scholarly journals Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

2017 ◽  
Vol 12 (06) ◽  
pp. 94 ◽  
Author(s):  
Noorulhasan Naveed Quadri ◽  
AbulHafeez Muhammed ◽  
Sumaya Sanober ◽  
Mohamed Rafik N. Qureshi ◽  
Asadullah Shah
Keyword(s):  
Saudi Arabian ◽  
Vital Role ◽  
Learning System ◽  
Successful Implementation ◽  
Four Dimensions ◽  
Institutional Management ◽  
Competitive Edge ◽  
Learning Barriers ◽  
E Learning ◽  
Teaching Learning

Advancement of digital technology is influencing the leaping development of various activities in our daily life. E-Learning system has also gained a competitive edge over the prevailing traditional methodology. The prevailing pedagogy is being replaced by the E-Learning teaching system. E-Learning teaching-learning methodology provides more flexibility and allows freedom from time, place, physical presence, hectic, and stressful teaching-learning etc., thus plays a vital role in education system. However, there are many barriers in E-Learning methodology for successful teaching-learning. Study on such barriers will help to overcome the difficulties to the success of E-Learning. Present research paper attempts to study the various barriers that are affecting the successful implementation of E-Learning in Saudi Arabian Universities. This study reviews various barriers from literatures and identified most important E-Learning barriers which are described and grouped in four dimensions such as Student, Instructor, Infrastructure and Technology, and Institutional Management. Sixteen barriers falling under these relevant dimensions were validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well know universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabian Universities. It was found that Infrastructure and Technology Dimension is the most significant as perceived by respondents. Results of the study also reveal that, all barrier factors are highly reliable, therefore should be taken care for successful implementation of E-Learning systems.

scholarly journals E-Learning in Engineering through Videoconferencing: The Case of the Addis Ababa Institute of Technology

2013 ◽  
Vol 3 (2) ◽  
pp. 9
Author(s):  
Bedilu Habte
Keyword(s):  
Addis Ababa ◽  
Lessons Learned ◽  
Limited Resources ◽  
Successful Implementation ◽  
Developing Nation ◽  
Higher Education System ◽  
E Learning ◽  
Institute Of Technology ◽  
Teaching Learning

In addition to their ability to reach distant learners, interactive e-learning environments have the potential to make the teaching-learning process more effective. This paper highlights some of the e-learning implementation efforts at the Addis Ababa Institute of Technology (AAiT) in Ethiopia. This case study shows that limited resources do not deter a developing nation to exploit the power of e-learning. Based on feedback from participants in the first national videoconferencing program held in Ethiopian higher education system between October 2011 and June 2012, the paper addresses the lessons learned and recommended actions for moving forward to a successful implementation of e-learning in Ethiopia, particularly in a videoconferencing mode.

Exploiting the Adoption and Implementation of Electronic Learning in a Technical University in Ghana

2019 ◽  
Vol 9 (4) ◽  
pp. 44-67
Author(s):  
Nana Yaw Asabere ◽  
Amevi Acakpovi ◽  
Wisdom Torgby ◽  
Jessica Yaa Aba Sackey ◽  
Sylvia Kwaikyi
Keyword(s):  
Technology Acceptance ◽  
Learning System ◽  
Attractive Alternative ◽  
Successful Implementation ◽  
Ict In Education ◽  
Electronic Learning ◽  
Adoption And Implementation ◽  
E Learning ◽  
Technical University ◽  
Acceptance Model

Although in Accra Technical University (ATU), Ghana, there exists a traditional Face-to-Face (F2F) mode of education already in place, the implementation of electronic learning (e-learning) through ICT in education will increase the number of students admitted yearly. Lack of academic facilities makes e-learning an attractive alternative. Consequently, this article employed a questionnaire as a research instrument with reference to the Technology Acceptance Model (TAM-2) as a theoretical framework. In all, questionnaires were administered to 190 students and 14 lecturers in the Faculty of Applied Sciences in Accra Technical University (ATU). Based on the responses received, various types of e-learning systems were exploited and a SWOT (Strength Weaknesses Opportunities and Threats) analysis was conducted to validate the sustainability of proposing and developing a suitable e-learning system for ATU. It is envisaged that successful implementation of the e-learning system proposed in this article will practically increase the use of ICT in education by both lecturers and students in ATU.

Developing the Assessment Questions Automatically to Determine the Cognitive Level of the E-Learner Using NLP Techniques

2020 ◽  
Vol 11 (2) ◽  
pp. 95-110
Author(s):  
Deena G. ◽  
Raja K. ◽  
Nizar Banu P.K. ◽  
Kannan K.
Keyword(s):  
Language Processing ◽  
Vital Role ◽  
Multiple Choice Questions ◽  
Digital World ◽  
Online Mode ◽  
E Learning ◽  
Computer Based ◽  
Expertise Level ◽  
Teaching Learning ◽  
Assessment Questions

The key objective of the teaching-learning process (TLP) is to impart the knowledge to the learner. In the digital world, the computer-based system emphasis teaching through online mode known as e-learning. The expertise level of the learner in learned subjects can be measured through e-assessment in which multiple choice questions (MCQ) is considered to be an effective one. The assessment questions play the vital role which decides the ability level of a learner. In manual preparation, covering all the topics is difficult and time consumable. Hence, this article proposes a system which automatically generates two different types of question helps to identify the skill level of a learner. First, the MCQ questions with the distractor set are created using named entity recognizer (NER). Further, based on blooms taxonomy the Subjective questions are generated using natural language processing (NLP). The objective of the proposed system is to generate the questions dynamically which helps to reduce the occupation of memory concept.

Understanding the Continued Usage Intention of Educators toward an e-Learning System

2011 ◽  
Vol 3 (2) ◽  
pp. 54-69 ◽  
Author(s):  
A.K.M. Najmul Islam
Keyword(s):  
Behavioral Control ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Continuance Intention ◽  
E Learning ◽  
Faculty Educators ◽  
Teaching Learning

The tremendous development of technologies over recent decades has offered many e-learning systems to faculty educators to support teaching. The advantage of using such systems in connection with on-site courses is that it increases flexibility in teaching/learning by making resources available online. However, there is little empirical evidence to suggest which factors shape educators’ continuance intention to use such systems. This study builds a model, based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model was tested among university educators who use the popular e-learning system, Moodle. The results suggest that the continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have a significant direct impact on continuance intention, although perceived ease of use and compatibility significantly affect perceived usefulness. Taken together, the core determinants of the continuance intention explained around 70% of the total variance in intention in this study.

Cloud Based e-Learning Platform: An Effective Virtual Learning Environment for Higher Education Institutions

2020 ◽  
Vol 17 (9) ◽  
pp. 4585-4592
Author(s):  
Nidhi Gupta ◽  
Neeraj Sharma ◽  
Sanjay Sood
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Developed Countries ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Education Standards ◽  
Web Based ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning

The teaching-learning process, especially in higher education has always been a matter of great concern in developing countries as it makes the nation’s youth capable and is a mainstay towards its development. With the introduction of ICT, it has become even more important to change the learning methodology using the latest technologies like e-Learning, m-Learning, Cloud Computing etc., to match with the education standards of developed countries. This aim of this paper is to provide an insight about the use of e-Learning and cloud computing in HEIs. The paper also discusses the various cloud based adoption technologies used for HEIs and illustrates the comparative analysis of the web based and cloud based e-Learning system.

scholarly journals Using E-learning System in Jordanian Universities during the COVID-19 Pandemic: Benefits and Challenges

2021 ◽  
Vol 14 (3) ◽  
pp. 49
Author(s):  
Ahmad Abu-Al-Aish
Keyword(s):  
Online Learning ◽  
Higher Education Policy ◽  
Learning Systems ◽  
Learning System ◽  
Successful Implementation ◽  
University Management ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Traditional Class

During the Coronavirus Disease 2019 (COVID-19) pandemic and the national lockdowns implemented in countries around the world, many universities worldwide made the transition from face-to-face delivery to online learning using e-learning systems. However, the successful transition from traditional class-based learning to online learning depends greatly on understanding the challenges related to the implementation and use of e-learning systems, as well as the technical and management factors that need to be enhanced. This study aimed to investigate the challenges related to the use of e-learning systems in Jordanian universities and to explore the technical and management aspects that impacted the successful implementation and use of e-learning systems during COVID-19. To achieve the study objectives, a questionnaire was developed by the researcher and distributed online to lecturers working at Jordanian universities. A total of 184 lecturers participated in the study. Based on the findings, the study provides recommendations which will help higher education policy makers, university management teams, and software developers build strategies to ensure the successful implementation and use of e-learning systems during the COVID-19 pandemic.

scholarly journals Faculty Members' Attitude, Perceived Barriers, and Motivators toward Using E-Learning in University Education

2020 ◽  
Vol 2 (4) ◽  
pp. 12
Author(s):  
Wessam A. Elsayed ◽  
Shaimaa M. Nageeb ◽  
Walaa N. Othman
Keyword(s):  
Personal Characteristics ◽  
Faculty Members ◽  
Learning System ◽  
Perceived Barriers ◽  
University Education ◽  
Successful Implementation ◽  
Training Environment ◽  
Faculty Attitude ◽  
E Learning ◽  
Barriers And Motivators

Context: E-learning is an important trend for faculty members and students teaching and learning, which needs overcoming barriers and enhancing motivators for the successful implementation of educational programs. Aim: To explore the faculty members' attitudes, perceived barriers, and motivators toward using e-learning in university education. Methods: Descriptive correlational design was used to achieve the study's aim on 110 faculty members in Nursing Faculties at Mansoura, and Zagazig Universities, Egypt. They were chosen through a convenience sampling to participate in the study. One questionnaire was used to undertake the study and had four parts: Personal data, faculty attitude towards e-learning scale, possible barriers, and motivators. Results: 54.5% of the studied sample was from Mansoura University, 92.7% of them were females, 38.2% were lecturers, 31.8% of them aged from 31-35 years old, and 30% of them had 5-10 years of experience. More than 75% of studied faculty members have a positive attitude toward using e-learning in university education. Access to students was the top-most barrier as perceived by the faculty members (42.7%). Better internet bandwidth at the workplace is the top-most motivating factor and professional incentives to use e-learning. Both were mentioned by 30% of the studied faculty members. Conclusion: There is a highly significant positive correlation between faculty attitude and motivators and a significant negative correlation between perceived barriers and motivators. At the same time, there is no significant correlation between faculty attitude and perceived barriers. No significant correlation between personal characteristics of the studied sample and faculty members' attitudes, perceived barriers, and motivators toward using E-learning in Mansoura and Zagazig Universities except for gender and faculty barriers only in Mansura University. The study recommended enhancing the basics of e-learning within the plan for dealing with crises, improving infrastructure, and providing a training environment for faculty staff to enhance e-learning, activating interactive education by setting up discussion sessions on the course topics' sidelines—full activation of the e-learning system through assignments and short tests. Paying attention to student feedback and taking the necessary corrective measures are also recommended.             

scholarly journals The Influence of Instructor Readiness, IT Capability, Support of LMS Content, and their Implications on E-Learning Effectiveness in a Corporate University of BUMN

2019 ◽  
Vol 8 (3) ◽  
pp. 54-59
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Successful Implementation ◽  
Learning Effectiveness ◽  
Perceived Ease Of Use ◽  
Corporate University ◽  
It Capability ◽  
E Learning ◽  
System Acceptance

Education is needed by every individual and organization in improving the knowledge and skills of human resources to support organizational learning, and the learning process can be done in meetings in the classroom or online using IT, commonly known as e-learning. This research aims to identify the role of instructor readiness in supporting e-learning effectiveness and the influence of Support LMS content and IT Capability on perceived usefulness and perceived ease of use to support system acceptance and the success of e-learning. This research employs quantitative method. A questionnaire was distributed to 399 respondents and the unit of analysis is employees who have used the e-learning system of the corporate university. The results of the research can reveal the influence of the readiness of Instructor and Support LMS content on the application of e-learning and how e-learning is used as a learning media for interactions between learners with the instructor. The successful application of e-learning requires the instructor readiness, which includes the mastery of the technological and pedagogical aspects as a requirement of skill in teaching by using LMS. The successful implementation of elearning effectiveness is strongly influenced by attitude toward using LMS and employee perceptions of support content that can provide benefits and easy to use by participants that will influence the attitude of participants to learn with e-learning system in a corporate university of BUMN.

scholarly journals Learning Objects in Online Education: A Systemic Approach

2020 ◽  
Vol 3 (2) ◽  
pp. 142
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Online Education ◽  
Curriculum Design ◽  
Learning Objects ◽  
Learning System ◽  
Systemic Approach ◽  
Quality Model ◽  
Digital Repositories ◽  
E Learning ◽  
Teaching Learning ◽  
Bloom Taxonomy

In the construction of learning objects, as digital instructional material that is delivered to students, the level of learning to which they are directed must be considered first of all, according to the Bloom taxonomy or any other that is used, applicable to the e-learning, taking advantage of the digital resources that are currently available, multimedia for creation, digital repositories for storage and internet for access. Learning objects are built with pedagogical and technological elements that follow a process in themselves, subject to an educational model, instructional design, curriculum design and learning objectives as precedents, with stages very similar to those of design, construction and operation of an information system. Given their nature of digital entities, learning capsules that contain information and knowledge, the Data Quality Model of the ISO / IEC 25012: 2008 standard is also applicable, which guarantees the quality of the content and their access and availability. The creation of learning objects must also obey an educational strategy and be considered holistically in the e-learning system, that is, use a systemic approach throughout the teaching-learning process, including learning objects, considering harmonization , performance and quality in all its stages.

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