Successful implementation of E-learning in self-financed Higher Education: Experience from Hong Kong

Ng, Emily

doi:10.31681/jetol.655496

Cited by 7 publications

(8 citation statements)

References 35 publications

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“…When emergency remote learning is well-planned-structured, conducted in an appropriate learning management system and is in the hands of skilled lecturers, it can provide an equivalent learning experience to face-to-face (Taylor-Guy & Chase, 2020). All higher educational institutions worldwide are seeking viable, blended and sustainable modes of online courses (Ng, 2020). Learning management systems (LMS) such as like University of Cape Coast (UCC) Moodle are designed to support online learning.…”

Section: Higher Education Transition To Remote Learningmentioning

confidence: 99%

“…This abrupt substitution from in-person to emergency remote learning/teaching has left academic faculty, staff and students with challenges. Thus, emergency remote learning/teaching introduces change to both the people and the higher education institutions on any scale (Saykili, 2019;Ng, 2020). For example, educators have not been prepared to teach well with technology, let alone teach remotely with technology, hence, they struggled to figure out how to use digital tools, online resources, and apps to continue their teaching online (Trust, 2020).…”

Section: Higher Education Transition To Remote Learningmentioning

confidence: 99%

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Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana

Agormedah

Henaku

Ayite

et al. 2020

Journal of Educational Technology and Online Learning

211

140

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The COVID-19 pandemic has been a major concern across the globe affecting nation's socioeconomic development including education. It has pushes many HEIs in world to move into remote learning as a substitute of in-person instruction. The study explored students' response to online learning in higher education in Ghana. The study was guided by three research questions. Descriptive survey design was adopted and online questionnaire was used to gather data from 467 students in a higher education of Ghana. The data was analysed using frequency and percentage. Overall, the study found that students had positive response to online learning. They knew of online learning and some of the platforms like UCC Moodle platform, Alison and Google classroom. They would also like to use other social media platforms. They would use smart phone and laptop for the online learning. However, they were not ready for online learning because they lacked formal orientation and training, perceived lack of constant access to internet connectivity and financial unpreparedness. Management of the university should provide resources to help students assess whether they are ready to take an online course and offer suggestions for preparation. Since internet accessibility is expensive in Ghana at the moment, management of the university should hold negotiations with Cellular operators for educational discount for distance students. Academic staff should provide instructional support through instructional activities that can help students in appraising their readiness, gaining the needed skills to learn online and consider using flexible approaches to teaching and deadlines to accommodate students with reliable Wi-Fi or broadband access challenges as well as emotional response to help student ensure smooth transition to emergency remote learning/teaching.

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Section: Higher Education Transition To Remote Learningmentioning

confidence: 99%

Section: Higher Education Transition To Remote Learningmentioning

confidence: 99%

Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana

Agormedah

Henaku

Ayite

et al. 2020

Journal of Educational Technology and Online Learning

211

140

View full text Add to dashboard Cite

show abstract

“…Enriching learning in this digital era is no longer entirely under the control of an individual but as Ng (2020) states, the contribution of all users builds both individual and collective intelligence. The use of a VLE helped develop the participants' digital skills.…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

“…He further attested that these innovations enable students to access external learning (outside the boundaries of traditional learning institutions) through informal and enriched learning experience using online communities on new platforms (Saykili, 2019). Ng (2020), expressed a different perspective, she argued that the use of online environments, which replaces face to face encounters, will come naturally as higher institutions are gradually adopting this profound educational transformation. UNISA, as an open distance learning institution (ODL), is concerned about education and is determined to achieve its 2016-2030 ODeL strategy.…”

Section: Introductionmentioning

confidence: 99%

The university staff experience of using a virtual learning environment as a platform for e-learning

Molotsi

2020

Journal of Educational Technology and Online Learning

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Numerous open distance electronic learning (ODeL) institutions have embraced a virtual learning environment as a platform to facilitate e-learning. Although ODeL institutions have embarked on the use of a virtual learning environment (VLE), there is still a need to rethink e-learning processes to make content delivery exciting and interactive. The purpose of this study was to explore the experience of university staff using a VLE to study online courses. The use of VLE enhances content delivery, and university staff must embrace a new interactive learning environment to be on par with peers globally. The connectivism theory was adopted as a guiding framework to explore the staff experiences of a VLE. The use of VLE enhances content delivery and university staff have no choice but to embrace a new interactive learning environment to be on par with peers globally. As this study was empirical, a qualitative approach was used to sample seven staff members who studied e-courses using a VLE. This study was conducted at the University of South Africa (UNISA) which was a natural setting. The participants accessed the VLE within UNISA in their offices to share information with classmates globally. Data were gathered through an open-ended questionnaire. The thematical analysis was applied for analysis. Trustworthiness in this study was credibly maintained through member checking of each participant to confirm whether the information tallied with what transpired during the collection of data. The main research question that guided the gathering of data was: What are the university staff members' perceptions of the use of a VLE? The findings revealed that VLE was an enabler of content delivery as it is not bound to a specific time and place but can be accessed anytime and anywhere. It may be concluded that the use of VLE helped to develop the participants' digital skills and motivated them to design online learning courses. It is recommended that university staff be empowered to use other VLE interactive tools, to promote participation and engagement among the students, because VLE is not bound to a specific time frame or location.

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“…This is how the implementation occurred so fast for entire institutions because they were met with a problem and the only solution was to move fully online to keep professors, students, and staff safe. Problems with implementation often arise due to training and communication but can be overcome when people are working together for a common goal (Emily, 2020). The confirmation stage is where the change can be seen as the innovation is either accepted or denied.…”

Section: Theoretical Frameworkmentioning

confidence: 99%