Technological aspect factors of E-learning readiness in higher education institutions: Delphi technique

Al-araibi, Asma Ali Mosa; Mahrin, Mohd Naz’ri; Yusoff, Rasimah Che Mohd

doi:10.1007/s10639-018-9780-9

Cited by 99 publications

(73 citation statements)

References 12 publications

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“…Thirteen experts replied, giving their agreement to participate. This was almost similar to two doctoral types of research done by Adams [32] and Choong [33] respectively, which involved ten experts and Al-araibi [34] which involved eleven experts.…”

Section: A Planning and Preparation For The Delphi Techniquesupporting

confidence: 84%

Development and Validation of Enterprise Architecture (EA) Readiness Assessment Model

Hussein¹,

Mahrin²,

Maarop³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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Enterprise architecture (EA) proves to be a holistic strategy in aligning business and information technology. An increasing number of organizations, especially in the public sector, have adopted EA in order to take advantage of the opportunities that it offers. Through EA, the efficiency of the organization is improved, with the optimization of resources and the elimination of duplication and redundancy. However, the successful establishment of EA relies on the organization's readiness and ability to adopt EA practices because without proper readiness, the practices will probably fail. EA readiness refers to the assessment of how ready an organization is to adopt and to establish EA practices. EA readiness helps the organization to measure their stage of readiness, to identify any gaps, and then to redesign its strategy in order to adopt EA practices. EA is a merger between business and IT. Thus, the important elements of EA readiness should comprise of people, process, technology, and catalyst enabler. There is a lack of readiness for an assessment model that shapes these four elements towards EA; hence, a clear gap has been identified. Therefore, the objective of this study is to validate the EA Readiness Assessment Model (EARAM) by performing the Delphi technique. The study adopts a three-round Delphi Technique to verify the identified elements and factors and this is followed by developing and validating the proposed model. Results from the Delphi analysis have validated four (4) major elements of EARAM, namely people, process, technology, and catalyst enabler. The number of factors that contributes towards the readiness of the EA establishment is fourteen (14). It is anticipated that this model (EARAM) can help the Malaysian Public Sector (MPS) organization to identify and understand the elements and factors that must be considered when assessing the readiness to practice EA.

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Section: A Planning and Preparation For The Delphi Techniquesupporting

confidence: 84%

Development and Validation of Enterprise Architecture (EA) Readiness Assessment Model

Hussein¹,

Mahrin²,

Maarop³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…The assessment of faculty online readiness can be operationalised as a pre-assessment of faculty's preparedness to develop and implement online teaching. Scholars have illuminated various dimensions of readiness (Al-araibi et al 2019;Carbonell, Dailey-Hebert, and Gijselaers 2013;Ertmer 1999;Hew and Brush 2007;Mishra, Koehler, and Zhao 2007;Nicolle and Lou 2008;Rogers 1995). Interestingly, determining faculty's readiness before they develop and implement online courses has not been the pattern in higher education.…”

Section: Reconceptualising Faculty Online Readinessmentioning

confidence: 99%

Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic

Cutri

Mena

Whiting

2020

European Journal of Teacher Education

260

172

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This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre-COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, empathy, and even optimism. Teacher educators explained that transitioning online in a context of a crisis contorts normal longitudinal perceptions of preparation and readiness. This new sense of temporality was connected to unexpected benefits of bringing them into partnership with their students. However, quantitative and qualitative results are interpreted to show that assessing students' equitable access to online learning and managing the demands of scholarship and university-based and academic community service duties are areas in need of attention from professional development designers and policy makers.

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“…Peran serta siswa dalam e-learning yang paling menentukan kesuksesan dari dilaksanakannya e-learning ini. Siswa yang aktif berpartisipasi dan memberikan komentar saat pelajaran berlansung dengan e-learning, akan membuat pemahaman siswa tersebut semakin memahami ilmu yang dipelajari (Al-araibi et al, 2019;Back et al, 2015;Kew et al, 2018;Mhouti et al, 2017;Nwagwu, 2020;Pham et al, 2019). Sebagai sebuah strategi pembelajaran, e-learning merupakan pilihan yang paling ideal saat terjadi wabah COVID-19.…”

Section: Gambar 5 Persentase Jenis Koneksi Siswa DI Rumah Dalam E-leunclassified

Covid-19 Dan E-Learning: Perubahan Strategi Pembelajaran Sains Dan Lingkungan Di SMP

Ichsan

Rahmayanti

Purwanto

et al. 2020

JINoP

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Corona Virus Diseases (Covid-19) has become an epidemic in Indonesia and even has become a global pandemic in 2020. Various impacts of Covid-19 is one of them changes learning strategy. One of them is the change from conventional learning to internet-based learning or electronic learning (e-learning). The purpose of this study was to describe the e-learning in natural science and environmental learning during the Covid-19 outbreak. The research method used descriptive method and data collection techniques using a survey through Google Form. The study was conducted during March 2020 in Bekasi city and Bandung city, when the Covid-19 outbreak began in Indonesia. The results of this study indicate that there are many limitations. Findings showed that Whatsapp was the highest e-learning media (65.54%). Related to the biggest obstacle is about internet quota in a cellular phone (27.03%). Then students think the video (35.14%) was the best type of file to be shared in e-learning. Then the majority of students (54.73%) thought that the most effective duration for e-learning was 2-3 hours. The results of this study indicate that e-learning was not yet perfect and needs to be improved. The conclusion of this study was e-learning needs to be improved and need innovation.

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Technological aspect factors of E-learning readiness in higher education institutions: Delphi technique

Cited by 99 publications

References 12 publications

Development and Validation of Enterprise Architecture (EA) Readiness Assessment Model

Development and Validation of Enterprise Architecture (EA) Readiness Assessment Model

Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic

Covid-19 Dan E-Learning: Perubahan Strategi Pembelajaran Sains Dan Lingkungan Di SMP

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