Successful Implementation Of E-learning Research Articles

Using the Delphi methodology to develop technology criteria to assess e-learning readiness in Higher education Institutions

Many higher education institutions in Viet Nam are adopting e-learning to explore new education opportunities. However, the successful implementation of e-learning depends on various aspects of the organization's readiness, particularly technology readiness. This research aims to identify and develop a scale that measures the requiredtechnology factors for evaluating the readiness of higher education institutions in Viet Nam to deploy e-learning. To achieve this, the authors presented the concept and scales of eight technology factors: hardware, software, connectivity, security, flexibility, skills and support, and data centers. These factors were identified through two roundsof Delphi interviews with 17 experts. This research provides a framework for higher education institutions to assess their readiness to implement e-learning projects based on technological criteria® 2024 Journal of Science and Technology - NTTU

Digital transformation in higher education: A comprehensive review of e-learning adoption

BACKGROUND: Data-driven practices are now crucial in the digital age for streamlining operations and boosting output across a range of industries. With e-Learning emerging as a cutting-edge and promising strategy to improve educational delivery and student engagement, higher education institutions are also adopting this trend. Despite the potential advantages, e-Learning adoption in higher education is still a developing topic with scant published research. OBJECTIVE: This study aims to conduct a thorough analysis of existing literature, seeking to determine the present status of e-Learning adoption in higher education while also identifying promising avenues for further research. METHODS: In this study, a systematic literature review methodology and a bibliometric approach are utilized to examine 63 papers sourced from the Scopus database, encompassing the years 2017 to 2021. These papers were specifically chosen due to their pertinence to e-Learning adoption in higher education institutions, following the exclusion and inclusion criteria outlined in the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework. The analysis techniques employed include descriptive overviews, citation analysis, and keyword co-occurrence. RESULTS: The systematic review of the literature revealed a significant increase in e-Learning adoption within higher education institutions (HEIs) in recent times. The findings highlighted several crucial factors influencing e-Learning adoption, including perceived ease of use, usefulness, learner attitude, self-efficacy, and facilitating conditions. However, further investigation is needed to better understand the impact of perceived learning and teaching styles on e-Learning acceptance in higher education settings. CONCLUSION: This study suggests conducting future investigations on e-Learning in developing countries, with a specific focus on intention, usage, adoption, and impact. Additionally, it emphasizes the importance of exploring the influence of learning and teaching styles on e-Learning acceptance within higher education institutions. These valuable insights will facilitate the development of effective strategies for the successful implementation of e-Learning in higher education settings.

КЫРГЫЗСТАНДЫН НЕГИЗГИ БИЛИМ БЕРҮҮ СИСТЕМАСЫНДА ЭЛЕКТРОНДУК ОКУТУУ ПРОБЛЕМАЛАРЫ

The article discusses issues of digital education, e-learning and the use of electronic resources in general education in Kyrgyzstan. First, the problems of digitalization of education are listed, and then the problems arising in e-learning are listed. Specific problems affecting the quality of e-learning in basic education are identified, and ways to solve them are presented in order. It says that e-learning is very different from traditional learning, and writes that successful implementation of e-learning can be achieved by acquiring additional technical skills. At the end it is written that e-learning has several possibilities.

ANALYSIS OF WAYS AND MEANS FOR ENHANCING LITERACY & EDUCATION FACILITATION IN INACCESSIBLE AREAS THROUGH E-LEARNING

This research study analyses the ways and means of enhancing the literacy and education facilitation in inaccessible areas over e-learning. The study explores current state of education and literacy in remote and inaccessible areas and the potential of e-learning to provide access to education. The basic objectives of study were to explore the ways and means to enhance literacy and education facilitation in inaccessible areas through e-learning and also to investigate the challenges faced by learners and educators in remote areas with limited access to educational resources and potential of e-learning to overcome these challenges. Due to the qualitative nature of the study, the available literature was analyzed by using coding followed by thematic analysis and discussion. The study highlighted key factors that contribute to the successful implementation of e-learning in remote areas, including infrastructure, internet connectivity, availability of digital devices, and digital literacy skills. The research findings suggest that e-learning can significantly improve literacy & education in inaccessible areas by providing access to high-quality educational resources & facilitating remote learning. Further, study recommends the implementation of e-learning programs as a means of enhancing literacy and education facilitation in the inaccessible areas.

Evaluating The Impact of E-Learning on Girl’s Education in Afghanistan: A Case study of Samangan University

This study delves into the impact of E-Learning on girls' education at Samangan University in Afghanistan, focusing on evaluating the efficacy of digital programs within the nation's intricate socio-cultural landscape. The research, encompassing responses from 106 female students through surveys, highlights the critical need for robust infrastructure, reliable internet access, and accessible devices to facilitate active participation in digital learning. Teacher training programs emerge as pivotal for the successful implementation of E-Learning. Factors such as learning support systems and the overall learning experience play significant roles in shaping student engagement and satisfaction. Despite these positive aspects, social barriers, notably gender discrimination, persist, impeding female students' access to and engagement in digital learning. In conclusion, the study suggests that E-Learning holds immense potential to broaden educational opportunities in Afghanistan. It emphasizes the necessity of substantial infrastructure investment, comprehensive teacher training, and addressing social inequalities to foster an inclusive learning environment. Policymakers and educational institutions can leverage these insights to formulate strategies ensuring equitable access to quality education for all female students at Samangan University. The research significantly contributes valuable guidance for prospective investigations and the development of E-Learning initiatives, emphasizing the transformative role of digital learning in advancing education in Afghanistan, particularly for female students.

ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE

This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants’ viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners’ satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education.

Factors Influencing the Success of E-Learning Implementation: A Study of Afghan-Postgraduate Students at UTM-Malaysia

Comprehending and utilizing information technology and online platforms are the dire need of todays’ educational era. Current research aims at investigating the factors influencing the successful implementation of e-learning use among Afghan-postgraduate student at University Technologi Malaysia. Particularly, centered on identifying students’ characteristics, design and content, and technological factors that affect E-learning environment. At total of seventy-two (n=72) postgraduate students from the faculty of education, engineering, science and management at Universiti Technologi Malaysia (UTM) participated in survey questionnaire. The findings resulted that most of the students have positive perception about the E-learning environment. In addition, the most influential factors are (1) students’ characteristics that contained motivation, computer skills and attitudes, (2) design & content with professed use of IT and quality of content, while (3) technology with effectiveness of IT and quality of technology have been graded as the lowest influential factors hindered the successful implementation of E-learning use. Specifically, students’ motivation, encouragement, and satisfaction are the key elements toward the successful implementation of E-learning and accomplished their learning activities better and easily than the traditional method. However, most of the learners revealed that before initiating into the E-learning environment, they need more assistance and training in E-learning environment than the traditional methods. Besides, using E-learning is more complicated during learning and teaching process. Finally, it is suggested that university authority and policymakers put into their curriculum to initiate some special workshops and seminars to the international students who are newly admitted to their desired field of studies at UTM Malaysia.

The effect of knowledge acquisition and knowledge sharing on the use of E-learning

This descriptive-analytical study was conducted to evaluate the effect of knowledge acquisition and knowledge sharing on the use of e-learning. Data were evaluated by using a questionnaire designed by the researchers, the components of which were based on the Theory of Reasoned Action (TRA). The research population included faculty members, and the research sample was selected based on Morgan’s Table. The collected data were analysed using SPSS software, and the final model was presented. The results indicated that knowledge acquisition and knowledge sharing have a significant and direct effect on attitude and subjective norms of faculty members in using e-learning. Other findings showed that attitude and subjective norms control faculty members’ behavioural intention to use e-learning. It can be concluded that, knowledge acquisition and knowledge sharing are among the influential factors in the successful implementation of e-learning and are effective elements of attitude and subjective norms of users.

Medical and Dental Faculty’s Attitude towards E-Learning as the Mode of Teaching during Covid-19 Pandemic

The use of modern technology infrastructure is regarded as critical for the successful adoption of innovative teaching approaches. Objective: To determine the attitudes and concerns of medical and dental faculty about the use of E-learning as a medium of instruction during the Covid-19 outbreak. Methods: This cross-sectional study included 368 faculty members from Medical and Dental Colleges of Punjab province was conducted utilizing a questionnaire developed following a thorough literature review and analysis of questionnaires from previous studies. A 5-point Likert scale was used to record knowledge, attitude, and practice, and the questionnaires were graded. SPSS version 22 was used to enter the data. The mean and SD of quantitative variables such as age and total score for knowledge, attitude, and practice score was calculated. Gender, education level, knowledge, attitude, and practice were all represented as frequency (%). Results: Zoom was shown to be the most commonly utilized software (69.0%). E-learning was deemed a beneficial tool in medical education by 56% of the respondents. An equal percentage of individuals (35%) agreed and disapproved the use of E-learning approaches over traditional ones. Only 30% participants resisted the change from traditional educational methods. Technological infrastructure was considered crucial for successful implementation of E-learning by 46% of the participants. Conclusion: Faculty members are using the available infrastructure to implement E-learning teaching modalities to the best of their knowledge and abilities.

Challenges of e-learning adoption in South African public schools: Learners’ perspectives

Educational technology (EdTech) plays a vital role in teaching and learning with e-learning ensuring equal access to education and continuity even when contact classes are impossible. The South African departments of education are making efforts to realize the use of technology in schools. The COVID-19 pandemic has an adverse impact on the education sector and accelerated the adoption of technology by many institutions with some shifting to distant learning to ensure academic continuity. There are various educational technologies. The aim of the study is to explore public high school learners’ perspectives on e-learning and the challenges in its adoption. Secondary data is used to draw conclusion. An interpretivism paradigm with an exploratory sequential mixed-method approach is used. The findings show that e-learning implementation needs careful consideration and planning. The results of this study indicate that lack of access to devices, the high cost of internet access, a perceived lack of interest among teachers and perceived ineffectiveness are the key challenges to e-learning adoption in South African public schools within poor communities. Addressing key challenges will ensure a successful implementation of e-learning.

Factors influencing adoption of e-learning in healthcare: integration of UTAUT and TTF model

The importance of successful implementation of e-learning, especially since the emergence of the Covid-19 pandemic, has become increasingly apparent to universities. Thus, identifying the effective factors in adopting e-learning in the Covid-19 pandemic is crucial. This study was conducted to identify determining factors in adopting E-learning in healthcare. This was a descriptive-analytical study in which 143 faculty members from Iran were randomly selected. The faculty members' intentions, concerning the adoption of e-learning, were assessed by the conceptual path model of integration of unified theory of acceptance and use of technology (UTAUT) and The Task-Technology Fit (TTF). The results showed that the combination of the two classical theories, UTAUT and TTF, was an appropriate model to explain faculty members' intention in adopting e-learning. Moreover, the findings showed that technology and task characteristics, task- technology fit, social influences, effort expectancy, performance expectancy and facilitating conditions had direct and significant effect on e-learning adoption. By presenting a conceptual path model to elucidate users' behavior in adopting e-learning, this study investigated and identified the key determining factors in adopting e-learning. The findings of the present study can contribute to the design and implementation of e-learning by practitioners, policy makers, and curriculum designers.

Evaluating and Prioritizing Barriers for Sustainable E-Learning Using Analytic Hierarchy Process-Group Decision Making

E-Learning is a popular computer-based teaching–learning system that has been rapidly gaining global attention during and post COVID-19. The leaping changes in digital technology have enabled E-Learning to become more effective in recent years. It offers freedom from restrictions caused by geographical boundaries and provides time flexibility in the teaching–learning process. Apart from its numerous advantages, the success of E-Learning depends upon many critical success factors (CSFs) and barriers. If the barriers that lie in the way of successful E-Learning implementation are not addressed diligently, it will limit E-Learning success. It has been revealed through past research that these barriers are serious threats that need immediate attention in their redressal. This paper attempts to reveal sixteen barriers under four different dimensions by going through a comprehensive review of the literature and engaging decision makers. Furthermore, it uses the Analytic Hierarchy Process-Group Decision Making (AHP-GDM) methodology to evaluate and prioritize them. The results obtained show that barriers related to the Institutional Management Dimension (BIMD), Infrastructure and Technological Dimension (BITD), Student Dimension (BSD), and Instructor Dimension (BID) pose the greatest challenges in the successful implementation of E-Learning. The AHP-GDM methodologies reveal the comparative relationship among these barriers as BIMD > BITD > BSD > BID and further quantify their negative effects as 46.35%, 29.88%, 12.30%, and 11.4%, respectively, on successful E-Learning systems (‘>’ indicates comparative challenges).

Planting the seeds of innovative e-learning platform in higher education institutions in Ethiopia: The case of ET online college

Many institutions of higher education systems worldwide are transitioning from face-to-face modality to e-learning as a means of solving issues of limited resources and access to quality education. One of the crucial prerequisites for the successful implementation of e-learning is a careful consideration of emerging technologies and the underlying pedagogy of how learning takes place using a virtual platform. In practice, however, this consideration is often a neglected aspect in developing countries’ context, and this neglect results in several challenges in academic setups. This study identifies and evaluates clusters of e-learning features and implementation strategies in use and challenges sought at the ET Online College located in Addis Ababa, Ethiopia. The features of these strategies are briefly discussed, as well as how these strategies evolved during the implementation processes. The college’s e-learning components have achieved merits for quality by their primary users (online students, e-course instructors, and technology, instructional design, and curriculum experts), web designers and graphic designers, and administrators within the college. These also achieved acceptance nationally by the larger key stakeholders. The findings and recommendations of the study can be used as empirical evidence-base to help policymakers strategically think about the implementation of e-learning in the Ethiopian Higher Education institutions, and other similar contexts at large.

Pengaruh Critical Success Factors terhadap Keberhasilan E-Learning dalam Mendukung Pembelajaran : Systematic Literature Review

E-learning is considered less successful to replace normal learning methods amid the impact of the COVID-19 pandemic. The purpose of this study is to answer the question of what are the critical success factors (CSF) of the successful implementation of e-learning. This study applies the Systematic Literature Review method. Based on the results of a systematic literature review, the researcher found 162 Scopus articles in a search using Publish or Perish with Scopus Search which were then filtered into 13 selected articles for descriptive analysis. The findings show that there are 23 factors divided into five domains, namely students, instructors, design and content, systems and technology and institutions that can be considered in implementing or developing e-learning learning methods.

Undergraduate medical education in India during COVID-19 pandemic

Introduction: The COVID-19 pandemic led to the disruption of medical teaching nation-wide and pushed the institutions to explore the probable role of online teaching methods. The aim of this review is to identify the untested perspectives and help in strategizing based on evidence generation for the preparation for future. Methods: We followed the Preferred Reporting Items for Systematic and Meta-Analysis guidelines for reporting the present review. We searched PubMed, Scopus, and Embase databases for the articles published between April 2020 and October 2021 for studies on online medical education in India during the COVID-19 pandemic. Results: We initially screened a total number of 1412 articles and finally recruited 45 articles for the analysis. Majority of the articles were from single institution, and reported the experience of the students and teachers on online teaching. The common teaching platform used such as Zoom and Google Meet were enumerated. Internet connectivity was the most reported challenge of online teaching. None of the selected articles reported on ethical issues related to online teaching. Conclusion: Even though there were some strong points reported for the successful implementation of e-learning, a more sustainable and well-informed plan should be devised for the future on online teaching.

The analysis of learning management systems features

The successful implementation of e-Learning is based on the correct choice of software that meets the specific requirements and objectives of the organization. Thus, the purpose of this article is to review and analyze existing learning management systems (LMS), in order to use their potential in streamlining the learning process. To achieve this goal, the LMS assessment criteria were selected, the most popular open-source distance learning platforms were analyzed; the current LMS Integration capabilities were assessed. For the LMS analysis the following criteria were proposed: Functionality; Reliability; Stability; Cost, Availability of content development tools; SCORM support; Knowledge testing system; Easy to use; Modularity; Ensuring access; Multimedia; Scalability and Extensibility; Multiplatform LMS. A comparative analysis of 8 electronic learning management systems was presented. All of them support the use of multimedia elements, content creating and editing, assessment possibilities

PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ON E-LEARNING PROGRAM, DURING COVID -19 PANDEMIC

This study explored primary school teachers’ perceptions on e-learning program during COVID -19 pandemic. A qualitative research project was carried out to seek data. The participants were primary school teachers from five regions. To collect the data, semi-structured interview questions using ‘Google form’ were sent to participants through Messenger and E-mail. The responses from the participants indicated that e-learning was one suitable strategy that could be adopted during the crisis era. It was also effective in the development of content knowledge and skills such as digital, self development, problem solving, collaborating and communication skills in students and also teachers. It also assisted teachers and students in exploring the digital world and updating the information. However, the study also confirmed that the implementation of e-learning program encountered several challenges. Teachers perceived adoption of such method as a problem. They felt that inadequate resources, lack of knowledge on technology, technical issues and limited support from the stakeholders were major obstacles to successful implementation of e-learning. Therefore, there is a need to provide timely training for teachers as well as students and provide cost effective internet services available throughout the country. Further, the stakeholders must work collaboratively to make e-learning more effective.

Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal

Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal

Designing a Conceptual Pattern of E-Learning for Iran’s Universities of Medical Sciences

Background: Over the last number of decades there has been a shift in medical education practice from traditional forms of teaching to other media which employ online, distance or electronic learning. E-learning can provide students with easier and more effective access to a wider variety and greater quantity of information. Objectives: The present study aimed to design a conceptual pattern of e- learning for Iran’s universities of Medical Sciences. Methods: This study was applied in terms of objective and qualitative in terms of data collection. The population of the study was the e-learning experts and faculty members of universities who sampled purposefully, after 30 interviews, saturation was achieved. A semi-structured questionnaire was used to interview. The qualitative data was analyzed using three- stage codings. Results: the electronic learning pattern of Iran’s universities of Medical Sciences was categorized in the following dimensions, including: "academic dimension" including components of synergogy and instructional design, human resources, infrastructure, management, organization, financial resources, ethics & culture, support, monitoring & coordination, and legal factor; The "spatial planning regions dimension" includes the components of the educational activities, research and information technology- related activities; the "national-macro dimension" includes the government’s structural and managerial supports, the government’s cultural and social supports, the government’s economic supports, the government’s scientific and technical supports, supports from the higher medical education, and supports from the private sector; the "regional – international dimension" including scientific and educational interactions, cultural and social interactions, political, and economic interactions. Conclusions: This study suggested that policy-makers, top managers of higher medical education, and those in charge of e-learning exploit the pattern proposed in this study for developing policies and programs for creating/developing e-learning centers, and sufficiently address the dimensions, categories, and indicators mentioned here, so that the long-term effects of operationalizing each category of the pattern can be demonstrated more optimally and quickly. In this way, costs can be reduced, repeat work can be avoided (especially in the face of environmental crises), and Iranian universities can progress in line with world universities and thereby take a big step towards the successful implementation of e-learning in Iran.

The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff.

Backgrounde-learning was underutilized in the past especially in developing countries. However, the current crisis of the COVID-19 pandemic forced the entire world to rely on it for education.ObjectivesTo estimate the university medical staff perceptions, evaluate their experiences, recognize their barriers, challenges of e-learning during the COVID-19 pandemic, and investigate factors influencing the acceptance and use of e-learning as a tool teaching within higher education.MethodsData was collected using an electronic questionnaire with a validated Technology Acceptance Model (TAM) for exploring factors that affect the acceptance and use of e-learning as a teaching tool among medical staff members, Zagazig University, Egypt.ResultsThe majority (88%) of the staff members agreed that the technological skills of giving the online courses increase the educational value of the experience of the college staff. The rate of participant agreement on perceived usefulness, perceived ease of use, and acceptance of e-learning was (77.1%, 76.5%, and 80.9% respectively). The highest barriers to e-learning were insufficient/ unstable internet connectivity (40%), inadequate computer labs (36%), lack of computers/ laptops (32%), and technical problems (32%). Younger age, teaching experience less than 10 years, and being a male are the most important indicators affecting e-learning acceptance.ConclusionThis study highlights the challenges and factors influencing the acceptance, and use of e-learning as a tool for teaching within higher education. Thus, it will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change.