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learning - Academic Conferences Limited

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Hussein Al-Yaseen et al.<br />

independent eLearning centre that is responsible for developing and managing eLearning projects;<br />

while 70% of the private universities have their eLearning centre.<br />

Based on factor analysis of the questionnaire, the most important issues and challenges in<br />

implementing eLearning projects in higher education in the Jordanian universities are discussed<br />

below: (see Appendix 1 for a detailed description of these factors referred to as ICIe-LHE).<br />

Human: the findings showed that the human factor was the most important issue and challenge that<br />

hinder the success of implementing eLearning projects at private and public universities. Human<br />

factor is highly correlated with seven variables as factor analysis showed. The most two important<br />

variables were the perceived threat of eLearning to instructors’ career and the lack of sufficient<br />

experts in eLearning. The less important variables for this factor were lack of training for both<br />

educator and learner and lack of relationship between instructors and students. This may be due to<br />

the fact that some of the instructors do not have sufficient computer skills and/or see the use of<br />

technology as a way by which they will be replaced.<br />

Cultural: this factor is highly correlated with five variables. The most two important variables were not<br />

taking the eLearning project seriously form both developers and learners and the problem related to<br />

the users’ culture toward eLearning, while the least two variables were the problems related to group<br />

working and the negative preconceptions of users towards eLearning. Such factor could be related to<br />

the traditional face to face methods of teaching used at universities. The soft skills in general are a<br />

problem facing many graduates that need further training on such skills. For some faculty members, it<br />

may be difficult to change the way they were teaching for many years, as eLearning is a new trend<br />

that requires new teaching cultures (Uhomoibhi, 2006) and for some students changing the way they<br />

were taught was also difficult, which has also been the case for students elsewhere (O'Donoghue et<br />

al., 2003)<br />

Regulations and management: this factor is highly correlated with five variables. The most two<br />

important variables were lack of strategic vision in developing eLearning projects and the unfamiliarity<br />

of top management with eLearning applications. However, the least two important variables for this<br />

factor were lack of intellectual property right and lack of network security regulations. The lack of<br />

vision could be related to the fact that some universities actually started an eLearning project because<br />

it is a new trend rather than being actually related to the organisations’ vision. In terms of regulations,<br />

intellectual property right laws have been enforced in Jordan since 2002. However, the major obstacle<br />

is that according to the laws and regulations of the Ministry of Higher Education (MoHE) offering<br />

online degrees is still not permitted as a certain percentage of any course has to be offered face to<br />

face.<br />

Support: this factor is highly correlated with four variables. Lack of appropriate support services for<br />

users and limited of lack of incentives for using eLearning system were found the most important<br />

variables for this factor. Lack of appropriate support services for maintaining eLearning equipments<br />

and problem related to the course starting were found the least important variable to this factor. These<br />

challenges underline the importance of having an incentive system to encourage instructors and<br />

students to adopt eLearning, especially that it requires change in the teaching methods which is time<br />

consuming and requires effort especially at the start-up phase<br />

Technical: was found to be one of the least important challenges for in implementing eLearning<br />

projects at the universities. The technical factor is highly correlated with eight variables. The most two<br />

important variables were lack or limited access to appropriate contents and the low bandwidth, while<br />

lack of hardware and lack of appropriate infrastructure were found to be the least important variables.<br />

Appropriate content may be related to the language barrier, which makes it necessary for universities<br />

to create their own content in subject areas that are taught in Arabic. Infrastructure is not a major<br />

issue given the general enhancements in technological infrastructure in Jordan since the start of the<br />

ICT related initiatives in the country in 1999.<br />

Financial: is also one of the least important challenges. This factor is highly correlated to seven<br />

variables. The most two important variables were lack of budget for setting up eLearning and the cost<br />

of upgrading the e-content, while, the least two important variables were cost of upgrading the system<br />

and cost of maintaining the system. Given that some <strong>learning</strong> management systems are open source<br />

(such as Moodle) contributes to the fact that the financial factor is not a major issue. The start-up<br />

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