Validating learner-based e-learning barriers: developing an instrument to aid e-learning implementation management and leadership

Abstract

PurposeCoronavirus disease 2019 (COVID-19) has had global repercussions on use of e-learning solutions. In order to maximise the promise of e-learning, it is necessary for managers to understand, control and avoid barriers that impact learner continuance of e-learning systems. The technology, individual, pedagogy and enabling conditions (TIPEC) framework identified theoretical barriers to e-learning implementation, i.e. grouped into four theoretical concepts (7 technology, 26 individual, 28 pedagogy and 7 enabling conditions). This study validates the 26 theoretical individual barriers. Appreciating individual barriers will help the e-learning implementation team to better scope system requirements and help achieve better student engagement, continuation and ultimately success.Design/methodology/approachData were collected from 344 e-learning students and corporate trainees, across a range of degree programs. Exploratory and confirmatory factor analysis was used to define and validate barrier themes. Comparison of results against the findings of Ali et al. (2018) allows comparison of theoretical and validated compound factors.FindingsResults of exploratory and confirmatory factor analysis combined several factors and defined 16 significant categories of barriers instead of the 26 mentioned in the TIPEC framework.Originality/valueIndividual learner barriers, unlike technology and pedagogy barriers which can be directly identified and managed, appear abstract and unmanageable. This paper, considering implementation from the learner perspective, not only suggests a more simplified ontology of individual barriers but presents empirically validated questionnaire items (see Appendix) that can be used by implementation managers and practitioners as an instrument to highlight the barriers that impact individuals using e-learning factors. Awareness of individual barriers can help the content provider to adapt system design and/or use conditions to maximize the benefits of e-learning users.

Finnish university students' satisfaction with e-learning outcomes during the COVID-19 pandemic

“…Many countries implemented a national lockdown, banning much of students' face-to-face interaction and physical presence at higher-education institutions. Even though the initial outbreak of the pandemic was first reported in December 2019, it remains an enormous challenge for higher education until now (Adedoyin and Soykan, 2020; Basir et al. , 2021; de Boer, 2021).…”

“…Many countries implemented a national lockdown, banning much of students' face-to-face interaction and physical presence at higher-education institutions. Even though the initial outbreak of the pandemic was first reported in December 2019, it remains an enormous challenge for higher education until now (Adedoyin and Soykan, 2020;Basir et al, 2021;de Boer, 2021). This situation prompted higher-education institutions to adapt to the abrupt shift to distance and online learning to support the provision of seamless and sustainable teaching and learning online (Almaiah et al, 2020).…”

The Role of Educational Factors in the Success of Corporate E-Learning: A Case Study

“…The education sector has come first as the most affected, right after the health sector. Even institutions that did not develop online education strategies due to prejudices such as lack of interaction (Basir et al;, low participation rates (Agrawal et al, 2020), and low learning motivation (Harandi, 2015) in elearning had to move their learning environments to the digital environment. Online learning has now become not the last solution but the only solution for the whole world.…”

Strategies for Parent Involvement During Distance Learning in Arabic Lessons in Elementary Schools

“…In this study, it was stated that child learning assistance (Rahmadani et al, 2021) includes helping children do their work, as a place for children to learn, explaining and providing explanations about the material being implemented, giving a good response to learning from school. Learning assistance (Zahabi et al, 2020) can shape the character of children (Shalev et al, 2020) who are able to do the tasks that have been ordered from school, are able to practice learning at home, and are responsive to creating works as learning implementations (Basir et al ., 2021). This is in accordance with the explanation that the assistance of children in the family is realized through education (Carr, 2021) and parenting tips in educating children (Majoko & Dudu, 2020) so that they become better individuals in terms of growth and development.…”