Role of e-learning in capacity building: An Alumni View

Muhammad Zaheer,Sadia Jabeen,Mubasher Majeed Qadri

doi:10.5944/openpraxis.7.1.143

Muhammad Zaheer, Sadia Jabeen + Show 1 more

Open Access

https://doi.org/10.5944/openpraxis.7.1.143

Copy DOI

Journal: Open Praxis	Publication Date: Jan 1, 2015
Citations: 17	License type: cc-by

Affiliation: Virtual University of Pakistan

Abstract

The concept of knowledge sharing has now expanded because of sophisticated communication tools. A common consensus has been generated for spreading knowledge beyond boundaries and making collective efforts for the development of individuals as well as nations. E-learning has proven its authenticity in this regard. In developing countries, access to and quality of education are being addressed by e-learning strategies; being served as a tool of capacity building, this study is an attempt to explore the role of e-learning in capacity building of students in Pakistan. An on-line survey was conducted from alumni of Virtual University of Pakistan. Descriptive statistics and Pearson’s correlation were used for data analysis. Findings of the study show that e-learning plays a key role in capacity building of students in developing countries like Pakistan. It can further be used to enhance professional skills in specific disciplines.

Highlights

Provision of e-learning opportunities in the education sector has become a well-established fact; e-learning prospects are open in 50 developing countries with more than 1000 institutions (Sharma & Kitchens, 2004)
Two questionnaires were used as survey instruments in this study: critical success factors (CSF) were measured through the instrument developed by Selim (2007) and capacity building indicators were measured through a questionnaire prescribed by the Quality Assurance Agency of Higher Education Commission (HEC) of Pakistan1
This study explored critical success factors (CSF) that facilitate the process of capacity building

Summary

Introduction

Provision of e-learning opportunities in the education sector has become a well-established fact; e-learning prospects are open in 50 developing countries with more than 1000 institutions (Sharma & Kitchens, 2004). Prior research studies (Bajinath, Awad, Lolwana & Olakulehin, 2008; Olakulehin, 2008) indicate that the challenge of access, quality and capacity building in education can only be met by making e-learning a key strategy in developing countries. Further access to resources and flexibility of learning for learners along with refined and updated teaching methods is anticipated. In this regard, more focus is placed on new interaction methodologies for teachers and students in order to improve social and professional skills (Mason, 2006; Aczel, Peake & Hardy 2008)

Methods

Discussion

Conclusion