Teachers’ and Students’ Views on E-Learning Readiness in Kuwait’s Secondary Public Schools

Abstract

This article reports on an e-learning readiness study that was carried out to assess the organizational and individual factors of the two major stakeholder groups (teachers and students) in the secondary education institutions in the State of Kuwait in order to provide significant information to the policy makers and regulatory bodies for the development of successful e-learning strategies. Data were gathered with the use of the e-learning Readiness Survey from a purposive sample of 1,314 teachers and 1,307 students. This study looks specifically at some factors at the initial stage of an e-learning introduction that can have tremendous impact on the later stages of the process. The findings from the study were instrumental in implementing successful e-learning strategies for Kuwait and will also benefit e-learning initiatives in similar institutions in other Gulf Cooperation Council countries and beyond.

Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes

“…Online learning has seen a fast growth during the past decade because it has greater flexibility in terms of time, place and pace of the study, easier and more effective access to a wider variety and greater quantity of information, and lower financial cost ( Chen, 2010 , Khurana, 2016 ). In a globalized digital age, government agencies, educational institutions, corporations worldwide are increasingly promoting online learning, resulting in a shift from traditional face-to-face classes to distance and online learning ( Aldhafeeri & Khan, 2016 ). With the advancement of new communication technologies, online learning can provide a rich, authentic learning ecology that can facilitate collaboration and interdependence between learners ( Aldhafeeri & Khan, 2016 ).…”

“…In a globalized digital age, government agencies, educational institutions, corporations worldwide are increasingly promoting online learning, resulting in a shift from traditional face-to-face classes to distance and online learning ( Aldhafeeri & Khan, 2016 ). With the advancement of new communication technologies, online learning can provide a rich, authentic learning ecology that can facilitate collaboration and interdependence between learners ( Aldhafeeri & Khan, 2016 ). However, researchers ( Chen, 2010 , O'Doherty et al, 2018 ) have expressed their concerns about the quality of online learning and highlighted the main difficulties in creating an online learning community with a high degree of social presence and engagement.…”

Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine

“…Readiness for online learning is an international research domain conceptualizing and measuring, various success factors and enabling conditions. There are numerous readiness models (Alaaraj & Ibrahim, 2014;Darab & Montazer, 2011), instruments (Dray, Lowenthal, Miszkiewicz, Ruiz-Primo, & Marczynski, 2011;Hung, 2016;Hung, Chou, & Chen, 2010;Lin, Lin, Yeh, Wang, & Jansen, 2015), and empirical studies, set in a variety of national contexts (Aldhafeeri & Khan, 2016;Chipembele, Chipembele, Bwalya, & Bwalya, 2016;Gay, 2016;Parkes, Stein, & Reading, 2015;van Rooij & Zirkle, 2016). Researchers generally adopt either a macro-level perspective, addressing the readiness of organizations, regions and countries (Beetham & Sharpe, 2007;Bui, Sankaran, & Sebastian, 2003), or a micro-level perspective, focused primarily on students (Dray et al, 2011;Parkes et al, 2015) or teachers (Gay, 2016;Hung, 2016).…”

Faculty members' readiness implementing e-learning in higher education Saudi Universities: A cross-sectional study

“…Many studies have been carried out on blended learning in Saudi Arabian Universities of higher education, mostly aiming for the readiness of students. There is a lack of investigation and agreement about the influential or supporting factors that shape the technological and institutional characteristics of E-learning readiness among trainers; hence a clear gap is recognized in the understanding of the technological aspects of e-learning readiness (2) . When the works of academics move from a mostly face-to-face mode to online and blended modes, instructors should be provided with the opportunity to critically question their practices and discuss with their peers the adoption of new pedagogical practices for the new teaching spaces.…”