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Exploring factors that influence adoption of e-learning within higher education
British Journal of Educational Technology
Abstract
E-learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e-learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the literature include organisational features of universities like faculty autonomy and dispersed academic perspectives. This study, carried out at the University of Warwick, adopted a phenomenological approach and explored participants' perceptions through a series of faculty-based focus groups and individual interviews. Factors identified as influential to adoption of e-learning included the institutional infrastructure, staff attitudes and skills, and perceived student expectations. Participants suggested the importance of an institutional strategy targeted at providing sufficient resources and guidance for effective implementation. This strategy needs to be supported by a varied programme of staff development and opportunities for sharing practice among colleagues. In further developing understanding in this area, it would be beneficial to replicate the study with other stakeholder groups (including the leadership team and students) to develop an institutional strategy responsive at all levels of implementation. It would also be valuable to investigate the extent to which these findings are replicated within other workplaces looking to adopt innovation.
... The broad potential of e-learning has been extensively researched and studied, revealing its ability to provide access to diverse populations, offer a competitive advantage for universities in global research community, and modernize the entire education system (Garrison & Kanuka, 2004;Klein & Ware, 2003;Price & Kirkwood, 2014;Renes & Strange, 2010;Rooney, 2003;Waller et al., 2019). (Cook et al., 2007;Czerniewicz & Brown, 2009;Holt & Challis, 2007), financial considerations (Bacow et al., 2012;Bell & Federman, 2013), instructor and student characteristics (human factors) (King & Boyatt, 2015;Soong et al., 2001;Volery & Lord, 2000), institutional (also named as organizational factors) or technology factors: infrastructure, e-learning environment & ease of use (King & Boyatt, 2015;Soong et al., 2001;Volery & Lord, 2000), and technical factors: technical support, help desk, information availability & library (Selim, 2005;Soong et al., 2001;Volery & Lord, 2000). A thorough understanding of how these factors together affect the adoption of e-learning is vital to effectively leverage e-learning as a valuable tool in education and learning. ...
... The broad potential of e-learning has been extensively researched and studied, revealing its ability to provide access to diverse populations, offer a competitive advantage for universities in global research community, and modernize the entire education system (Garrison & Kanuka, 2004;Klein & Ware, 2003;Price & Kirkwood, 2014;Renes & Strange, 2010;Rooney, 2003;Waller et al., 2019). (Cook et al., 2007;Czerniewicz & Brown, 2009;Holt & Challis, 2007), financial considerations (Bacow et al., 2012;Bell & Federman, 2013), instructor and student characteristics (human factors) (King & Boyatt, 2015;Soong et al., 2001;Volery & Lord, 2000), institutional (also named as organizational factors) or technology factors: infrastructure, e-learning environment & ease of use (King & Boyatt, 2015;Soong et al., 2001;Volery & Lord, 2000), and technical factors: technical support, help desk, information availability & library (Selim, 2005;Soong et al., 2001;Volery & Lord, 2000). A thorough understanding of how these factors together affect the adoption of e-learning is vital to effectively leverage e-learning as a valuable tool in education and learning. ...
... Instructors' characteristics encompass a variety of pivotal variables that contribute to e-learning implementation, such as instructors' pedagogical skills, instructors' digital skills, and instructors' attitudes toward e-learning (McNaught et al., 2009;King & Boyatt, 2015). This particular theme facilitates the comprehension of e-learning adopters regarding instructors' e-readiness and how to effectively introduce elearning in the teaching and learning process. ...
This systematic literature review (SLR) explores the integration of e-learning in universities, emphasizing a comprehensive approach that intertwines various mainstream perspectives. Despite numerous studies on e-learning implementation evaluation, few have holistically considered financial, human, technical, and policy factors. This review used PRISMA guidelines and sources from Scopus, Google Scholar, ERIC, SAGE, and ProQuest. Of 26 analyzed studies, seven core themes emerged: Policy, financial, technical, human, institutional factors, others, and an integrated perspective, further distilled into 13 sub-themes. Findings highlight the importance of an integrative framework for evaluating e-learning, underscoring the interplay between macro and institutional policies. Additionally, the authors recommend cross-national comparisons and data synthesis from stakeholders, including students, educators and directors, to fully grasp e-learning implementation dynamics. Distinctively, it adopts an integrated perspective, filling the research gap by emphasizing overlooked financial considerations and presenting a comprehensive view through an SLR. By drawing insights from human, finance, technical, and policy perspective, the study provides a multidimensional lens on e-learning. This forward-looking approach not only captures the current state of e-learning integration but also charts future research directions, establishing its originality and significance in higher education.
... 1 Further, the faculty and learners need to be prepared for various aspects of learning, including computer selfefficacy, navigation of the platforms, and acquisition of necessary gadgets. 2 Leadership and support from the administration are also critical for successfully implementing the process. 3 According to King and Boyatt, infrastructure and internet connectivity are crucial pillars for e-learning to succeed in developing countries. 3 Literature classifies challenges to e-learning implementation into four categories, namely 1) technological challenges, 2) individual challenges, 3) cultural challenges and 4) course challenges. ...
... 3 According to King and Boyatt, infrastructure and internet connectivity are crucial pillars for e-learning to succeed in developing countries. 3 Literature classifies challenges to e-learning implementation into four categories, namely 1) technological challenges, 2) individual challenges, 3) cultural challenges and 4) course challenges. These challenges are very different from one country to another, institution to institution. ...
... 3 According to King and Boyatt, infrastructure and internet connectivity are crucial pillars for e-learning to succeed in developing countries. 3 Literature classifies challenges to e-learning implementation into four categories, namely 1) technological challenges, 2) individual challenges, 3) cultural challenges and 4) course challenges. These challenges are very different from one country to another, institution to institution. ...
Background: Technology continues to impact various spheres of life, including learning. Over the years, eLearning has experienced a steady rise in popularity. At Kenya Medical Training College (KMTC), the influence of technology on education became more noticeable due in part to a policy directive. This directive, prompted partly by the COVID-19 pandemic, emphasized adopting online teaching to address the loss of instructional hours. This study addressed a specific gap in KMTC's internal quality assurance efforts by accumulating evidence related to the extent of E-learning and user satisfaction. Methods: The study employed a descriptive cross-sectional design, utilizing qualitative and quantitative techniques. It involved KMTC campuses conveniently selected from the Coast and Nairobi regions, with 1139 students selected through simple random, stratified, and proportionate sampling methods. A mixed questionnaire (both open and closed-ended questions) was used to collect data. Specifically, the study aimed to assess the level of eLearning utilization among students in selected KMTC campuses and identify the determinants of this utilization. Results: Most of the respondents (89.2%) participated in online classes; 11.8% of those who did not participate cited reasons such as lack of gadgets, bundles, and poor internet connectivity, among others. Despite widespread e-learning utilization, 76.8% of learners strongly preferred face-to-face classes. Conclusions: Key factors linked to e-learning utilization included effective instructional strategies, quality technical support, and well-conducted online classes. The choice of communication channels, particularly platforms like WhatsApp, was strongly linked to e-learning utilization. Therefore, this study recommends that KMTC should acknowledge the strong preference for face-to-face classes and offer hybrid learning options. Further, the KMTC should address accessibility challenges and competing responsibilities at home by supporting data connectivity, ensuring user-friendly online platforms, and providing flexible scheduling options for diverse learner needs.
... The skills and attitudes plus the availability of good infrastructures at the university influence the uses of electronic resources in learning [23]. Students need and expectation also support and influence the use of the online resources in teaching. ...
... Murugan [23] tamilnadu -India E-Journals -used in research and teaching in the classes BURNETT [23] African countries E-Journals, database -support in research writing and collaborations Mallya and Sife [25] Tanzania E-journals -Used in research activities and teaching Budden [17] South Africa E-Journals, Books Conferences -Used in writing the dissertations. ...
... Murugan [23] tamilnadu -India E-Journals -used in research and teaching in the classes BURNETT [23] African countries E-Journals, database -support in research writing and collaborations Mallya and Sife [25] Tanzania E-journals -Used in research activities and teaching Budden [17] South Africa E-Journals, Books Conferences -Used in writing the dissertations. ...
The use of e-resources in higher education is inexorable. E-resources help students complete a variety of assignments and projects, and you can learn from other sources. While there are many other materials that are not important for education, one needs to be extremely careful with the resources because they require intense concentration. So, both educators and pupils must focus. E-resources perform by reinforcing higher education and accomplishing educational objectives. Higher education becomes enjoyable and interesting with flexible success through electronic resources. E-resources combine online and offline resources. Apart from that, e-resources improve teaching and learning and are helpful in research activities that improve learning outcomes. Review and pay attention to the advantages and some of the challenges of electronic resources in higher education. The review selected articles published from January 2015 up to March 2021. The articles about electronic resources in higher education were taken into consideration. The findings indicate that e-theses, e-dissertations, e-journals, e-books, and conferences are useful in higher education. The study found that electronic resources are very necessary for helping lectures in the teaching and learning process. A part of those resources helps with knowledge updates for the faculty members as well as the administration. Finally, e-resources are associated with databases that help students with writing. The study recommends training and orientation before learning research activities. Having good and powerful WI-FI is needed on campus for better access to resources. Unity and motivation for those who will be accessing resources continuously.
... In our experience, online learning initiatives start to diminish and eventually fade away when, for example, external funding ends, changes in the leadership of the host institution occur, key people cease to be involved in core activities, or the initiative fails to renew or no longer fits the strategy of the host institution. Research has identified that quality assurance lists, critical success factors, risk analysis tools, and good practices support the sustainable design of online study programs (King & Boyatt 2014;McPherson & Nunes, 2006;Sridharan et al., 2010). However, according to our experience, most existing models do not cope well with unexpected problems and dynamic challenges caused by contextual factors, or even global crises such as the COVID-19 pandemic. ...
... Online study programs often follow a mixed-model learning and teaching approach, in which face-to-face and online learning solutions, different technologies, and various instructional approaches are mixed and combined to implement pedagogically meaningful and practically relevant solutions to support learners in their studies (Köse, 2010;Sharma, 2010). Online study programs aim to offer flexible ways to study a degree or acquire a certificate since the studies are not tied to a specific physical location (King & Boyatt, 2014). According to Kozar et al., (2015), online study programs offer students opportunities to be self-guided and proceed with their studies without being sidetracked by others. ...
... Relevant research has identified various quality assurance lists, critical factors, recommendations, and good practices for online study programs, which can be used as design principles for implementing successful and sustainable online study programs (King & Boyatt, 2014;McGill et al., 2014;Nichols, 2008;Salim, 2007;Sridharan et al., 2010;Sun et al., 2008). For example, according to McPherson and Nunes (2006), leadership, structural and cultural issues, technological perspectives, and delivery solutions are crucial to consider when designing online learning programs. ...
A critical aspect of designing and running online study programs is the identification of factors and elements that could potentially threaten the continuation of studies. In this study, we first identified a set of critical events that occurred in the running of a Finnish online doctoral study program over 16 years. Next, we analyzed the events using a four-pillar sustainability model, which consisted of the economic, social, environmental, and ethical pillars. We detected several contextually relevant and dynamic pivotal factors related to each of the pillars, which had effects on the sustainability of the program at the time of the critical events. The analysis revealed that positive pivotal factors in one sustainability pillar can be used to compensate for negative pivotal factors in the other pillars. Two aspects that were crucial for the sustainability of the online doctoral study program were the resilience and shared commitment of the community involved in its activities, which helped in overcoming any challenges encountered. Based on this study, we recommended that future research should design novel solutions that help online study programs to proactively identify potential critical events and related pivotal factors. Furthermore, studies should find creative approaches for constructively coping with critical events that have been identified.
... According to the literature review of Damşa et al. (2021), several studies have examined conditions for the successful transition to online teaching, constituted of, primarily, institutional arrangements, e-learning infrastructures, and digital leadership. King and Boyatt (2015) demonstrate that, besides teachers' effort and performance, factors such as institutional and digital infrastructure, support and guidance structures or students' expectations and participation play a role in the way digital teaching is performed. Pettersson (2018) makes clear that there is a need for integrated understanding of individual teachers' decisions, their organizational context, and the learning technologies they use. ...
... Educators felt overwhelmed and unprepared to use online or remote teaching strategies and tools and they struggled to adapt their pedagogy to fluctuating situations, such as students' unreliable Internet access, changing personal needs, and unclear or shifting educational or governmental directives (Whalen et al., 2020). At the same time, it may also be indicative of an unclear understanding of learning design and conditions important for generating online learning environments that meet the needs of the students and of how these could be enacted by mobilizing existing digital infrastructure, competence and distributed online resources (King and Boyatt, 2015;Looi et al., 2019). Teachers' willingness to engage, and their access to necessary infrastructure, on the other hand, broke down many barriers to teaching and learning during the pandemic. ...
The COVID-19 pandemic has forced a shift to online teaching and learning in schools and universities across the globe, requiring teachers to adapt to the new conditions in a very short time. The willingness to continue digitalization is significant in interpreting instructors’ post-acceptance behavior as an essential cognitive decision. Faculty satisfaction with teaching online play an integral part in building and sustaining faculty commitment to providing students with supportive informative learning experiences in online courses. To elucidate interindividual differences in online crisis teaching, faculty members’ attitudes towards distance education were examined and their associations with underlying motivations as well as engagement and student learning. This study also provides insight into the perceptions about disruptions in identity experienced by faculty who have moved from face-to-face to online teaching. Understanding how faculty members experienced the change in identity, including their perception of adjustment and efficacy in the online classroom, provides a base of knowledge from which understanding of the transitional process can be built. Through questionnaires given to Greek science teachers, the willingness to engage in educational processes despite the existence of practical, personal, and institutional constraints is examined. The statistical analysis of the results through SPSS revealed that the majority of participants were comfortable to change their teaching methods and willing to meet the challenges of a rapid transition to an online teaching format, while a small but significant percentage perceived an identity disruption during the transition from face-to-face to online teaching. Additionally, the use of educational tools and thoughts about future directions regarding distance education were found to be statistically significant factors for predicting faculty attitudes. Taken together, these findings point to the relevance of faculty goals and attitudes for successful online teaching and learning. When considered that studies on online crisis teaching are mostly carried out in higher education, the results of this study will have significant contributions to the literature in the context of middle school education.
... A phenomenological technique was used in University of Warwick study [24] which examined participants' impressions via a number of academics, focused on groups, and oneon-one interviews. Infrastructure inside the institution, staff attitudes and abilities, and anticipated learner expectations were all identified, which had an impact on the adoption of e-learning. ...
... The responses were gathered by using a purposeful sampling technique. Google forms links were emailed to faculty at several colleges, in order to gather data [24]. ...
Internet of things (IOT) is an emerging technology, which has facilitated the abiding connection of real and virtual objects. Its developmental influence has caused a predictable impact on higher education, especially E-learning. Previous studies indicated that the prime aim of IOT is to transform traditional education into a flexible and effective learning approach by creating a digital or virtual learning environment. Consequently, the current study aims to evaluate the effective role of e-learning in higher educational institutions by investigating faculty’s overall interactions with this new learning platform. A comprehensive questionnaire was used for data collection from faculty members of several local universities to assess how instructors see E-learning. The analysis and presentation of the data have all employed tables, graphs, and other pertinent visual representations of the data. Data analysis of teachers’ response displayed that viability, abundant material, affordability, mobility, and enhanced concentration are keys features of e-learning that attract teachers. Thus, teachers believe/see e-learning as an adaptable dynamic change to meet educational needs in challenging times. Additionally, teachers also highlighted certain issues that they face while adapting e-learning such as inadequate internet connectivity, limited access, insufficient internet speed in remote areas, online real-world subjects are harder to understand, and cyber security problems. These problems need to be addressed at large to improve the efficiency and potential of e-learning in Pakistan.
... Obregón, Sonora -México RESUMEN El COVID-19 creo una crisis en el mundo, afectando a las instituciones educativas, optando por diferentes métodos para continuar con el proceso de enseñanza aprendizaje involucrando el uso de la tecnología (Chiu, 2022). No obstante, la investigación sobre la integración de la tecnología para el aprendizaje ha sido abordada con anterioridad (Brill & Galloway, 2007;King & Boyatt, 2015;Marulanda et al., 2014); y para continuar con esta revisión se siguió el procedimiento de una revisión sistemática utilizando la metodología PRISMA, en las siguientes bases de datos: Pubmed, ERIC, Elsevier y Google Scholar; se analizaron 17 estudios en función de criterios de inclusión determinados, con la finalidad identificar los hallazgos más relevantes que se han analizado sobre la integración de la de tecnología para el aprendizaje en línea en los últimos 10 años. Los resultados fueron descritos en categorías, se identificó que la enseñanza, la práctica y la investigación realizadas en el aprendizaje en línea han cambiado en los últimos años. ...
... Aunque la investigación sobre la integración de la tecnología para el aprendizaje ha sido abordada con anterioridad (Brill & Galloway, 2007;King & Boyatt, 2015;Marulanda et al., 2014), a partir del año 2020 se registró un aumento en dicho campo de investigación debido al cierre presencial de instituciones educativas (Alonso-Ferreiro et al., 2020;Charissi et al., 2020;Khatoony & Nezhadmehr, 2020;Paul et al., 2020;Rahmadi, 2021); sin embargo, para efectos de este trabajo se propone con el objetivo de realizar una revisión sistemática con la finalidad identificar los hallazgos más relevantes que se han analizado sobre la integración de la tecnología para el aprendizaje en línea en los últimos 10 años, y conocer con ello el estado del arte sobre el tema. ...
El COVID-19 creo una crisis en el mundo, afectando a las instituciones educativas, optando por diferentes métodos para continuar con el proceso de enseñanza aprendizaje involucrando el uso de la tecnología (Chiu, 2022). No obstante, la investigación sobre la integración de la tecnología para el aprendizaje ha sido abordada con anterioridad (Brill & Galloway, 2007; King & Boyatt, 2015; Marulanda et al., 2014); y para continuar con esta revisión se siguió el procedimiento de una revisión sistemática utilizando la metodología PRISMA, en las siguientes bases de datos: Pubmed, ERIC, Elsevier y Google Scholar; se analizaron 17 estudios en función de criterios de inclusión determinados, con la finalidad identificar los hallazgos más relevantes que se han analizado sobre la integración de la de tecnología para el aprendizaje en línea en los últimos 10 años. Los resultados fueron descritos en categorías, se identificó que la enseñanza, la práctica y la investigación realizadas en el aprendizaje en línea han cambiado en los últimos años.
... Melibatkan akademisi dalam penggunaan teknologi sebagai media pembelajaran merupakan prioritas yang relatif baru dalam sektor pendidikan tinggi. Di era teknologi ini, sangat penting bagi lulusan dari pendidikan tinggi untuk memiliki keterampilan teknologi yang mereka perlukan di tempat kerja, sehingga tingkat pemanfaatan e-learning sebagai media belajar pun terus meningkat (King & Boyatt, 2015). Selain untuk memenuhi kebutuhan akan peningkatan keterampilan peserta didik, adopsi e-learning di perguruan tinggi juga memiliki beberapa manfaat bagi penyelenggara pendidikan dalam bentuk penyederhanaan proses pemerolehan keterampilan dasar tenaga pendidik dan meningkatkan performa pelatihan bagi tenaga pendidik dengan cara yang hemat biaya (Akaslan & Law, 2011), meningkatkan efektivitas pengetahuan dan kualifikasi melalui kemudahan akses ke sejumlah besar informasi (Al-adwan & Smedley, 2012), meningkatkan kualitas pendidikan (Rosiyanti & Faisal, 2021), dan dapat memecahkan masalah kelangkaan tenaga pendidik (Syahrir et al., 2021). ...
... Efektivitas e-learning sangat bergantung pada tujuan dan cara setiap aktor yang terlibat didalamnya. Berdasarkan penelitian terdahulu terkait dengan faktor yang mempengaruhi tingkat keberhasilan e-learning di lembaga pendidikan diantaranya adalah kurangnya peralatan teknis yang dimiliki oleh lembaga, kurangnya pengetahuan yang memadai tentang penggunaan e-learning dan teknologi tepat guna, membatasi keterampilan sosialisasi dan peran instruktur dalam proses pembelajaran, sumber daya yang memadai untuk mengembangkan dan memelihara peralatan yang tepat, memberikan dukungan teknis ( (Hanafizadeh et al., 2011;Al-adwan & Smedley, 2012;King & Boyatt, 2015;Arkoful & Abaidoo, 2015). Hal ini menunjukkan bahwa integrasi e-learning ke dalam praktik saat ini di pendidikan tinggi merupakan masalah yang menantang dan perlu dilakukannya suatu proses persiapan dan usaha untuk meningkatkan pengalaman dan tindakan dalam pembelajaran dengan menggunakan elearning. ...
Perkembangan teknologi menyebabkan perubahan pada pola pengajaran yang dilakukan di sejumlah lembaga pendidikan. E-learning sebagai moda pembelajaran yang dianggap efektif dalam meningkatkan kualitas belajar dan meningkatkan keterampilan digital pendidik dan juga peserta didik. Namun, saat ini manfaat dari mengadopsi sistem e-learning dalam pembelajaran di pendidikan tinggi masih belum terealisasi sepenuhnya. Penelitian ini bertujuan untuk menganalisis literatur berupa artikel jurnal dan prosiding yang diterbitkan pada rentang tahun 2011-2021 mengenai model evaluasi pembelajaran berbasis e-learning pada perguruan tinggi. Metode penelitian yang digunakan merupakan deskriptif kualitatif untuk mencari fakta mengenai kerangka instrumen evaluasi yang digunakan untuk mengevaluasi efektivitas e-learning pada lembaga pendidikan tinggi. Hasil penelitian menunjukkan bahwa komponen penting dalam menyusun kerangka instrumen evaluasi e-learning mencakup: (1) keterlibatan berbagai pihak dalam pengembangan alat, (2) hakikat pedagogik pada pembelajaran elektronik, (3) ketersediaan sistem dukungan atau tenaga ahli teknis yang memiliki kemampuan khusus dalam mengelola platform e-learning, (2) keterampilan khusus dalam penggunaan e-learning, (5) pengaruh efikasi pengguna e-learning terhadap keberhasilan pelaksanaan pembelajaran.
Technological developments have led to changes in the pattern of teaching carried out in several educational institutions. E-learning is a learning tool that is considered an effective system to improve the quality of learning and improve educators' and students' digital skills. However, currently, the benefits of adopting an e-learning system in learning in higher education are still not fully realized. This study aims to analyze the literature in journal articles and proceedings published in the 2011-2021 range regarding the evaluation model of e-learning-based learning in universities. The research method used is descriptive qualitative to find facts about the framework of the evaluation instrument used to evaluate the effectiveness of e-learning in higher education institutions. The results of the study indicate that the essential components in developing the framework of the e-learning evaluation instrument include: (1) the involvement of various parties in the development of the tool, (2) the pedagogic nature of electronic learning, (3) the availability of a support system or technical experts who have special abilities in managing the e-learning platform, (2) specific skills in the use of e-learning, (5) the effect of e-learning user efficacy on the successful implementation of learning.
... However, the relatively small number of universities (n=7) actively engaging in evaluation measures for GAI's impact signals a gap in the comprehensive policy development and implementation across the higher education sector. This gap not only raises questions about the readiness of the majority of institutions to adapt to and fully leverage GAI technologies but also points to potential disparities in the resources available for such endeavors, such as institutional infrastructures and staff skills (King and Boyatt, 2015). The limited engagement suggests a need for a more widespread and structured approach to understanding and harnessing the benefits and challenges of GAI, as well as a more robust framework for sharing best practices and learning across institutions (Cheng and YIM, 2024;Kezar, 2011). ...
Integrating generative AI (GAI) into higher education is crucial for preparing a future generation of GAI-literate students. Yet a thorough understanding of the global institutional adoption policy remains absent, with most of the prior studies focused on the Global North and the promises and challenges of GAI, lacking a theoretical lens. This study utilizes the Diffusion of Innovations Theory to examine GAI adoption strategies in higher education across 40 universities from six global regions. It explores the characteristics of GAI innovation, including compatibility, trialability, and observability, and analyses the communication channels and roles and responsibilities outlined in university policies and guidelines. The findings reveal a proactive approach by universities towards GAI integration, emphasizing academic integrity, teaching and learning enhancement, and equity. Despite a cautious yet optimistic stance, a comprehensive policy framework is needed to evaluate the impacts of GAI integration and establish effective communication strategies that foster broader stakeholder engagement. The study highlights the importance of clear roles and responsibilities among faculty, students, and administrators for successful GAI integration, supporting a collaborative model for navigating the complexities of GAI in education. This study contributes insights for policymakers in crafting detailed strategies for its integration.
... The use of technologies is integral to universities in their delivery of learning and teaching activities. Many argue that it has yet to completely transform educational practices largely because the introduction of technology alone cannot change people's practices (Flavin, 2012;King & Boyatt, 2015;Livingstone, 2012;Selwyn, 2014). For academics, a contributing factor to this may have been that academic development programs for technology adoption were largely based around the acquisition of technical skills rather than the pedagogical use of these technologies (Dondi, Mancinelli, & Moretti, 2006;Garrison & Akyol, 2009;Kirkwood & Price, 2006;McCarney, 2004). ...
This paper reports on the early findings of a research study into academic design practices when incorporating educational technology. As part of the overall project, students were questioned on their perceptions of the use of technologies in the course. The insights gained from the students are discussed within the parameters of three major themes that emerged from the data informing implications to practice in academic development and learning design.
... 4 Training: Adoption of ChatGPT technology may necessitate expenditures in user training and support, including academics, staff and students. Institutions may need to give training and assistance to ensure that users are familiar with and capable of utilising the technology (Arkorful and Abaidoo, 2015;King and Boyatt, 2015;Lawrence and Tar, 2018). An institution, therefore, may need to give training on how to utilise ChatGPT-powered chatbots, how to understand ChatGPT feedback, and how to incorporate ChatGPT into existing teaching and learning methods. ...
... Facilitating conditions is perhaps the most influential factor because to teachers adopt ICTs successfully, they need to have access to ICT resources such as equipment, appropriate infrastructure, training as well as, technical and pedagogical support (Barbaran, 2014; King & Boyatt, 2014), if there is a lack of these facilitating conditions teachers will not be able to integrate these resources successfully. Finally, hedonic motivation as teachers need to be intrinsically motivated to use ICTs (Bennett et al., 2007;Jimoyiannis & Komis, 2007), the good thing in this perception is the fact that ICT use has the potential to motivate both the teacher and the learner, for example by using gamification or attractive audio-visual resources. ...
Information and Communication Technologies (henceforth ICTs) have been widely used by English as a Foreign Language (EFL) teachers as a tool to enhance language learning. This study investigated the drivers and barriers of ICT adoption as perceived by EFL teachers at the primary school level in Mexico. A phenomenological approach was adopted, and semi-structured interviews were used to collect the data. The findings showed that teachers' positive attitudes towards technology, attention motivation, having access to ICT resources, and enhancing language learning are the main drivers which facilitate the use and adoption of ICT in their classrooms, while, lack of resources, emerging challenges when using ICT resources and teachers' demotivation are the main barriers. The study concluded that the current findings may help to better understand those factors, and hence inform EFL teachers, policymakers, and education authorities to develop actions to overcome the barriers and promote the pedagogical use of ICT.
... In this study, the authors used an e-learning quality framework as suggested by Masoumi and Lindström (2012), primarily because the framework captures the essential components anticipated to be measured in the study. This framework shares many of the elements of the framework suggested for the integration of e-learning in HEIs (Han et al., 2019), particularly in the context of developing countries (King & Boyatt, 2015;Kituyi & Tusubira, 2013). Figure 1 presents the model summary of the study framework. ...
The usage of virtual platforms for reforming teachers' continuous professional development (CPD) is becoming more and more necessary in contemporary higher education (HE) settings. For a comprehensive understanding of the implications of this strategy for CPD, research studies from various contexts are required. This study evaluated the effectiveness and implementation of a pilot online professional development (PD) package called the ‘higher diploma program (HDP)’ for health professional educators (HPEs) in the Ethiopian HE context. We used mixed methods in a Hybrid II design. Additionally, a comprehensive e-learning quality framework guided the overall research and integration of the qualitative and quantitative data. The qualitative component includes a key-informant interview (KII) with facilitators, a program coordinator, and a single focus group discussion with HPEs. Additionally, the quantitative component includes a cross-sectional survey of the (HPEs’) responses to a self-report questionnaire. The findings show that this pilot project was feasible and well accepted by the HPEs, facilitators, and coordinators of the project. These participants also perceived several implementation challenges as weaknesses of the pilot project. Mitigating the prevailing challenges requires sustained and collaborative efforts by universities, the education and health sector, and other partner institutions. Our interpretations imply that customizing online PD in HE is, ultimately, a local phenomenon that results from individual motivation and interest, institutional capacity, and contextual factors like access to technology, the quality of online PD resources, and program management.
... As a result, faculty development efforts in higher education are continually evolving (Austin & Sorcinelli, 2013;Lewis, 1996). Much of the research on faculty development is: (a) focused on disciplinary efforts, like medicine (Cruess et al., 2018;Steinert et al., 2016), agriculture (Blickenstaff et al., 2015;Hur et al., 2023), and liberal arts (Baker et al., 2018) or (b) focused on specific educational challenges, such as online learning (Horvitz et al., 2015;King & Boyatt, 2015), student diversity (Austin & Sorcinelli, 2013;Van Lankveld et al., 2017), or artificial intelligence (Zawacki-Richter et al., 2019). Research generally shows the value of learning communities and personal networks in faculty development (Ascione et al., 2022;Hur et al., 2023). ...
Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb’s experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb’s experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities.
... Academic advising services in higher education are being streamlined and improved using web-based solutions. This adoption streamlined course selection and enhanced counselors' ability to track students' academic achievement [1]. COVID-19 has improved online student services. ...
The COVID-19 pandemic has brought outward unparalleled difficulties in the field of education, emphasizing the need for unique solutions. This study aimed to evaluate the determinants that affect the effective implementation of the automated student academic advisory system at the University of Nizwa of the Sultanate of Oman, with a particular emphasis on its influence on students' emotional intelligence during the pandemic The research utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model to investigate how factors such as performance expectancy, effort expectancy, social influence, and facilitating conditions influence students' behavioral intentions. In addition, the study examined the behavioral intention effects on the use of the automated system, emotional intelligence effects and the experience of COVID-19 specifically influences the actual use of the system. The study employed a case study methodology in combination with a quantitative survey method to gather data from 272 students and advisors at the University of Nizwa. The collected data was analyzed using SmartPLS, a technique known as structural equation modeling. The research provides useful information on the adoption of technology in an educational environment and its impact on student well-being and emotional intelligence. The study found that only performance expectancy and facilitating condition factors had a substantial impact on behavioral intention, whereas effort expectancy and social influence did not. Behavioral intention showed a positive correlation with actual usage, but performance expectancy, effort expectancy, and social influence did not directly influence the actual utilization. Moreover, behavioral intention served as a mediator for the indirect impact of performance expectancy and facilitating conditions on actual usage. However, it did not mediate the indirect impact of social influence and effort expectancy on actual utilization. Furthermore, the impact of COVID-19 and emotional intelligence did not influence the relationship between facilitating conditions and actual use. These findings offer valuable information into understanding educational technology, particularly in situations of global crises, and offer practical recommendations for educators, legislators, and academic institutions seeking to enhance student participation, support, and general well-being.
... In an era characterised by rapid technological advancements and their pervasive integration into educational settings, the impact of educational technology on various facets of learning and development has become a subject of heightened interest and concern (Yeung, Carpenter & Corral, 2021). In recent years, institutions of both tertiary and secondary education (i.e., high schools, colleges, and universities) have perpetually endeavoured the integration of Information and Communication Technologies (ICTs) into the classroom setting because of its reputed benefits for students and teachers (King & Boyatt, 2015). Conducting a comprehensive systematic literature review on the influence of educational technology on well-being status is not only a timely endeavour but also a vital one. ...
Undoubtedly, Information Technology (IT) has significantly expanded global educational accessibility. Extensive research underscores the need to examine how educational technology adoption affects the well-being of educators and learners, considering education's potential to enhance well-being and mitigate socio-economic challenges. This study aims to comprehensively review the impact of educational technology on human well-being in diverse educational contexts. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic review encompassed databases such as Web of Science, Science Direct, SAGE, and Taylor and Francis. Thirteen selected articles underwent rigorous analysis. Findings reveal contextual variations in the influence of educational technology on well-being, with both positive and negative effects observed. In numerous contexts, a negative correlation between educational technology use and well-being is evident, exacerbated by insufficient training leading to stress among teachers and learners. Quantitative predominance in existing studies suggests a future shift toward qualitative or mixed-method approaches, offering deeper insights into the intricate relationship between educational technology and well-being across diverse settings. In conclusion, urgent interventions are needed to ensure equitable access to educational technologies and training. Such efforts should extend to least developed countries and small island developing states, fostering well-being enhancement and socio-economic progress through holistic technology integration in education.
... The adoption and use of e-learning by higher education institutions in developing countries face several challenges, including inadequate infrastructure, knowledge gaps, behavioral barriers and poor planning (Folorunso et al., 2006;Kisanga and Ireson, 2015;King and Boyatt, 2015;Mtebe and Raisamo, 2014;Omeje et al., 2019;Rakhyoot, 2017;Renda dos Santos and Okazaki, 2016;Tandon et al., 2022). While these challenges are welldocumented in the literature, our understanding of the factors influencing e-learning adoption among academic staff at higher education institutions is less developed. ...
E-learning presents a significant opportunity for developing countries to rapidly increase the availability of higher education to their population. However, e-learning is not widely adopted in many developing countries such as Nigeria. This study aims to advance our understanding of the determinants of e-learning adoption by examining the factors influencing e-learning adoption intentions among academic staff in higher education institutions in Nigeria. Applying the decomposed theory of planned behavior and using sample data collected from 188 respondents, the findings of the study demonstrate that e-learning beliefs are significant factors that indirectly influence e-learning adoption. This study extends our understanding of the determinants of e-learning adoption and provides valuable cues to managers of higher education institutions that will aid their e-learning adoption efforts.
... When faculty update their teaching practices and curriculum, they can better support students in their learning journey (Barnsteineret al., 2007). On the other hand, when students adopt effective study strategies and techniques, they can take full advantage of the resources and opportunities provided by faculty (King & Boyatt, 2015). By improving both teaching practices and student preparation, nursing education can become more effective and successful, leading to better learning outcomes for nursing students (Flott & Linden, 2016). ...
This quantitative study aimed to investigate the effectiveness of study strategies among nursing students at Ninevah University's College of Nursing during the academic year 2022-2023. A sample of 300 nursing students was randomly selected, and data was collected through a self-administered questionnaire. Correlation analysis revealed significant positive correlations between study hours per week (r = 0.36, p < 0.01), study groups (r = 0.29, p < 0.01), and practice quizzes (r = 0.23, p < 0.01) with overall study effectiveness rating. However, no significant correlation was found for study app usage. The findings suggest that increasing study hours, engaging in study groups, and utilizing practice quizzes can enhance study effectiveness for nursing students. These results have implications for the development of effective study strategies in nursing education , benefiting students, educators, and policymakers.
... The Government of India along with the Department of Electronics and Information technology is supporting content development, teacher training, and initiatives in R & D technology through distance education (Chatterjee, 2014). A study by King & Boyatt, 2015 reveals that the current generation is more in favor of touching a screen/button for content rather than preferring to read from the pages of a book. Also, their ability to use tools vary. ...
There is a gradual unequivocal shift in the educational sector where the methodology of teaching leveraged by technology is changing the face of learning. Virtual Learning (VL) which was implemented during the lockdown period enhanced this shift and it is also serving the nation to accomplish its targets like 'Education for all' and 'Sustainable Development Goal-4' (SDG 4). In this perspective, the present paper examines the theories and constructs related to the intention to use online learning tools on user readiness to virtual learning (RVL). Comprehensive exploratory theoretical review on the UTAUT model given by Venkatesh et al. (2003) and the readiness scale given by Hung et al. (2010) were critically evaluated to understand the constructs of these two scales and then adapted for the study. Grounded on this meticulous exploration, we aspire to work on an abstract model and conduct conceivable empirical research on similar paradigms. We look forward to validating that if the respondents have optimistic intent to use the technology, then they will be all set to take up the virtual learning courses.
... The learning process that usually takes place face-to-face can only take place without face-to-face meeting (online) [10]. One of the learning media that is often used in the world of education, especially Higher Education, is E-Learning media [16]. Learning with elearning is one of the means to help students overcome the situation of not understanding learning materials. ...
This study presents an analysis of students' condition in online learning in the autotronics technology course of the Department of Automotive Engineering, Universitas Negeri Padang. This research aims to find obstacle to online learning based on technology, human and environmental factors. This research is a quantitative descriptive study. The subjects of this study were 120 students who took the autotronics technology course at Universitas Negeri Padang, Department of Automotive Engineering, Faculty of Engineering in the 2019/2020 semester. A questionnaire using a Likert scale was used for data collection. Analysis techniques use descriptive analysis techniques and confirmatory factors. The results of confirmatory factor analysis, factors were formed that could explain 76.84% of the variance of the original variables. The human side is the biggest hurdle. 77 of 120 students were less enthusiastic about participating in bold learning, 86 of 120 students struggled to understand the material being bravely taught, and 93 of 120 students had difficulty understanding charts and series in the material, and 87 out of 120 students had difficulty understanding the material. It was difficult to understand the material without doing the lab. The human variable is considered the biggest constraint compared to other variables studied. These constraints are the personality indicators and intelligence indicators.
... E-learning adalah proses pengajaran dan pembelajaran jarak jauh yang fleksibel dengan memanfaatkan Teknologi Informasi dan Komunikasi (Ulisses Miranda Azeiteiro, Paula Bacelar-Nicolau, Fernando J.P. Caetano, 2014). E-learning digunakan untuk membantu mempermudah dalam pengajaran (King & Boyatt, 2014) karena pembelajaran bisa dilakukan di mana saja dan kapan saja. Terdapat beberapa aplikasi yang digunakan dalam penerapan elearning seperti: Edmodo, Google Classroom, Moodle, ClassDojo, Class123, dan sebagainya. ...
Abstrak. Dunia sudah memasuki era revolusi industri 4.0. Era ini telah membawa banyak perubahan di berbagai bidang kehidupan. Salah satunya adalah bidang pendidikan Islam, seperti fikih. Perubahan tersebut ditunjukkan dengan adanya integrasi antara kurikulum fikih dengan teknologi. Penelitian ini bertujuan untuk mengetahui integrasi kurikulum fikih dan teknologi dalam menghadapi era revolusi industri 4.0 di MA Al-Muayyad Surakarta. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan cara mendeskripsikan data alamiah sesuai dengan data yang ada. Subjek dari penelitian ini adalah guru fikih di MA Al-Muayyad. Pengumpulan data dilakukan dengan teknik wawancara, observasi, catat, simak, klasifikasi, dan analisis dokumen. Hasil penelitian ini menunjukkan bahwa integrasi antara kurikulum Fikih dengan teknologi di MA Al-Muayyad belum sepenuhnya terintegrasi dengan baik dikarenakan kurangnya sarana dan prasarana di MA Al-Muayyad, serta kurangnya SDM yang belum bisa mengikuti era revolusi industri 4.0. Kata Kunci: Fikih; Integrasi; Kurikulum; Revolusi Industri 4.0 PENDAHULUAN Di era revolusi industri 4.0 saat ini permasalahan di dunia sangat beranekaragam, seperti politik, ekonomi, dan pendidikan. Dalam hal ini penulis akan memaparkan masalah pendidikan di Indonesia. Masalah pendidikan di Indonesia saat ini semakin kompleks di antaranya adalah mahalnya biaya pendidikan, fasilitas pendidikan yang kurang memadai, dan rendahnya kesempatan pemerataan pendidikan (Wardani, 2018). Hal tersebut sering terjadi di daerah-daerah terpencil, seperti daerah pelosok desa sehingga dijadikan sebagai sorotan pemerintah untuk menanggulangi permasalahan tersebut. Jika masalah tersebut dibiarkan begitu saja maka tidak akan terselesaikan justru malah menjadi besar. Sudah seharusnya pemerintah perlu menyelesaikan masalah tersebut karena sistem pendidikan menjadi hal yang paling utama. Tidak hanya pemerintah saja yang harus bekerja, melainkan masyarakat, guru, dan elemen lainnya perlu membantu mengadakan perubahan sistem pendidikan. Dalam sebuah sistem pendidikan tidak terlepas dari adanya kurikulum yang diberlakukan dalam setiap sekolah karena kurikulum menjadi salah satu pedoman dalam pembelajaran. Kurikulum adalah suatu sistem pendidikan yang ditetapkan oleh pemerintah. Kurikulum adalah suatu sistem kebijakan yang sudah ditetapkan oleh Pemerintah dalam bidang pendidikan (Daryanto, 2014). Senada dengan pendapat yang dikemukakan oleh Juwariyah 2004 bahwa kurikulum merupakan salah satu unsur yang paling penting dalam pembelajaran karena adanya kurikulum dapat menentukan keberhasilan proses pendidikan. Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional yang menyebutkan bahwa kurikulum adalah seperangkat rencana pengetahuan yang di dalamnya berisi tujuan, isi, dan bahan pelajaran serta cara yang dipakai sebagai pedoman penyelenggaraan kegiatan. pembelajaran. Kurikulum tidak terlepas dari komponen-komponen yang harus diperhatikan, di antaranya adalah tujuan yang diharapkan. Kedua, isi materi yang berhubungan dengan segala aspek baik itu materi maupun proses pembelajaran. Ketiga, strategi pelaksanaan pembelajaran baik metode maupun pendekatan dan alat yang digunakan dalam proses pembelajaran. Keempat, evaluasi pembelajaran yang di dalamnya terdapat adanya penilaian hasil akhir pembelajaran untuk mengetahui tercapainya proses pembelajaran. Kurikulum berfungsi sebagai alat penyesuaian diri terhadap lingkungan, diferensial, integrasi, perpisahan antara minat dan bakat, dan sebagainya (Al-Syaibany, 1979). Penulis akan membahas lebih dalam lagi mengenai kurikulum fikih. Kurikulum fikih merupakan kurikulum pembelajaran yang di dalamnya berisi tentang hukum-hukum syara' yang bersifat praktis yang diperoleh dari dalil-dalil yang rinci (Abdul Wahhab Kallaf dalam Ahmad Rofiq, 2000). Menurut Azhami (2006) fikih yang berkaitan dengan hukum syara' yang berkaitan dengan aktivitas manusia berupa hukum wajib, sunnah, haram, makruh, dan mubah berdasarkan ketetapan yang terkandung dalam Al-Qur'an, As-Sunnah, dan dalil-dalil. Kurikulum Fikih di MA Al-Muayyad adalah salah satu bagian mata pelajaran Islam yang diarahkan untuk menyiapkan peserta didik dalam pengenalan, pemahaman, dan pengamalan hukum Islam yang menjadi dasar pandangan hidup melalui kegiatan
... Flavell et al. (2019) argue that academics are required to adapt positively to changes resulting from technology. The challenge is that e-learning is a relatively new priority for universities and most of the academics in developing countries (King & Boyatt 2015;Kisanjara et al. 2017;Phutela & Dwivedi 2020). Many African HEIs are adopting forms of blended and online learning, thus highlighting the growing need for continuous development of lecturers (Pallitt et al. 2018). ...
Learning management systems (LMSs) are among the key digital tools that most institutions have developed for their lecturers and students to manage their online academic activities. The aim of this study was to explore new lecturers' perceptions of adopting and using an LMS for facilitating online modules in the College of Education (CEDU) of an open distance and e-learning (ODeL) institution in South Africa. ODeL institutions recruit new lecturers from other traditional universities and private organisations, with the result that these individuals often have no experience of the ODeL context and therefore encounter challenges using distance education technologies to teach and support students. A qualitative case study research design was employed in this study. Semi-structured interviews were used to collect data from 11 new lecturers who were purposely selected to participate in this study. The findings revealed that most lecturers were not using the university's LMS frequently. The non-use of the university's LMS was affected by various factors, including lack of proper skills, the design of some LMS functions and the lecturers' attitudes. The researchers recommend that relevant training be aligned with the specific digital literacy needs of lecturers. LMS platforms form a major part of the e-learning initiatives at universities and are often central to student support; consequently, they should be used effectively to teach and support students.
... Facilitating conditions is perhaps the most influential factor because to teachers adopt ICTs successfully, they need to have access to ICT resources such as equipment, appropriate infrastructure, training as well as, technical and pedagogical support (Barbaran, 2014; King & Boyatt, 2014), if there is a lack of these facilitating conditions teachers will not be able to integrate these resources successfully. Finally, hedonic motivation as teachers need to be intrinsically motivated to use ICTs (Bennett et al., 2007;Jimoyiannis & Komis, 2007), the good thing in this perception is the fact that ICT use has the potential to motivate both the teacher and the learner, for example by using gamification or attractive audio-visual resources. ...
Information and Communication Technologies (henceforth ICTs) have been widely used by English as a Foreign Language (EFL) teachers as a tool to enhance language learning. This study investigated the drivers and barriers of ICT adoption as perceived by EFL teachers at the primary school level in Mexico. A phenomenological approach was adopted, and semi-structured interviews were used to collect the data. The findings showed that teachers’ positive attitudes towards technology, attention motivation, having access to ICT resources, and enhancing language learning are the main drivers which facilitate the use and adoption of ICT in their classrooms, while, lack of resources, emerging challenges when using ICT resources and teachers’ demotivation are the main barriers. The study concluded that the current findings may help to better understand those factors, and hence inform EFL teachers, policymakers, and education authorities to develop actions to overcome the barriers and promote the pedagogical use of ICT.
... The issues associated with the successful implementation of e-learning in pre-pandemic times are well documented in academic literature [10][11][12]. The shift to e-learning implies a cultural transformation, and students, as well as teachers all over the world, have struggled throughout the e-learning adoption process [2,[13][14][15][16][17]. Particularly, failures in e-learning adoption have been reported due to a lack of preparation of the institution and its constituents, specificities of the regional context, as well as difficulties in adapting to innovative teaching and learning approaches [18][19][20][21]. ...
This article analyses students’ intention to use a particular e-learning technology (MS Teams) at university during the COVID-19 outbreak in Spain using the Unified Theory of Acceptance and Use of Technology (UTAUT). The model was refined through a qualitative analysis based on six focus group discussions with students from different engineering faculties in Madrid, Spain. A survey involving 346 undergraduate students was subsequently fed into the model. Structural Equation Modelling (SEM) and SMART PLS software were applied for data analysis. The results shed light on theoretical and practical implications. The model was validated by the data and displayed a high predictive ability. Social influence was found to have the greatest influence over students’ acceptance, followed by the professor’s role in shaping the perception of improvement. Facilitating conditions were found to be the least relevant factor, probably due to the particular context in which this study was conducted. A significant difference was found between the public and private institutions in terms of the importance of the perceived usefulness for the professor (this factor was more important for students’ acceptance at the public university). In order to improve its acceptance and use under the current scenario, it is thus important for universities wishing to introduce e-learning to focus on creating a positive social environment around the e-learning platform, for example, by using social networks or relying on testimonies by professionals who could confirm the interest of such a platform in a future work environment. Understanding professors’ perspective on the implementation of the platform is also of paramount importance. More research is also needed regarding context-related differences when analysing students’ acceptance of e-learning.
... Because of that, education online has become popular and beneficial to institutions (Simpson, 2018;Ko & Rossen, 2017). E-Learning is a catch-all term that describes training, or any educational activity delivered to learners through an electronic device (King & Boyatt, 2015). Typically, through a website or an application, the learner accesses a computer (Urh, Vukovic, Jereb, & Pintar, 2015;Islam, Beer, & Slack, 2015). ...
This study was focused on the development of a web e-learning application for the database courses taken by Information Technology (IT) students at the College of Information and Communications Technology (CICT) of Bulacan State University (BulSU). The research methodology used in this project was the cross-sectional developmental approach. The Agile Software Development methodology was followed phase by phase, up to the development phase, to develop the system. It was used to produce the desired output rapidly while allowing users to go back through phases without finishing the whole cycle. The goal of this study was to create a web application that teaches Structured Query Language (SQL) in both the MySQL and SQL Server approaches. The application contains quizzes and examinations to allow self-assessment of learning. Additionally, an Entity Relationship Diagram (ERD) simulation was included to provide ERD creations in a drag-and-drop fashion. This study was evaluated using ISO/IEC 25010 software quality evaluation criteria. The study's overall mean was 4.24, 4.41, and 4.33, all with the descriptive meaning of "Very Good," which showed that the system performed its necessary functions as perceived by students, faculty members, and experts, respectively. In summary, the e-learning web application for database courses was fully developed. Moreover, the entity-relationship diagram was integrated well within the system and is accessible to the users. Lastly, respondents evaluated the developed web application using the ISO/IEC 25010 with an overall descriptive interpretation of "Very Good." For future developments of the study, an administrator panel may be developed to manage users and do other administrative tasks. Lastly, higher-order thinking skills questions on assessments and quizzes may be included.
... Because of that, education online has become popular and beneficial to institutions (Simpson, 2018;Ko & Rossen, 2017). E-Learning is a catch-all term that describes training, or any educational activity delivered to learners through an electronic device (King & Boyatt, 2015). Typically, through a website or an application, the learner accesses a computer (Urh, Vukovic, Jereb, & Pintar, 2015;Islam, Beer, & Slack, 2015). ...
Purpose – This study was focused on the development of a web e-learning application for the database courses taken by Information Technology (IT) students at the College of Information and Communications Technology (CICT) of Bulacan State University (BulSU).
Method – The research methodology used in this project was the cross-sectional developmental approach. The Agile Software Development methodology was followed phase by phase, up to the development phase, to develop the system. It was used to produce the desired output rapidly while allowing users to go back through phases without finishing the whole cycle.
Results – The goal of this study was to create a web application that teaches Structured Query Language (SQL) in both the MySQL and SQL Server approaches.The application contains quizzes and examinations to allow self-assessment of learning. Additionally, an Entity Relationship Diagram (ERD) simulation was included to provide ERD creations in a drag-and-drop fashion. This study was evaluated using ISO/IEC 25010 software quality evaluation criteria. The study's overall mean was 4.24, 4.41, and 4.33, all with the descriptive meaning of "Very Good," which showed that the system performed its necessary functions as perceived by students, faculty members, and experts, respectively.
Conclusion – In summary, the e-learning web application for database courses was fully developed. Moreover, the entity-relationship diagram was integrated well within the system and is accessible to the users. Lastly, respondents evaluated the developed web application using the ISO/IEC 25010 with an overall descriptive interpretation of "Very Good."
Recommendations – For future developments of the study, an administrator panel may be developed to manage users and do other administrative tasks. Additionally, a feature where faculty members may be included to manage contents within the application may be included. Lastly, higher-order thinking skills questions on assessments and quizzes may be included.
Research Implications – The e-learning web application was fully developed and may be used as an additional teaching and learning tool upon its implementation as an e-learning web application. Faculty members may use the application as a supplemental tool in teaching the database courses. On the other hand, students may use the web application as a tool in developing entity-relationship diagrams needed for system development courses.
... Thus, universities and governmental bodies are now called upon to implement sustainable and efficient innovative HDP strategies. One of the primary challenges in this kind of innovative approach to instructors PD is how to design innovative solutions that are appealing and useful to the program implementers, and, at the same time, bring about transformative practices [35][36][37]. ...
Despite the presence of a common agreement on the importance of integrating professional development (PD) for instructors in higher education (HE), the level of progress made in that regard varies greatly across HE systems around the world. Part of the variation was due to the lack of comprehensive theories and guidelines that leverage efforts to integrate PD issues into HE system. Also, there is limited research regarding the development and revision of PD programs for instructors of health sciences in HE setting. The limited studies primarily lack a comprehensive or all-encompassing framework that capture the complexities of the program development and validation process. Rather, they are essentially impact evaluation studies, examining the short-term and long-term benefits of the programs under studies. This study offers a theoretical rationale and a three-step framework for PD program development and review in HE through presenting a case study of an innovative PD program in the Ethiopian public university context. A three-step approach that consists of curriculum development, an iterative research-based review, and collaborative revision and validation is recommended in this study, to promote a commitment to systematic planning and research-based review and revision in a PD of instructors in HE in Ethiopia and beyond.
... This could be due to the low anticipation of what e-learning can contribute towards continuity of learning especially during such unprecedented times of coronavirus diseases 2019. This finding is consistent with King and Boyatt's [20] study exploring factors influencing the adoption of e-learning in higher education where adoption of e-learning was found to be dependent on student expectations. Additionally, Kirkwood [21] in his review of evidence related to e-learning and higher education practices argues that e-learning does not, in itself, result in improved educational outcomes; in some instances, students were concerned about the teaching methodology and assessment which may explain their hesitance to adopt e-learning. ...
Background:
During the recent Coronavirus pandemic, many universities realized that the traditional delivery of educational content was not adequate in the context of imposed restrictions. Adoption of e-learning was one obvious way to foster continuity of learning. Despite its rapid implementation during the lockdown in Uganda, it was not known whether health professional students were willing to adopt e-learning as a way to foster continuity of learning. We, therefore, adopted a Technology Acceptance Model to determine the predictors for the adoption of e-learning using learner and information technology variables.
Methods:
A cross-sectional study among 109 health professional students ≥18 years of age at Clarke International University was conducted. Adoption of e-learning was measured as a self-report. Data were obtained using a smart survey and descriptively summarized. The differences in the study outcome were compared using the chi-square test. The factors that independently influenced the adoption of e-learning were determined using binary logistic regression and reported as adjusted odds ratios (aORs) with a 95% confidence interval (CI).
Results:
Of the 109 respondents, 71 (65.1%) adopted e-learning. Our data showed low odds of adoption of e-learning among participants in first year (aOR, 0.34: 95%CI, 0.14-0.79), low e-learning expectations (aOR, 0.01: 95%CI, 0.01-0.34), no confidence in using IT devices (aOR, 0.16: 95%CI, 0.00-0.77), no prior experience in e-learning (aOR, 0.11: 95%CI, 0.02-0.68), not considering e-learning flexible (aOR, 0.25:95%CI, 0.08-0.86) and high cost of internet (aOR, 0.13: 95%CI, 0.02-0.84).
Conclusion:
We identified predictors of e-learning adoption which include having completed at least 1 year of study, high e-learning expectations, confidence in using IT devices, prior experience in e-learning, considering e-learning to be flexible and internet access. This information can be used by universities to enhance infrastructure and prepare potential e-learners.
... Hereby, they also expressed the need for support, digital infrastructure, and services in the institution. These findings are supported by another study emphasizing institutional infrastructure and strategy providing sufficient resources and guidance for effective implementation, staff attitudes and skills, and perceived student expectations (King and Boyatt, 2015). In our study, the teachers' own digital competence, together with the time aspect, were expressed as crucial to transform their teaching practices, in line with other studies and reports (Gudmundsdottir and Hatlevik, 2018;Kofoed, Wilhelmsen, and Ørnes, 2019). ...
Background
Digital education is expected to transform higher education teaching and learning. Despite high expectations, higher education teachers have been slow to implement active digital learning.
Objective
The aim of this study was to investigate physiotherapy teachers’ attitudes toward and experiences with digital education and what the teachers’ considered prerequisites to a digital transformation of teaching and learning in physiotherapy.
Methods
Qualitative in-depth interviews were conducted with 12 teachers in physiotherapy education. The interviews were analyzed using inductive thematic analysis.
Findings
The findings illuminate teachers’ attitudes toward and experiences with digital education and their views on prerequisites to a digital transformation of teaching and learning in physiotherapy education, presented as four themes: 1) skepticism toward digital education; 2) digital technology as a tool to support the established teaching practice; 3) longing for teacher collaboration; and 4) calling for time to plan and learn, and significant academic leadership.
Conclusion
This study shows how physiotherapy teachers are skeptical about digital education, primarily viewing it as a threat to established teaching practices. Taken together, the findings demonstrate a potential for digital transformation in physiotherapy education, which can be released by informing the current teaching practices with evidence from research showing how use of digital technology can improve teaching and learning in physiotherapy education.
... According to Chatfield (1987), expectations "is developed on the basis of prior experiences with the same or comparable events, comments made by friends and other colleagues, and statements made by the providing organization". Moreover, Appleton-Knapp and Krentler (2006) found out the influence of students' expectations on their performance, while King, Boyatt, and Russell (2014) showed that student expectations as a factor that influenced their adoption of e-learning. When a behavior fails to fulfill expectations, this is less satisfying (Koermer & Petelle, 1991). ...
The purpose of this study is to investigate the characteristics influencing students’ satisfaction with online learning and their efficacy in online courses during the COVID–19 pandemic period. Furthermore, it examined whether there was a moderating of academic self-efficacy on perceived satisfaction and effectiveness of online education. The data for the study were obtained using an online survey from 319 respondents who were studying at any education level. The results indicate that instructor quality, course design, quick feedback, and students’ expectations strongly relate to perceived satisfaction. In addition, quick feedback and students’ expectations strongly relate to the effectiveness of online education, while course design and instructor’s prompt feedback are factors that have no relationship to students’ effectiveness in online education. Academic self-efficacy moderates the relationship between perceived satisfaction and effectiveness of online education paths. This paper builds a model to find the relationship between instructor quality, course design, prompt feedback, and student expectations, perceived satisfaction, effectiveness of online education. Furthermore, the moderate effect of academic self-efficacy in regulating the link between perceived satisfaction and online learning efficacy is proposed in this study. These results are most consistent with the earlier studies that investigated such variables throughout the background of social comparison.
... Para superar la ausencia de adaptación en las metodologías innovadoras digitales, se debería apostar, como ya señala Cebrián (2003), por los sujetos o agentes implicados, más que por los procedimientos y, propiciar de este modo, el establecimiento de unas prácticas educativas que permitan el desarrollo de toda la comunidad educativa. Diversos estudios, como los realizados por King y Boyatt (2015), Kaya y Sagsan (2016), plantean cómo desarrollar estrategias orientadas a que las instituciones universitarias motiven a toda la comunidad educativa para implementar metodologías innovadoras donde todos los agentes desempeñan un papel activo en el ecosistema educativo. ...
La digitalización de las sociedades evidencia cómo la tecnología se ha ido convirtiendo en un motor de transformación social. Esta digitalización ha repercutido en las aulas y en el sistema educativo. El objetivo de este estudio es indagar acerca de la transformación digital que se está produciendo en el ámbito universitario; conocer las herramientas digitales que utiliza el alumnado, tanto dentro como fuera del entorno educativo, y que pueden ser implementadas en el aula, así como su percepción acerca del aprendizaje mediado por la tecnología. La información ha sido recogida unos meses antes de la coyuntura pandémica del COVID-19, por lo que supone una descripción de la realidad pedagógica universitaria, en la que se resaltan los puntos débiles del sistema y se apunta hacia líneas de trabajo para una conversión digital que de respuesta a esta situación. Este estudio de caso, realizado con una metodología mixta, pone de manifiesto que el uso frecuente, durante las últimas décadas, de herramientas digitales en el aula no ha supuesto una adaptación integral de la educación superior a las nuevas necesidades. Este diagnóstico apunta líneas de trabajo en las que implementar transformaciones que permitan adaptar las metodologías docentes a estas exigencias post-pandémicas.
... Higher education institutions still strive to implement technological learning tools, and too much focus will be put on the technological materials rather than face-to-face interaction (15). It is inevitable to include technological equipment in education these days when active learning methods are emphasized in the education of nursing students (16). ...
Background: Previous research has identified the theoretical knowledge about breast cancer early diagnosis of nursing students and stated that new methods are needed in education. To evaluate the effect of education on the theoretical knowledge of students through internet-based or digital storytelling. Method: Quasi-experimental study with comparison groups and pre- and post-measurements. In the internet-based education group, 68 and digital storytelling video 66 undergraduate nursing students have included the study. Data for the study were gathered, before education and after eight weeks. The percentages were calculated for every measurement, and the Wilcoxon test was used to detect the statistical significance of changes between measurements. Results: The increase of knowledge scores was more often statistically significant in internet-based education than in the digital storytelling video. Conclusion: It is seen that both digital stories and internet-based education are effective in teaching breast cancer early diagnosis methods.
Thesis. The present study aims to explore the impact of COVID-19 on higher education and identify the different problems faced by pedagogues around the globe. It compares the outcomes and comments from both established and developing countries to understand the change in pedagogical procedures. Concept. The desire for social isolation that was unheard of until the 20 th and 21 st centuries became a catchall word during the pandemic. For educational institutions, the governments' emergency measures to switch from traditional classroom settings to virtual alternatives generated important opportunities and problematic obstacles. Results and conclusion. The study was conducted thorough research of COV-ID-19's broad effects on pedagogical practices in higher education, from the viewpoints of both instructors and learners. An analysis of diverse secondary materials was carried out and conclusions were derived accordingly. The findings show that the pandemic caused distinct problems for different populations depending on selected criteria that were explored and emphasised in the proposed study. Originality. The study has thoroughly analysed the ideas, challenges, of online educational pedagogy to identify the effectiveness and challenges. The main research contribution is the finding that asserts the promise of technology and the challenges that students encounter when learning through digital processes.
This study aims to assess the lecturers’ opinions about the use of e-learning tools to support distance and blended learning in higher education in Portugal, evidently reinforced by the COVID-19 pandemic. This research was based on a qualitative methodology, specifically, a focus group with professors from five higher education institutions from different geographical areas in Portugal. The obtained results were analysed along four main dimensions: (1) the level of knowledge of e-learning tools, (2) the reasons for using or (3) not using them, and, finally, (4) the opinion of lecturers on the student assessment process using these tools. The results showed that in addition to the concerns with smooth running classes and the appropriate delivery of the syllabus, the lecturers considered the transition to the e-learning context to have been easy. They noted a high level of literacy in the used tools, believed in the continued use of e-learning in the post-pandemic context, indicated several advantages for those involved in the e-learning context and a majority of limitations related to the time required for the adoption of more tools; and, finally, underlined the student assessment issue, which was pointed out as the most sensitive topic in the whole e-learning context. The study informed on the lecturers’ perspective on e-learning and the used tools and provided insight into their perceived usefulness and benefits for lecturers and students. An especially strong concern was verified on the part of lecturers to optimise e-learning tools to provide better knowledge delivery to students.
This quantitative study aimed to investigate the effectiveness of study strategies among nursing students at Ninevah University's College of Nursing during the academic year 2022-2023. A sample of 300 nursing students was randomly selected, and data was collected through a self-administered questionnaire. Correlation analysis revealed significant positive correlations between study hours per week (r = 0.36, p < 0.01), study groups (r = 0.29, p < 0.01), and practice quizzes (r = 0.23, p < 0.01) with overall study effectiveness rating. However, no significant correlation was found for study app usage. The findings suggest that increasing study hours, engaging in study groups, and utilizing practice quizzes can enhance study effectiveness for nursing students. These results have implications for the development of effective study strategies in nursing education, benefiting students, educators, and policymakers.
E-learning is fast becoming an integral part of the teaching- learning process, particularly after the outbreak of Covid-19 pandemic. Educational institutions across the globe are striving to enhance their e-learning instructional mechanism in accordance with the aspirations of present-day students who are widely using numerous technological tools - computers, tablets, mobiles, and Internet for educational purposes. In the wake of the evident incorporation of e-learning into the educational process, research related to the application of Educational Data Mining (EDM) techniques for enhancing e-learning systems has gained significance in recent times. The various data mining techniques applied by researchers to study hidden trends or patterns in educational data can provide valuable insights for educational institutions in terms of making the learning process adaptive to student needs. The insights can help the institutions achieve their ultimate goal of improving student academic performance in technology-assisted learning systems of the modern world. This review paper aims to comprehend EDM's role in enhancing e-learning environments with reference to commonly-used techniques, along with student performance prediction, the impact of Covid-19 pandemic on e-learning and priority e-learning focus areas in the future.
The slow adoption of e-learning in Higher education institutions (HEIs) in the United Arab Emirates (UAE) has been attributed to many Information Technology (IT) success factors or factors related to the management of IT. While many researchers were able to identify legitimate factors that have impact on the adoption of e-learning, the impact of the cultural factors has not been thoroughly studied. The HEIs in the UAE have implemented e-learning solutions developed in Western countries. When these e-learning solutions are used without any cultural pedagogical consideration, they are creating inequitable learning conditions for UAE students. This case study aimed to investigate the role of the western-oriented culture e-learning pedagogy on the adoption of e-learning among UAE female students. Data was collected qualitatively from interviews with colleagues who are using western-oriented cultural pedagogies in their e-learning classes. A pattern matching technique was used to analyse the collected data. The cultural constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) were used as a lens to guide this study. The findings revealed the impact of the western-oriented pedagogy of Blackboard Learn (BBLearn) on the slow adoption of e-learning in the researchers’ department. This study confirmed the importance of the local UAE culture on the adoption of e-learning and calls for further studies in that domain.KeywordsTechnology enhanced learningTechnology adoption modelsE-learning first section
Big data and predictive analytics (BDPA) techniques have been deployed in several areas of research to enhance individuals’ quality of living and business performance. The emergence of big data has made recycling and waste management easier and more efficient. The growth in worldwide food waste has led to vital economic, social, and environmental effects, and has gained the interest of researchers. Although previous studies have explored the influence of big data on industrial performance, this issue has not been explored in the context of recycling and waste management in the food industry. In addition, no studies have explored the influence of BDPA on the performance and competitive advantage of the food waste and the recycling industry. Specifically, the impact of big data on environmental and economic performance has received little attention. This research develops a new model based on the resource-based view, technology-organization-environment, and human organization technology theories to address the gap in this research area. Partial least squares structural equation modeling is used to analyze the data. The findings reveal that both the human factor, represented by employee knowledge, and environmental factor, represented by competitive pressure, are essential drivers for evaluating the BDPA adoption by waste and recycling organizations. In addition, the impact of BDPA adoption on competitive advantage, environmental performance, and economic performance are significant. The results indicate that BDPA capability enhances an organization’s competitive advantage by enhancing its environmental and economic performance. This study presents decision-makers with important insights into the imperative factors that influence the competitive advantage of food waste and recycling organizations within the market.
The purpose of the article is to answer three main questions of the study: (1) What is the opinion of scientists on the response measures of universities to the challenges of the pandemic? (2) What measures that aff ected the higher education sector were taken by the authorized bodies in Kazakhstan during the pandemic? (3) What measures were taken by the universities of Kazakhstan during the pandemic to minimize the risks of the spread of the disease and ensure the quality of the services provided?Methodology. Authors used the method of systematic literature review and content analysis of government regulations and academic policies of universities.Originality / value of the research. The study contributes to understanding the responses of universities to crisis situations such as the pandemic based on a systematic review of the literature. The article also provides a detailed and chronological analysis of the measures taken by state bodies and universities in Kazakhstan to ensure the quality of education during a pandemic.Findings. According to a review of the scientifi c literature, leadership qualities and building eff ective communication on the part of university leaders played a key role in successfully overcoming the crisis at the beginning of the pandemic. Also of particular importance was the promotion of a culture of trust and compassion. In Kazakhstan, the main role of the crisis manager was played by the Ministry of Education and Science, which timely initiated changes in the documents regulating the process of higher education. Some universities have also taken additional measures to minimize the risks from the pandemic and ensure the quality of education.
span lang="EN-US">This study aimed to describe the patterns of technology usage. Specifically, on the implementation of blended learning (BL) in higher education institutions. The case study explores usage patterns, influencing factors, and success factors. The data sources came from the Google Classroom log activity of 35 departments, consisting of five vocational programs, 28 undergraduate programs, and two professional programs in a university for three years with an average in a semester. A method called the customer window quadrant (CWQ) was utilized to analyze the pattern. In addition, a questionnaire was deployed to measure the teacher’s satisfaction with using the Google Classroom in a blended learning setting. The results show two dominant activities in Google Classroom, namely assigning tasks and quizzes. For the quiz, there were two popular question types, i.e., multiple-choice and short answers questions. The activity of using the Google Classroom has doubled in the three years. Assigning tasks to projects becomes the task in the Google Classroom. The usage patterns of Google Classroom are based on the level of importance. There are three activities considered the most important, namely creating class, topic, and material course. Moreover, the most influencing factors are stability, convenience, simplicity, velocity, and reliability.</span
There has been a surge of interest in asynchronous E-learning throughout the literature in the past few decades. However, the literature falls short on how local educational materials developers perceive this phenomenon. The present study, then, set out to investigate the attitudes of Iranian experts as to the best practice in designing and developing asynchronous online educational materials. In so doing, the 12 educational materials experts who were supposed to supervise the first generation of SAMT’s electronic educational materials project took part in the study. The data were collected through semi-structured interviews and, then, analyzed using thematic analysis. The findings revealed three major themes the first of which was needs-orientedness covering needs analysis with regard to discipline and course, considering the new generation students’ tastes and inclinations, ensuring the usability of the materials, and considering local factors. The second theme was learning-orientedness, which included three components, namely organization of the components and steps of teaching, interaction-centeredness, and assignment-centeredness. Finally, materials enrichment was discovered to be the third theme containing the subcategories of going beyond the boundaries of printed books and quality control. The theoretical and practical implications of the study are discussed.
Background. Universities have come to terms with the fact that education, as we have traditionally delivered it, cannot be sustained under the current circumstances imposed on us by the Coronavirus diseases 2019 pandemic. Adoption of e-learning is one obvious way to foster continuity of learning. During the lockdown in Uganda, it was not known whether health professional students were willing to adopt e-learning as a way to foster continuity of learning. We therefore adopted a Technology Acceptance Model to determine the predictors for adoption of e-learning using learner and information technology variables.
Methods. A cross-sectional study among 109 health professional student’s ≥18 years at Clarke International University was conducted. Adoption of e-learning was measured as self-report. Data were obtained using a smart survey and descriptively summarized. The differences in the study outcome were compared using the chi-square test. The factors that independently influenced adoption of e-learning were determined using binary logistic regression and reported as adjusted odds ratios (aORs) with a 95% confidence interval (CI).
Results: Of the 109 respondents, 71 (65.1%) adopted e-learning. Our data showed low odds of adoption of e-learning among participants in first year (aOR, 0.34: 95%CI, 0.14-0.79), low e-learning expectations (aOR, 0.01: 95%CI, 0.01-0.34), no confidence in using IT devices (aOR, 0.16: 95%CI, 0.00-0.77), no prior experience in e-learning (aOR, 0.11: 95%CI, 0.02-0.68), not considering e-learning flexible (aOR, 0.25:95%CI, 0.08-0.86) and high cost of internet (aOR, 0.13: 95%CI, 0.02-0.84).
Conclusion: We identified predictors of e-learning adoption which include: having completed at least one year of study, high e-learning expectations, and confidence in using IT devices, prior experience in e-learning, considering e-learning to be flexible and internet access. This information can be used by universities to enhance infrastructure and prepare potential e-learners. Keywords: E-learning adoption, health professional students, Coronavirus diseases 2019 lockdown
Assessments provide the means by which students’ learning is measured, and
feedback is given. Anecdotal evidence suggests that, during the Covid-19 pandemic, there was an urgency for a shift to emergency remote teaching and
learning in higher education and that resulted in a change of students’ assessment criteria. The purpose of this study was to determine students’ assessment
experiences during the pandemic. The study utilised a mixed-methods approach using a concurrent data collection strategy to conveniently sample 108
undergraduate students from a higher education institution in the Eastern Cape
Province of South Africa. Data analysed from quantitative and qualitative sections of the questionnaire were triangulated. Mixed results were recorded, indicating that students were optimistic and motivated by their assessment experiences during the Covid-19 pandemic. On the other hand, other assessment-related challenges, such as technical and connectivity issues, stressors and late feedback were noted. The chapter suggests that student-related factors, institutional factors, and governmental factors related to the harmonisation of the online learning space must be revisited to produce more credible and purposeful student assessment experiences that can withstand risks to the higher education system. The study, therefore, recommends that lecturers and online assessment designers should be mindful and adopt a holistic approach to fit the purpose in which the assessment is designed, integrated, and implemented.
Penelitian ini dilatarbelakangi oleh fakta bahwa mahasiswa Pascasrjana IAIN Ponorogo juga terkena dampak Covid-19. Sesuai dengan Peraturan Menteri SKB 4 Menteri tentang Pedoman Pelaksanaan Pembelajaran selama pandemi Covid-19. Maka lahirlah SK Rektor IAIN Ponorogo yang mewarisi SK tersebut. Berdasarkan hasil penelitian kami, kami menemukan bahwa: Kebijakan ini lahir dalam keputusan 4 Menteri No. 01/KB/2020 tanggal 15 Juni 2020 tentang pedoman pelaksanaan pembelajaran tahun pelajaran 2020/2021 pada masa pandemi Covid-19. Penerimaan tahun ajaran dilakukan secara online menggunakan aplikasi e-learning. Kemudian, mahasiswa Pascasarjana IAIN Ponorogo membentuk Tim Task Force E-Learning untuk menindaklanjuti kebijakan SK Rektor tersebut. Tim ini bertujuan untuk mendukung penyampaian kuliah online dalam bentuk modul kuliah, rekaman video, audio atau dokumen tertulis dengan akses internet, desain dan prestasi meningkat.. Tim Task Force E-Learning juga merancang kursus pelatihan (Coaching E-Learning) dan menghasilkan panduan e-learning untuk dosen dan mahasiswa. Dalam proses strategi pembelajaran e-learning dosen melalui tiga fase yaitu perencanaan, pelaksanaan dan evaluasi. Pengunaan e-learning oleh mahasiswa di pascasarjana IAIN Ponorogo memiliki dampak positif dan negatif bagi dosen dan mahasiswa. Penelitian ini dilatarbelakangi oleh fakta bahwa mahasiswa Pascasrjana IAIN Ponorogo juga terkena dampak Covid-19. Sesuai dengan Peraturan Menteri SKB 4 Menteri tentang Pedoman Pelaksanaan Pembelajaran selama pandemi Covid-19. Maka lahirlah SK Rektor IAIN Ponorogo yang mewarisi SK tersebut. Berdasarkan hasil penelitian kami, kami menemukan bahwa: Kebijakan ini lahir dalam keputusan 4 Menteri No. 01/KB/2020 tanggal 15 Juni 2020 tentang pedoman pelaksanaan pembelajaran tahun pelajaran 2020/2021 pada masa pandemi Covid-19. Penerimaan tahun ajaran dilakukan secara online menggunakan aplikasi e-learning. Kemudian, mahasiswa Pascasarjana IAIN Ponorogo membentuk Tim Task Force E-Learning untuk menindaklanjuti kebijakan SK Rektor tersebut. Tim ini bertujuan untuk mendukung penyampaian kuliah online dalam bentuk modul kuliah, rekaman video, audio atau dokumen tertulis dengan akses internet, desain dan prestasi meningkat.. Tim Task Force E-Learning juga merancang kursus pelatihan (Coaching E-Learning) dan menghasilkan panduan e-learning untuk dosen dan mahasiswa. Dalam proses strategi pembelajaran e-learning dosen melalui tiga fase yaitu perencanaan, pelaksanaan dan evaluasi. Pengunaan e-learning oleh mahasiswa di pascasarjana IAIN Ponorogo memiliki dampak positif dan negatif bagi dosen dan mahasiswa.
The COVID-19 pandemic heavily accelerated the adoption of online education. Technology adoption literature indicates that individuals are motivated to adopt technology as a result of various factors including social influence, performance expectations, effort expectations, and the conditions that facilitate their use. These factors are mediated by the degree of voluntariness of technology adoption and risks and rewards associated with adopting online learning. Given the pandemic experience, faculty members were forced to adopt online teaching, removing the voluntary nature of technology adoption. This study surveys a national sample of faculty to understand faculty perceptions of online teaching and reports on perceived changes in perceptions resulting from the pandemic and future intentions to teach online. In contrast to prior literature, findings indicate that faculty tend to have positive perceptions of knowledge outcomes associated with online teaching, and although there are areas for improvement, most faculty members intend to teach online again post-pandemic.
The online education landscape is dominated in higher education by large for-profit institutions and large public universities, but how can a small, private university develop online programs and scale them in such a way as to offer students an excellent learning experience, provide exemplary student support services, and do so with limited resources? This chapter discusses the challenges faced, and solutions deployed, by one such institution as it implemented and grew its portfolio of fully online programs.
Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID‐19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners.
Practitioner notes
What is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.
However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.
There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.
What this paper adds
This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).
This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.
This review paper demonstrates that bottom‐up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.
Implications for practice and/or policy
Universities should create structures that enable innovation and creativity by promoting bottom‐up and opinion leadership as well as shared decision‐making processes as they are important for the successful implementation of educational technologies in HEIs.
Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.
The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.
Purpose
This exploratory study seeks to identifythe factors that influence the adoption and diffusion of instructional technology at five prominent universities in the UK. The study aims to examine the organisational factors that enable and inhibit organisational adoption and diffusion of innovation.
Design/methodology/approach
A qualitative exploratory case approach has been adopted to address the research question. In total, 36 semi‐structured interviews were conducted at five universities in the UK. The five diverse approaches to adoption and diffusion of instructional technology were examined; top‐down, integrated top‐down, bottom‐up, research‐driven and project‐driven approach.
Findings
For this research eLearning is conceptualised as innovation situated in the interplay between structure and individual and how this leads to adoption and diffusion. The paper argues that senior management need to acknowledge the need to bridge the gap between “local context” and top‐down strategic change. The findings suggest that there are tensions between “signification of meaning”, “power and dominance” and cultural norms in adoption and diffusion of eLearning.
Research limitations/implications
The implications of the research are significant in understanding the diversity of approaches to the adoption and diffusion of elearning. This provides insight for other universities in successfully managing the application of e‐learning.
Originality/value
Giddens's structuration theory provided a sensitising framework for understanding the dialectical nature of adoption of eLearning within five universities in the UK. The tensions between institutional structures, such as strategies, training, access to technology, technical support and time resources, and levels of adoption can be captured by dialectic of control in Giddens's Theory of Structuration.
Universities introduce information and communications technology to support flexible teaching and learning and bring about improved performance for the organization, staff and students. Despite anticipated benefits, indications to date suggest that ICT is not embraced enthusiastically nor completely by all academics, resulting in limited uptake. The successful integration of ICT with higher education requires more than mandating its use and hoping academics will respond positively. This paper explores the experiences of academic 'early adopters' and 'late adopters' using ICT in course design and delivery. Highlighted are sources of discontent, and strategies to address these issues are discussed. While advantages are acknowledged, this paper focuses on the perceived barriers to and problematic aspects of ICT use in higher education that have the potential to deter users and stifle innovation. It is essential that these barriers are identified, understood and action taken to overcome them. Findings indicate that universities will need to address academics' concerns through improved technology performance, workload allowances and appropriate professional development, if widespread and ongoing innovation is to be achieved.
Purpose
The purpose of this paper is to report on a research project that identified organisational critical success factors (CSFs) for e‐learning implementation in higher education (HE). These CSFs can be used as a theoretical foundation upon which to base decision‐making and strategic thinking about e‐learning.
Design/methodology/approach
The project reported in this paper adopted a critical research approach aiming at proposing strategies derived from a holistic, consultative and emancipatory perspective. Bearing this perspective, the researchers drew inspiration from CSF management theory. Organisational analysis using CSFs is an established management research method as a means of identifying the essential elements that need to be addressed in order for change processes to be effective. The specific data collection method adopted was focus group interviews.
Findings
The data analysis from focus group interviews with practitioners, administrators and academics revealed 66 CSFs divided into four clusters: leadership, structural and cultural issues (31), design issues (12), technological issues (7) and delivery issues (6).
Practical implications
Stakeholders are prepared to embrace e‐learning, but not in detriment to their profession and their own careers. Thus, if implementation of online learning is to be successful, the way forward seems to be for the “the university” to manage the change process by proposing and agreeing goals through consensual debate, supporting strategies appropriately and then realising these through common commitment.
Originality/value
The research is original since it takes a critical research approach aimed at eliciting emancipatory data directly from practitioners' views, understandings and opinions. The findings are therefore independent of institutional influence and organisational culture bias.
Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand.
Educational policy aims are very ambitious: from pre-school to lifelong learning they demand improvements in both quantity and quality, which are multiplicative in their effects on teaching workload. It is difficult, therefore, to achieve these aims effectively without rethinking our approach to teaching and learning. Our essentially 19th century model of educational institutions does not scale up to the requirements of a 21st century society. Despite their potential to contribute to a rethink, digital technologies have usually been used in a technology-driven way to upgrade our existing educational models. The paper proposes, therefore, that only lecturers should be responsible for the nature of the pedagogic innovation that is needed if the sector is to be able to adapt to its changing environment. The argument here is for an education-driven approach to the use of digital technologies to achieve our ambitions for education.
The introduction of technology enhanced learning (TEL) methods changes the deployment of the most important resource in the
education system: teachers’ and learners’ time. New technology promises greater personalization and greater productivity,
but without careful modeling of the effects on the use of staff time, TEL methods can easily increase cost without commensurate
benefit. The paper examines different approaches to comparing the teaching time costs of TEL with traditional methods, concluding
that within-institution cost-benefit modeling yields the most accurate way of understanding how teachers can use the technology
to achieve the level of productivity that makes personalisation affordable. The analysis is used to generate a set of requirements
for a prospective, rather than retrospective cost-benefit model. It begins with planning decisions focused on realizing the
benefits of TEL, and uses these to derive the likely critical costs, hence the reversal implied by a ‘benefits-oriented cost
model’. One of its principal advantages is that it enables innovators to plan and understand the relationship between the
expected learning benefits and the likely teaching costs.
This paper is a consideration of the issues associated with the infrastructural aspects, pedagogic considerations and the need to associate the usefulness of technology to enhance the learning experience. This technological path will potentially enhance the learning process, not replace the lecturer or tutor. For lecturers and students, the implications of eLearning are extensive. Increasingly universities must provide quality and flexibility to meet the diverse needs of students – this will inevitably involve tailoring courses to suit differing educational needs and aspirations. Lecturers will be forced to fundamentally change their approach to teaching to accommodate the shift in student learning styles. The associated implication of increased workload requires proactive and effective management. Alongside this, eLearning threatens the fundamental structure of the university itself, as research forecasts that institutions cannot retain their traditional structure, in facilities and delivery via formal lectures and class based activity. It is clear that universities must change to accommodate demand and in response to new competition from global, giant corporate and virtual universities, however the problems associated with the change must be fully understood and taken into account prior to the transition taking place. Whilst the benefits of eLearning are highly prophesised, the many implications of implementing an eLearning programme require
There are hopes that new learning technologies will help to transform university learning and teaching into a more engaging experience for twenty-first-century students. But since 2000 the changes in campus university teaching have been more limited than expected. I have drawn on ideas from organisational change management research to investigate why this is happening in one particular campus university context. My study examines the strategies of individual lecturers for adopting e-learning within their disciplinary, departmental and university work environments to develop a conceptual framework for analysing university learning and teaching as a complex adaptive system. This conceptual framework links the processes through which university teaching changes, the resulting forms of learning activity and the learning technologies used – all within the organisational context of the university. The framework suggests that systemic transformation of a university’s learning and teaching requires coordinated change across activities that have traditionally been managed separately in campus universities. Without such coordination, established ways of organising learning and teaching will reassert themselves, as support staff and lecturers seek to optimise their own work locally. The conceptual framework could inform strategies for realising the full benefits of new learning technologies in other campus universities.
Rapid advances in educational and information communications technology (ICT)have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has provided the opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. However, despite this opportunity, the adoption and integration of educational technologies by academics across the tertiary sector has typically been slow. This paper presents the findings of a qualitative study that investigated factors influencing the manner in which academics adopt and integrate educational technology and ICT. The research was conducted at a regional Australian university, the University of Southern Queensland (USQ), and focused on the development of e-learning environments. These e-learning environments include a range of multimodal learning objects and multiple representations of content that seek to cater for different learning styles and modal preferences, increase interaction, improve learning outcomes, provide a more inclusive and equitable curriculum and more closely mirror the on campus learning experience. This focus of this paper is primarily on the barriers or inhibitors academics reported in the study, including institutional barriers, individual inhibitors and pedagogical concerns. Strategies for addressing these obstacles are presented and implications and recommendations for educational institutions are discussed.
This Report records the results from a national Survey, undertaken by UCISA, with financial support from the JISC, into matters pertaining to Technology Enhanced Learning (TEL). It builds upon similar Surveys which were conducted in 2001, 2003 and 2005 and for which at each stage a longitudinal analysis was undertaken.
In the Survey TEL was defined as any online facility or system that directly supports learning and teaching. This may include a formal VLE, an institutional intranet that has a learning and teaching component, a system that has been developed in-house or a particular suite of specific individual tools.
The main thrust of the Report analyses the returns from the 2008 Survey but where appropriate, the longitudinal analysis is continued.
The 2005 Survey took place in the same year as the publication of two highly influential strategy documents on e-learning, by the Higher Education Funding Council for England (HEFCE) and the Department for Education and Skills (DfES ). By this time, e-learning was clearly on the Government’s national agenda. Since then, other major developments have included the HEA e-learning benchmarking programme and the rise and rise of Web 2.0. E-learning was also ranked 2nd in the 2006/07 UCISA list of Top 10 Concerns.
A summary of the findings of the Report is as follows. Learning and teaching activities are consolidated longitudinally as the primary drivers for considering using TEL, although meeting student expectations is increasingly close as the next most important driver. The presence of a committed local champion continues to be the strongest influence on the rate at which TEL is developed and processes promoted within an institution. Strategies are becoming much more embedded, with the biggest change internally since 2005 being the rise to prominence of e-learning strategies and externally, those from HEFCE and JISC have received increased prominence. Central funding for service support and project funding has assumed an even greater significance as a means of enabling development, with support, ranging from pedagogic to technical being provided from a variety of different types of units. Blackboard continues as the most used enterprise or institutional VLE. However, when also including VLEs that are used more locally, e.g. within departments, then Moodle is most used with a rapid rise since 2005. Overall, there is a vastly reduced range of VLEs in use since 2005.
The tools that have increased significantly in prominence are those for podcasting, e-portfolios, e-assessment, blogs and wikis. Career enhancement opportunities in TEL development still appear quite limited and lack of time was identified as the main barrier to further developments to promote TEL. Outsourcing is being increasingly evaluated for the hosting of systems, though there is no evidence that it is, as yet, widely employed for major, strategic institutional delivery. Regarding new demands that would impact upon the provision of support, streaming media, mobile computing, podcasting and Web 2.0 were discernibly the greatest. Staff skills were overwhelmingly noted as the greatest challenge that these new demands would create, with staff development and strategies being seen as the primary remedies. Throughout much of the data, subtle but clearly identifiable differences continue to be discernible between pre-92 and post-92 universities.
Using interview-based 'insider case study' research, this paper outlines why the University of Salford has adopted a Learning Technologies Strategy and examines the factors which are likely to lead to its successful implementation. External reasons for the adoption focused on the need to: respond to 'increased Higher Education (HE) competition', meet student expectations of learning technology use, provide more flexibility and access to the curriculum, address the possible determining effect of technology and establish a Virtual Learning Environment (VLE) presence in this 'particular area of the HE landscape'. Internal drivers centred on the need to: continue a 'bottom-up' e-learning pilot project initiative, particularly given that a VLE is a 'complex tool' which requires effective strategic implementation, and promote the idea that learning technology will play an important role in determining the type of HE institution that the University of Salford wishes to become. Likely success factors highlighted the need to: create 'time and space' for innovation, maintain effective communication and consultation at all levels of the organization, emphasize the operational aspects of the strategy, establish a variety of staff development processes and recognize the negotiatory processes involved in understanding the term 'web presence' in local teaching cultures. Fundamentally, the paper argues that policy makers should acknowledge the correct 'cultural configuration' of HE institutions when seeking to manage and achieve organizational change. Thus, it is not just a question of establishing 'success factors' per se but also whether they are contextualized appropriately within a 'correct' characterization of the organizational culture.
Computer-aided learning (CAL) offers advantages over traditional methods of learning as it allows students to work in their own time and pace. The School of Dentistry at the University of Birmingham has created an electronic learning website, named the Ecourse. This is designed to be a web-based supplement to the dental undergraduate curriculum.
The aim of this study was to determine the attitudes of third year dental students and members of staff about the Ecourse website.
A questionnaire was produced and piloted before being distributed to all 65 third year dental students to obtain their opinions about the Ecourse website. The views of Ecourse were sought from four members of staff by performing qualitative, semi-structured interviews.
Lecture handouts and textbooks were reported as the sources used most often, by 96% of students. Eighty-six per cent of students are accessing the Ecourse mainly at the School of Dentistry, but 53% are also accessing it at home. Students liked the multiple-choice questions, downloading extra notes and looking at pictures and animation to explain clinical procedures. The majority of the students (79%) want the Ecourse to be used as a supplement to the undergraduate programme and 7% wanted it to replace formal lectures. Staff recognised the benefits of the Ecourse but were concerned about plagiarism, the effect on lecture attendance and the lack of feedback from students on existing CAL material.
Students consider the Ecourse as a positive method of supplementing traditional methods of learning in the dental undergraduate programme. However in contrast teaching staff expressed negative views on the use of e-learning.
Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions.
The study is based on a qualitative survey of practices and strategies carried out by the OECD Centre for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries – Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States – and 2 non-member countries – Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.
An inherent characteristic of technology education is the continual development of new technologies and creating innovative applications of already existing technologies. As exciting as these innovations can be, technology educators and school staffs are frequently challenged to accomplish high levels of implementation. The metaphor of the Implementation Bridge and four research-based constructs of the Concerns Based Adoption Model are introduced in this article. Each can be used to evaluate the extent of implementation and as diagnostic tools for facilitating implementation. Each also can be applied in studies of relationships between extent of implementation and student outcomes.
Many factors influence the adoption of technology for teaching and learning (e.g. the characteristics of the technology itself, and many other contextual and cultural aspects). The willingness and readiness of teachers to take up new approaches has always been one of the determining factors. Past literature suggests that both technical and pedagogical challenges can hinder teachers' uptake of innovations. The paper describes an institutional framework and set of strategies devised at The Chinese University of Hong Kong to support teachers' use of e-learning technologies. The strategies focus on technical and pedagogical skills, and levels of motivation. The actual strategies implemented include workshops and seminars, online resources, easy-to-use learning management platforms, peer support, building support from senior management and research findings about new strategies in the local context. Our approach and framework should be of relevance to universities which have similar backgrounds, concerns and needs.
Given the rapid pace of development and innovation in educational technologies, coupled with new perspectives on learning and teaching and new challenges that modern universities now have to face, utilizing educational technology in learning and teaching is high on the list of educational managers, administrators and operatives. This paper examines the perceptions and experiences of educational technology from the perspective of university teachers' at Sheffield Hallam University.An analysis of the findings herein highlight pedagogic and technical as well as social and cultural factors impacting significantly on lecturers'experience of educational technology. Such factors are explored within this paper and suggest the need for increased levels of communication across university institutions around the implementation and development of educational technologies – communication that involves academic staff, university administrators and managers, and students.
Background: Academic staff have a key role to play in the innovation efforts of universities aiming to exploit the potential of web-based learning technologies. Although learning technologies are an important building block of educational innovation, the eLearning adoption rate of European academic staff appears disappointing. The majority of curricula in European universities are stalled in the traditional pedagogical model of knowledge transmission, which continues to dominate teaching and learning.Purpose: This conceptual paper explores underlying structural and cultural barriers to technology-enhanced innovation in higher education.Sources of evidence: Starting from the underdeveloped state of eLearning in European universities, the paper challenges arguments that visible barriers such as technical issues, budget constraints or lack of interest in technology amongst academic staff represent the actual reasons for the slow advancement of learning technologies in university curricula.Main argument: The paper argues that the lack of faculty interest and engagement for eLearning are visible symptoms for deeply rooted causes, which hinder current innovation efforts of universities. It explores theoretical viewpoints for structural peculiarities of universities, motivational and habitual traits of academic staff, and long-standing cultural values in the academic community in an attempt to understand their impact on technology-enhanced innovation in higher education.Conclusions: The real dilemma for eLearning innovation is caused by macro-level influence factors that even committed universities can hardly overcome at institutional level. University leaders have to take the underlying innovation barriers into account when they try to engage academic staff for the use of learning technologies. With a realistic view on existing limitations, institutional eLearning adoption efforts have to be tailored to serve real learning needs and motivations of academic staff; and they have to consider specific goals and contexts within different universities.
The growth of eLearning technologies has blurred the boundaries of educational modes to a point where distance education programs can be offered without drawing particular notice on campus. The experience of distance education staff working in campus‐focused universities and their perceptions of their chances of successfully planning and teaching by distance should inform evaluation of a university’s quality framework. In this case study, we report on the experience of distance educators at an Australian campus‐focused university. We identify organisational structure and culture as critical success factors for quality in distance education, with technology a, perhaps surprisingly, minor consideration. While the eLearning era has opened the door to a distance education cottage industry, eLearning strategy has failed to comprehensively prepare the way for the issues unique to distance education. The paper recommends that campus‐focused universities must protect their reputation by systematically assuring the quality of their (inevitable) distance offerings.
This article explores the importance of giving academics the space to be creative in developing new teaching materials in the context of a government drive to increase the quality of the student experience, and what this means for ‘academic staff development’. Academics who have engaged with a UK Centre for Excellence in Teaching and Learning (CETL) in one institution were interviewed about their experiences of the creative process and the reward and recognition strategies put in place to support its activities. The paper acknowledges the pressures and challenges facing academic staff in attempting to develop innovative materials, yet find that enthusiasm for looking at new ways of teaching and learning is still fervent. The paper argues that financial rewards are least important to staff when undertaking projects with the CETL, yet to managers with targets for income it is perceived as a priority. The importance of a supportive team and environment when engaging with CETLs is evident in building staff capacity and developing skills to take learning to a new level. A model of engaging with the CETL in creating e‐learning materials is suggested to illustrate the stages academics go through in the pursuit of developing innovative exemplars of best practice.
It has long been acknowledged that the beliefs of university teachers can have a significant impact on the success of flexible learning innovations in tertiary settings (Errington, 1985, 2001; McDiarmid, 1990; Pajares, 1992; Calderhead, 1996; Richardson, 1996; Hofer & Pintrich, 1997; Tatto, 1998). The infrastructure for the adoption or rejection of such innovation exists as much at the level of beliefs as it does on any physical resources plane. The consequence of this assumption is that what teachers believe is possible within their learning arenas, and what they actually manage to do/achieve, are factors subject to a range of beliefs, central to which are beliefs about teaching and learning per se. This paper discusses the impact of teachers' beliefs on flexible notions of teaching and learning; extricates the issues and challenges facing academic developers and, finally, explores practical ways by which the author and colleagues are currently attempting to address these challenges with their own staff.
The vision of Deakin University is, in part, to be recognized as a world leader in flexible and lifelong professional learning and in the innovative and timely applications of information and communications technologies to teaching and learning. This paper describes aspects of the university's Online Teaching, Learning and Enhancement Project, which sought to bring about faculty change by adopting a combination of institutionally imposed and faculty-driven strategies to expand the use of information and communications technologies in programs across the university. In particular, the paper describes and analyzes the models of change underpinning the project, discusses the ways in which the adoption of information and communications technologies for teaching and learning were used as a mechanism to effect and encourage desired change, contrasts the approaches used to implement the project in three faculties, and identifies several key pedagogical and administrative outcomes of the project. Finally, the paper draws some tentative conclusions regarding critical success factors for the adoption of technology-based teaching and learning in higher education.
In recent years there has been sustained emphasis in many countries on preparing academic staff for their teaching role. However, the necessary emphasis on teaching has distracted attention from the fact that university teachers are facing many other complex demands. University teachers are being appointed from a greater range of backgrounds and types of experience and performing an increasingly diverse range of roles. Moreover, while the emphasis has tended to be on the needs of full‐time tenurable staff, the numbers of casual and contract staff have grown. While much has been achieved, staff development provision is not coordinated, resources are not necessarily provided, centralized schemes do not link with departmental activities and responsibilities are often ambiguous.The paper identifies some of the influences on preparation for academic roles being faced today and argues that new frameworks are needed. It suggests that a holistic view should be adopted: one which places as central the staff members and their roles, and which emphasizes negotiation and flexibility in response to the diversity of academic activities. The paper outlines the dimensions of such an approach.
The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is undertaken and how that phenomenon is experienced and applied in context. A phenomenographic research approach was used to gather the expressed experiences of e-learning and professional development for e-learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e-learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e-learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered. In this report, we discuss the conceptions, and show how they are interrelated through outcome space. Implications for the professional development of tertiary teachers and teaching support staff are outlined. The study provides some insights for individuals, institutions and those responsible for planning and implementing professional development programmes to help them to support the development and progress of e-learning in appropriate and rewarding directions.
There has been significant recent interest in the dynamics of institutional change and e-learning. This paper reports on the findings from a series of discussions about e-learning diffusion held with institutional e-learning representatives from across the globe. In the course of discussion it became clear that in some institutions e-learning was an accepted part of everyday activity, while in others it struggled to gain traction. There were identifiable common elements in those institutions that had appeared to have successfully engaged with e-learning across their teaching and learning functions. The findings of this exploratory study indicate that institutions have either achieved a state of sustainable embedding for e-learning, or else need to. Unless a state of institutional sustainability is achieved, it is likely that e-learning activity will in the long term be limited to enthusiasts.
This paper describes the most recent phase in a mature e-learning project, in the area of reusable learning objects, that has attempted to bring about technological and cultural change. Following an overview of the project and organisational context, an institutional change model is described that helps managers and stakeholders to identify critical interactions among processes and that emphasises the need to recognise interdependencies among technology, practice and strategy. Our model places a premium on informal change, feasibility and sequence. The rest of the paper is organised around three key themes that emerged from practitioner accounts of a recent phase of the project; these are institutional change and resistance, a model for good practice and working with students to change their experience. The research method for the work described in this paper was interpretive, and involved the first author's attempts to understand members of the project team's definitions and accounts of the situation. Thus the rich accounts were further augmented by an interpretive phase that drew on the explanatory power of our change model. We conclude by (1) proposing that the inclusion of different stakeholders, and particularly the student voice, has provided the catalyst for change within the three partners of the CETL, and (2) suggesting that the crucial factors in change implementation are the coordination and dynamic extension of informal change processes which already exist.
In this article the use, updating and integration of Information and Communication Technology (ICT) for teaching and learning
purposes is discussed. Based on an empirical study using interviews and document analysis of the implementation of ICT in
five Norwegian universities and colleges, the article analyse a number of factors that are of importance for the implementation
of ICT in higher education. The analysis discloses that Norwegian higher education institutions often have adequate economic
resources and a rather well developed technical infrastructure and support structure related to the use of ICT. However, attempts
to link ICT initiatives to organisational development issues and to human resource management have not been very successful.
In the conclusion it is argued that pedagogical issues and organisational and human development aspects must be better linked
if ICT is to play a more effective role in teaching and learning in Norwegian higher education.
The advent of the Internet heralded predictions that e-learning would transform and disrupt teaching practices in higher education. E-learning also promised to expand opportunities for lifelong and flexible learning, and offered a panacea for practical issues such as decreased funding and increasing student numbers.The anticipated disruption to teaching and learning has not come to fruition however. Although technology is now common place in most higher education institutions – most institutions have invested in a virtual learning environment (VLE) and employ staff dedicated to supporting e-learning – there is little evidence of significant impact on teaching practices and current implementations are accused of being focused on improving administration and replicating behaviourist, content-driven models.This paper discusses a preliminary analysis, rooted in Activity Theory, of the transformation of teaching practices, which did or did not take place in our university following the institution-wide deployment of a VLE. In particular, factors limiting a full uptake of the VLE more advanced functionalities by the wider university community are explored.
Abstract,The successful adoption of information and communication technology to enhance learning can be very challenging, requiring a complex blend of technological, pedagogical and organi- zational components, which may at times require the resolution of contradictory demands and conflictingneeds.Theresearchreportedinthispaperinvestigatedandanalysedcriticalsuccess factors (CSFs) that are required to deliver e-learning within higher education (HE) courses and programmes. The research design adopted a critical research approach, instantiated by focus group discussions with e-learning experts drawn from administrative, educational, technology and research domains. The findings revealed that staffing issues, pedagogically sound delivery modelsandtrainingofbothtutorsandstudentscannotbetreatedastrivialissuesandarecritical tothesuccessofe-learning.Furthermore,thisresearchalsoshowsthatthereisastrongrelation- ship between these factors and inspirational institutional leadership. The findings also suggest thatinordertoassurethesuccessofe-learning,thisleadershipshouldguaranteethepresenceof institutional enablers. It is hoped that the CSFs, described and discussed in depth in this paper, will provide a suitable theoretical foundation to underpin the successful delivery of e-learning within HE. Keywords critical success factors, e-learning course delivery, e-learning course co-ordination, e-tutoring,
This paper explores the role that eCompetence of faculty members play in the integration of eLearning in higher education. Learning technologies have the potential to enhance educational innovation, but the eLearning adoption rate of faculty in universities is so far disappointing. The motivation and capability of faculty to use information and communication technologies (ICT) in teaching and learning is influenced by competence development measures and wider institutional incentives that universities offer. The paper presents the findings of an international survey on eCompetence measures for faculty in 23 universities. Results show that traditional ICT training courses do not sufficiently motivate faculty to acquire the required competences and to engage in eLearning. Universities have to create innovative portfolios for faculty development which extend both the scope and breadth of formal training with non-formal measures like communities of practice, peer groups and networks. Beyond these competence development measures, institutional incentives like eLearning rewards and career opportunities for eLearning champions increase the motivation of faculty to sustainably use learning technologies for their courses.
Phenomenology is a philosophic attitude and research approach. Its primary position is that the most basic human truths are accessible only through inner subjectivity, and that the person is integral to the environment. This paper discusses the theoretical perspectives related to phenomenology, and includes a discussion of the methods adopted in phenomenological research.
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