Uptake Of E-learning Research Articles

Enhancing Integration of Information Literacy in TVET Curriculum in Response to COVID-19 Pandemic Effects

Purpose: Information literacy refers to the set of characteristics that enables ordinary learners become wise information consumers and lifelong learners. The set of abilities or skills the learner requires in order to determine information needs, locate, access and evaluate information sources and effectively use resources regardless of the format. There is global acceptance of the need for information literacy among trainees undertaking Technical and Vocational Educational Training (TVET). Integrating information literacy in the Competency-Based Education and Training (CBET) curriculum has become a necessity. The purpose of this study was to investigate how TVET trainees applied information literacy during the COVID-19 pandemic. The objective was to ascertain the trainees` uptake of e-learning and establish the strategies laid down for integration of information literacy in TVET curriculum.
 Methodology: Descriptive research design was adopted. The Nyeri National Polytechnic was purposively sampled due to the availability of respondents and familiarity of the researcher to object of research. A target population of 1000 library users at diploma, certificate and artisan levels was used. Data was collected using researcher-administered questionnaire. Data was organized and analysed using frequency distribution, percentages and mean.
 Findings: TVET Institutions were found to have moderately adopted integration of information literacy in TVET curriculum. The results indicate that 54% of trainees applied information literacy skills during the virtual learning sessions during COVID-19 pandemic. However, inadequate information literacy among trainees contributed to non-effective use of the e-resources.
 Unique Contribution to Theory, Practice and Policy: To this end, TVET institutions need to put in place strategies for enhancing integration of information literacy in TVET curriculum. The strategy on orientation and continuous user education by librarians aims at improving the trainees ‘information literacy. Trainees stand to benefit through integration of information literacy in the curriculum and institutions should put in place mechanism to adopt this integration.

Uptake, Barriers, and Determinants of e-Learning Among University Students in Selected Low Income Countries in Sub-Saharan Africa Amidst the COVID-19 Disruption: An Online Survey.

BackgroundThe Coronavirus pandemic has affected educational systems worldwide, leading to the widespread closure of schools in the affected countries with a phased reopening over time. The objective of this study was to determine the uptake, barriers, and determinants of e-learning among university students in Uganda and Nigeria following the COVID-19 disruption in 2020.MethodologyA total of 240 respondents comprising University students participated in this survey. It was a cross-sectional descriptive study using a self-administered structured online questionnaire using Google documents. Data were analyzed using IBM SPSS v.21 with statistical significance set at p<0.05.ResultsThe modal age group was 21–25 years at 128 (53.3%) participants, uptake of e-learning was 159 (66.3%). The majority of respondents used a smartphone (98.8%) for the internet, with WhatsApp platform (63.7%) as the most frequently used for e-learning. Barriers to e-learning, as self-reported by respondents, were the cost of internet services (82.1%), internet inaccessibility (68.8%), lack of institutional support (47.1%), and lack of training (40.8%). Determinants of e-learning were age (p<0.001) and sex (p=0.026).ConclusionTwo thirds of the university students had ever been taught online before the lockdown. Barriers to e-learning were mainly the cost of internet services and internet inaccessibility. Age and sex of respondents were determinants of e-learning use among University students. It is recommended that students be trained and facilitated by the Universities to adopt e-learning effectively. Governments in sub-Saharan Africa and the relevant sectors in the economy should improve the ICT infrastructure, internet accessibility, and facilitate reduction in the cost of services.

Knowledge and Uptake of E-learning among African Students During the COVID-19 Lockdown: Online education, impacts of COVID-19

This study evaluates the knowledge and uptake of e-learning among students of Ado-Odo Ota local government area, Nigeria during COVID-19 lockdown. The study was a descriptive cross-sectional survey of primary and secondary school students conducted from January to February, 2021. Data were analyzed with IBM-SPSS version 25.0. Knowledge of e-learning was (28.4%); 14.7% have ever participated in e-learning, and 8.4% participated during the lockdown. Only 26.6% had access to the internet, computers (1.1%), and phones/tablets (5.5%). The primary reason for not participating in e-learning was lack of awareness (78.2%); no money to buy data (8.9%), and no computers/android/tablets (12.9%). Overall, 57.1% attended tutorials outside their homes but almost 43.4% said three people shared a bench during the tutorials. Education does not have to be shut down due to a pandemics and students should not be limited to only classroom teaching methods but be introduced to e-learning. Teachers also need to be trained on conducting e-training..

Academics’ Experience of Implementing E-Learning in a South African Higher Education Institution

This study sought to explore the experiences of academics with the use of e-learning to support teaching and learning at a South African university. The theory underpinning the study was the Unified Theory of Acceptance and Use of Technology (UTAUT). The study adopted a qualitative design using ten purposively selected academic staff and one IT specialist at a South African university. Semi-structured interview was used to gather the data that were used to answer the research questions. Data were analysed using thematic content analysis. The following themes resulted from the analysis: technical support and training for e-learning; Information Communication Technology infrastructure and internet accessibility; uptake of e-learning and the use of the Learning Management System; content development for e-learning; and evaluation of teaching effectiveness using e-learning. Based on the findings, periodic updates and training on the new changes should be made to the university’s e-learning platforms, provision of timely technical support to academics in order to sustain positive user experiences of e-learning were recommended.

Factors of best practices of e-learning among undergraduate students

A renewed focus should be on human aspects and change behaviour in the uptake of e-learning. Thus, the overriding purpose of the study was to provide a diagnostic insight into how different factors come into play in the context of best practices of e-learning. The research aimed to help build a robust approach to the phenomenon. A dominant quantitative and less dominant qualitative method using survey approach was adopted. A total of 2,718 undergraduate students of the School of Social Sciences at two campuses of the University of KwaZulu-Natal, UKZN, South Africa participated in the survey. The theoretical framework adopted to underpin the research was the Unified Theory of Acceptance and Use of Technology Model (UTAUT). The findings identified the criticality of factors such as perceived ease of use, complexity, ease of use, attitude, subjective norm, social factors and image to best practices of e-learning. The significance of the study has the potential to impact on the policy, implementation and best practices of e-learning. Theoretically, the context of South Africa in contrast to early adopter countries was employed to advance the frontiers of global knowledge and improve an understanding of the UTAUT model to explain e-learning best practices.

A Proposed Framework of Academic Staff Up-Take in Integrating E-Learning in the Education Delivery

The environment in which higher education institutions operate changed from solely a traditional classroom environment to a mixed mode environment with e-learning taking the central attention. Profound changes and development in technology has made higher education institutions to be very competitive and seeking to apply new technologies in the delivery of education. In order to respond to changing needs and expectations, integration and successful uptake of e-learning in the educational delivery process has become essential. This research will discuss about behavioral intention among Malaysia academic staff in up taking and integrating e-learning in their education delivery. Factors such perceived usefulness, perceived ease of use, perceived behavioral control, perceived enjoyment and also computer anxiety will be examined. This paper proposes a framework that links these variables and examines the moderating effect of computer anxiety towards behavioral intention in up-take and integration of e-learning. In order to contextualize this study, the paper offers supporting literature for the proposed framework. The paper is also providing direction for future empirical investigation to improve uptake in integrating e-learning in the education delivery across academic staff in Malaysia.

The Effectiveness of E-learning

Our focus is on the effectiveness of e-learning, reflecting on our experiences both as tutees and tutors. The paper considers these two strands, culminating in an overview of the enablers and inhibitors of this learning medium. In the first strand, an ethnographic study is discussed, involving 36 students on a Post Graduate Certificate of Education (PGCE) programme. The major assessment of this course involved the use of an e-learning environment known as Moodle. An e-conference by means of Moodle was used to facilitate group discussions and to inform assignment writing. On reflection, the approach proved effective for both communication and comprehension. It circumvented the potential problems of group meetings and helped overcome other common communication difficulties. However, conversely, it also suggested that a drawback of e-conferencing might be the absence of nuances in speech and body language. In the second strand, the paper considers the delivery of e-learning at UCE Birmingham and in particular the built environment subject area. This is based on the authors' participation as tutors. The role of Moodle as a tool in delivering effective teaching is addressed specifically, outlining some of the successes and glitches encountered so far. Using a student satisfaction survey and interviews with staff members who have used Moodle, the authors reflect on some of the inhibitors that slow the uptake of e-learning as a broader pedagogical approach. Workshops, one-to-one discussions and induction programmes are seen as methods of facilitating the broader uptake of e-learning.