Measuring teachers' readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey

Akaslan, Dursun; Law, Effie

doi:10.1109/educon.2011.5773180

Cited by 56 publications

(60 citation statements)

References 7 publications

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“…The results also provide empirical evidence in support of Akaslan and Law [9] and Bukaliya and Mubika [10], who established the importance of ICT skills and training in influencing readiness. This study found that technological capabilities explained slightly more than 30% of teachers' e-learning readiness.…”

Section: Resultssupporting

confidence: 60%

“…Most key theorists maintain that it is very important to have relevant ICT training for teachers and instructors to enhance their preparedness and ability to take up e-learning [9]. Indeed, ICT-related factors are instrumental in shaping the success of e-learning, as highlighted by Bukaliya and Mubika [10], who found ICT knowledge and skills (in software and hardware), computer training, and infrastructure to be the main factors affecting teachers' readiness for the e-learning uptake in Zimbabwean schools.…”

Section: Literature Reviewmentioning

confidence: 99%

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Underlying Structure of E-Learning Readiness among Palestinian Secondary School Teachers

Trayek

Ahmad

Nordin

et al. 2016

MATEC Web of Conferences

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Abstract. This paper reports on the results of an exploratory factor analysis procedure applied on the e-learning readiness data obtained from a survey of four hundred and seventy-five (N = 475) teachers from secondary schools in Nablus, Palestine. The data were collected using a 23-item, self-developed Likert questionnaire measuring e-learning readiness based on Chapnick's conception of the construct. Principal axis factoring (PAF) with Promax rotation applied on the data extracted four distinct factors supporting four of Chapnick's e-learning readiness dimensions, namely technological, psychological, infrastructure, and equipment readiness. Together these four dimensions explained 56% of the variance. A reliability analysis produced high internal consistency estimates ranging between .81 (equipment readiness) and .91 (technological readiness) for the extracted factor structure. These findings provide sound empirical support for the construct validity of the items and for the existence of these four factors that measure e-learning readiness.

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Section: Resultssupporting

confidence: 60%

Section: Literature Reviewmentioning

confidence: 99%

Underlying Structure of E-Learning Readiness among Palestinian Secondary School Teachers

Trayek

Ahmad

Nordin

et al. 2016

MATEC Web of Conferences

View full text Add to dashboard Cite

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“…Mean scores for the factors can also be used to identify the areas of improvement for the participating students. The details of the items and factors were already published [6][7][8][9][10]. As the overall readiness of the participants in the blended and e-learning modes was sufficient, a case-control study was conducted.…”

Section: Methodsmentioning

confidence: 99%

“…The stages of such a model were identified after detailed analyses of our previous research studies [6][7][8][9][10], related literature, and discussion among the researchers. Using this model, students can study at home and assess their learning before they attend campus-based lectures.…”

Section: Teacherassessmentmentioning

confidence: 99%

A model for flipping electrical engineering with e-learning using a multidimensional approach

Akaslan¹,

Law²

2016

Turk J Elec Eng & Comp Sci

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This paper proposes a model for supporting electrical engineering with e-learning. The model development is based on survey data collected from representative teachers and students studying in higher education institutions in Turkey. To develop the model, the study investigated the attitudes of the representative key stakeholders in the relevant higher education institutions towards e-learning by administrating questionnaires and interviews with teachers and students. The responses of the teachers and students were then compared. Based on the results, a model was proposed with a multidimensional approach to e-learning. The model flips electrical engineering to make sure that the students review, discuss, and explore course content before and after class. The proposed model encourages students to start with e-learning, to continue with the face-to-face learning setting on campus, and then to come back to elearning for evaluating their learning in the classroom. Using this model, students can study at home and assess their learning before and after their attendance to campus lectures and enhance their learning with various types of learning, namely self-directed learning, self-assessment, teacher-directed learning, teacher assessment, computer-directed learning, and computer assessment. Similarly, model evaluation was conducted at the relevant higher education institutions. To evaluate the applicability of the model, a case-control study was conducted to determine whether the model had the intended effect on the participating students of the relevant institutions. As a result of the case-control study, the effects of e-learning, blended learning, and traditional learning were verified by teaching the use of MATLAB software. The overall scores indicated that e-learning and blended learning were more effective as compared to traditional learning.The results of our study indicated that the knowledge increase in e-learners seemed to be gradual because they tended to study daily by completing each activity on time.

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“…A similar study by [2] focussed on the perceptions of Turkey academics about elearning. [18] had surveyed the perceptions of the faculty at the Manchester Metropolitan University in the United Kingdom and findings conform to existing literature that educators have a positive attitude towards e-learning systems [3], [2] compared to inflexible traditional teaching and learning paradigms [20], The few studies relating to Africa include [20] who observed that institutions in this environment lag in the use of ICT in education. This has been attributed to such factors as lack of institutional support, resources, information, knowledge and expertise to embrace e-learning technologies [18].…”

Section: Related Workmentioning

confidence: 99%

The use of e Learning Systems for pedagogy What Zimbabwean Educators say

Scott¹,

Dube²

2016

Fourth International Conference on Advances in Computing, Electronics and Communication - ACEC 2016

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Abstract-This paper examines the Zimbabwean educators' perceptions about e-learning systems in pedagogy. We use the term "educators" to refer to the teaching staff at a university context. The paper sought to present the views of the educators about e-learning. It is our assumption that these views could assist in explaining the existent second order digital divide currently persisting in higher education institutions in African developing nations such as Zimbabwe. The digital divide has resulted in a mismatch between the wide spread investment and the actual use of Information and communication technologies (ICT) like the e-learning systems. The anticipated contributions of such systems to education are yet to materialize since their pedagogical use in teaching and learning is still at its infancy. Higher education institutions are being robbed of the returns from the costly technological investments while digital natives are deprived of the ICT affordances, which their first world counterparts are enjoying. Using Giddens; Structuration Theory, the paper attempted to establish the meanings the educators attach to e-learning system platforms as tools for elevating university pedagogy. Both quantitative and qualitative data were collected from educators at one of the sixteen universities in Zimbabwe, a developing nation in Southern Africa. The findings as discussed in the paper reveal that despite being aware of the existence and the value of e-learning system tools, educators' integration of these tools in teaching is insignificant. This could be attributed to their concerns directed to the learning institution that require immediate redress if the widespread usage of elearning tools is to be realized.

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Measuring teachers' readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey

Cited by 56 publications

References 7 publications

Underlying Structure of E-Learning Readiness among Palestinian Secondary School Teachers

Underlying Structure of E-Learning Readiness among Palestinian Secondary School Teachers

A model for flipping electrical engineering with e-learning using a multidimensional approach

The use of e Learning Systems for pedagogy What Zimbabwean Educators say

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