Abstract
This paper reports on the results of an exploratory factor analysis procedure applied on the e-learning readiness data obtained from a survey of four hundred and seventy-five (N = 475) teachers from secondary schools in Nablus, Palestine. The data were collected using a 23-item, self-developed Likert questionnaire measuring e-learning readiness based on Chapnick’s conception of the construct. Principal axis factoring (PAF) with Promax rotation applied on the data extracted four distinct factors supporting four of Chapnick’s e-learning readiness dimensions, namely technological, psychological, infrastructure, and equipment readiness. Together these four dimensions explained 56% of the variance. A reliability analysis produced high internal consistency estimates ranging between .81 (equipment readiness) and .91 (technological readiness) for the extracted factor structure. These findings provide sound empirical support for the construct validity of the items and for the existence of these four factors that measure e-learning readiness.
Highlights
E-learning is defined as content, materials and instruction delivered via all electronic and digital media, such as the Internet, intranet, satellite broadcasts, audio/videotapes, interactive TV and CD/DVD-ROM [1,2]
The results provide empirical evidence in support of Akaslan and Law [9] and Bukaliya and Mubika [10], who established the importance of information and communication technologies (ICTs) skills and training in influencing readiness
This study found that technological capabilities explained slightly more than 30% of teachers' e-learning readiness. This finding is an important one as it highlights the crucial role of ICT skills and efficacy in determining teachers' ability to implement elearning
Summary
E-learning is defined as content, materials and instruction delivered via all electronic and digital media, such as the Internet, intranet, satellite broadcasts, audio/videotapes, interactive TV and CD/DVD-ROM [1,2]. E-learning may be the only viable solution to impart educational content to the masses, such as the case in Palestinian cities where teacher and student mobility is made difficult by Israeli occupation. Caught in the midst of the long-standing IsraeliPalestinian conflict, Palestinian teachers face many difficulties in imparting education to their students. In many towns and cities in the country, Palestinian teachers and students experience restricted movement and mobility, created by checkpoints, roadblocks, and gated passages manned by Israeli soldiers and tanks [3]. Going to school daily is a challenging, sometimes dangerous, endeavour for teachers and students. This debilitating situation has paved the way for ICTs to be widely used among Palestinians to learn, communicate and exchange information. Given the political and physical scenario, e-learning constitutes an alternative instructional delivery method to be used in Palestine, which enables a larger population of her citizens to receive education
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