The 3C’s Model: A Framework for Development of E-Learning Courses

Alhomod, Sami M.; Alsadhan, Abdulaziz; Shafi, Mohd Mudasir

doi:10.5539/cis.v7n1p87

Cited by 3 publications

(6 citation statements)

References 14 publications

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“…Two studies, Refs. [32,47], argued that TM is the most important success factor. The same source classified success factor into "Must-Have Factors" and a "Nice-to-Have Factors."…”

Section: Research Hypothesis Developmentmentioning

confidence: 99%

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An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan

et al. 2022

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The purpose of this research paper is to identify and test the factors influencing the perceived usefulness and perceived effectiveness of adopting an e-learning system from the perspective of teachers in public and private schools as well as the United Nations Relief and Works Agency for Palestinian Refugees in the Near East (UNRWA) in Jordan during the first wave of the COVID-19 pandemic in the academic year 2019/2020. Based on the findings and best practices, the study intends to make appropriate recommendations to decision-makers. Its significance stems from the use of scientific tools of research and investigation, and it aims to ensure the quality and effectiveness of Jordanian schools’ e-learning systems. The study’s hypotheses were verified by electronically collecting 551 questionnaires from teachers in Jordan. To test the study hypotheses, the empirical validity of the research model was set up, and the data were analyzed with SPSS version 21.0. Structural equation modeling (SEM), confirmatory factor analysis (CFA), and machine learning (ML) methods were used to test the study hypotheses and validate the properties of the instrument items. Nineteen variables and one mediating variable were studied. The study found that independent variables pertaining to technology (relative advantage, compatibility, top management support, communication technologies, competitive pressure, technology competence, information intensity, and work flexibility) and moderating variables pertaining to the teacher’s personal income and those pertaining to school (school size, education program, and work sector) had a positive effect on teachers’ perceived usefulness of adopting e-learning systems during the COVID-19 pandemic. On the other hand, independent variables pertaining to technology (complexity and collaboration technology), moderating variables pertaining to the teacher (age, education level, and gender), and moderating variables pertaining to school (educational stage, number of students) were not supported.

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“…Two studies, Refs. [32,47], argued that TM is the most important success factor. The same source classified success factor into "Must-Have Factors" and a "Nice-to-Have Factors."…”

Section: Research Hypothesis Developmentmentioning

confidence: 99%

“…Top Management Support (TM) [32,33,47,48] TM1: The school's top management is investing funds in E-learning systems during the COVID-19 pandemic. TM2: The school's top management is willing to take the risks involved in the implementation of E-learning systems after the COVID-19 pandemic.…”

Section: Adopted From Measurement Itemsmentioning

confidence: 99%

An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan

et al. 2022

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“…E-governance in education allows information adoption and ICT (information and communication technology) to increase the government's effectiveness, efficacy, transparency, and accountability in providing educational services. One of the manifestations is the use of technology for administration matters for teachers [20]. E-governance in education consists of 3 (three) main actors: students, organizations, and the overall education system.…”

Section: Adaptation Of Educational Administration Technology For Teac...mentioning

confidence: 99%

Online-Based Performance Report Service: An Effort to Reduce Teachers' Administrative Workload

Hermawan,

Olayiwola

2024

KSS

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During the pandemic, the demand for professionalism has become a new administrative workload for teachers in their academic careers. The biggest source of stress for teachers comes from the lack of administrative support; it amounts to 34% and is the number one cause of stress. For example, many teachers in Indonesia work in remote and geographically challenging areas far from the government offices that oversee them. This study examines the model and strategies for effective administrative services to support teachers in the new normal. A descriptive analysis was employed for the study. Data were collected from participatory observations and semi-structured interviews with 8 key informants at 4 education offices at a regency level. It was supported by an inductive analysis to answer the question related to the extent to which the online-based performance report service could reduce teachers’ workload and help for better recording of performance data. The findings implied that the online-based performance report service could reduce the problem in the direct or offline system of teacher administration services. The program will be successful under 3 main aspects of suitability: (1) between the program and its benefits, (2) between the program and the implementation, and (3) between the program and the implementing organizations. In conclusion, the online-based administration system will be effective if inhibiting factors are eliminated, including the long bureaucratic process and dual loyalty in our education sector. Keywords: administrative service, education policy, SISDUPAK

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“…( 6) Evaluation of online courses must be checked for quality in terms of course content, course presentation, and further continuous course development. ( 7), Proper Standards standard must also be followed for developing and implementing an online course (Alhomod et al, 2014). Considering these dimensions, a blended learning approach, comprising of online teaching with traditional teaching can be implemented which provides deeper insight into teachinglearning (Otubelu, 2011;Gaikwad and Tankhiwale, 2014).…”

Section: Challenges Associated With the Development Of An E-coursementioning

confidence: 99%

“…The successful development of E‐courses is necessary for it to be useful to learners. E‐courses should be developed so that they can cater to the need of both teacher and learner (Alhomod et al, 2014; Mahajan, 2020). The present study bridges the research gap by analyzing academic gain and the perception of students and faculty regarding online and blended learning.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Feasibility and Acceptability of an E‐Learning Module in Anatomy

Bhat

Shahdad

et al. 2021

Anatomical Sciences Ed

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Recent advance in medical education is in correlation with the advances in information technology and thus computer‐based learning is being increasingly employed. The objective of the present study was to design and evaluate an e‐learning module in anatomy and assess the perceptions of students and faculty about this e‐learning module. The participating students were randomized into three groups by block stratified randomization and Google groups were created for each of the three groups. The e‐learning module was implemented in three sessions by rotating the three groups. Validated questionnaires were sent to faculty and participating students via Google forms to obtain feedback. The results of ANOVA showed that there was a significant difference among the groups in terms of marks obtained with conventional (F = 2.403, P = 0.103), online (F = 6.050, P = 0.005), and blended (F = 5.801, P = 0.006). Post hoc comparisons using the Tukey HSD test, about the gain of knowledge, indicated that the results were insignificant when comparing the conventional group with the online group, but were significant when comparing the blended group with the conventional and online group. The qualitative data regarding the perception of students toward e‐learning were analyzed using thematic analysis. The introduction of an interactive e‐learning module in anatomy was effective and well received by the students and faculty. The study showed that blended learning has a positive impact on the students' learning by improving cognitive gain and receptive perception for e‐learning.

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The 3C’s Model: A Framework for Development of E-Learning Courses

Cited by 3 publications

References 14 publications

An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan

An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan

Online-Based Performance Report Service: An Effort to Reduce Teachers' Administrative Workload

Analysis of Feasibility and Acceptability of an E‐Learning Module in Anatomy

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