an approach which is not only describes the relations between variables, but also the experience of the stakeholders, therefore, the study adopted mixed mothed approach. To collect data, the study used two sources; secondary, and primary data sources. The secondary sources included peer-review international journals from recognized publishers, books, newspapers and reports. The primary sources included questionnaires and interviews. 132 participants were surveyed. Two professors were interviewed. SPSS was used to analyze the data. The findings indicate that there are five unique barriers to e-learning adoption in Sudan including; poor network infrastructure, lack of bandwidth in rural areas, electricity outages, lack of electricity in rural areas, and stakeholder’s deficiency of e-skills. Furthermore, the study showed that some professors are old, and they resist the adoption of e-learning. Likewise, the study found that 67% of respondents were not able to access the internet in their areas during Covid19 lockdown, 25% of respondents do not possess computers, 35% of respondents did not receive training for gaining E-skills, and 74% of respondents prefer learning in classrooms. The study concluded that, E-learning to be adopted in Sudan, several steps can be taken such as e-skills intensive training for stakeholders, support of stakeholders, electricity and internet networks connection to whole parts of Sudan, poverty combat, and stimulation of students to accept e-learning.

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Implementation of E-learning in The University of Gezira Barriers and Opportunities

Cited by 4 publications

References 15 publications

Investigating Instructors’ Attitude towards the Adoption of ELearning Technology in Libyan Higher Education Institutes: Case Study; Misurata University

Investigating Instructors’ Attitude towards the Adoption of ELearning Technology in Libyan Higher Education Institutes: Case Study; Misurata University

A Systematic Review of the Challenges of e-Learning Implementation in Sub-Saharan African Countries: 2016-2022

E-Services in Sudan During the Covid-19 Pandemic as a Model: a Case Study of University of Bahri-Sudan

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