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Faculty development Online course design and pedagogy Latefa Bin Fryan and Lampros Stergioulas However, these factors are not sufficient as they neglect other important learning aspects such as time and location independence focusing mostly on the management-type of CSFs; on the other hand Park and Wentling (2007) presents another set of CSFs that focuses on the CSFs from the individual or personal perspective, suggesting that the popularity of eLearning is due to the following factors: Space flexibility Cost savings Timely access to educational resources Workplace flexibility Increased students interest Quick response to the student 6. Findings and analysis In order to: “Identify and prioritise the Critical Success Factors (CSFs) for the adoption of eLearning in the educational institutions of the Kingdom of Saudi Arabia (KSA)”. The data was collected through primary and secondary data sources and then analysed using the interpretative qualitative analysis. Findings from the secondary data collection are already presented in the Literature Review. The primary data were collected through conducting semi-structured interviews and a questionnairebased survey in order to extract the CSFs for the adoption of eLearning in KSA. For this purpose, FIVE different KSA educational institutions including universities and eLearning training centres were considered. The participants were chosen according to their related jobs in the area of eLearning in KSA to ensure high quality and consistent findings. The questions for both the interview and the survey were designed keeping into consideration the literature surveyed about the adoption of eLearning. Findings from the interviews and the survey were prioritised according to their significance in terms of their average or cumulative percentage importance from five educational institutions (the repetition of each CSFs). The data collected from both sources was interpreted and qualitatively analysed. The CSFs found from the primary and secondary data collection were listed in individual tables and then mapped to each other in another table in order to show the relationships amongst various CSFs; finally the findings were analysed using Miles and Huberman (1994) scale, and the CSFs were ranked in order of significance. The resulting CSFs are presented in table 1. Findings from the interviews and survey questionnaires confirm the anecdotal evidence reflected in the literature. Most of the CSFs found through primary data collection are common to the ones that are identified through secondary data collection (literature review), hence confirming the significance of CSFs identified. However, there are some CSFs that were only identified through primary data collection and were not found in the literature (presented in Table 2). These CSFs that are identified only through interviews and survey questionnaires are a value-add provided by this paper as they will form basis for future research in the area of eLearning adoption. Findings from primary data and secondary data are shown in Table 1, which presents a list of CSFs for eLearning adoption, elicited from the existing literature as well as interview and questionnaire conducted in KSA. The CSFs are listed in four categorisations: Individual; Social; Economic; and Governmental or Organisational. The individual aspect encompasses both learner and instructor. These four categorisations help in understanding the different aspects of eLearning adoption From secondary data 39 CSFs were identified; from primary data 46 CSFs were identified. Most of the CSFs identified are common in both sources; 25% identified through primary data only; and 12% identified through secondary data only (presented in Table 3). Finally, a total of 52 CSFs split into four categories presented in the table 1. 68
Latefa Bin Fryan and Lampros Stergioulas Table 1: Findings from primary data and secondary data No. Categorisations CSFs for eLearning Adoption in KSA Educational Institutions 1. 2. 3. Individual Accuracy Attendance not compulsory Attractiveness 4. Compatibility (the degree to which the technology is easy to understand and use) 5. Ease of use (user-friendly interfaces) 6. Effectiveness 7. Efficiency 8. eLearning course content and structure 9. Encourages personalised experience (independent learning or self-study) 10. Enhances learner's achievements 11. Enriches learner's experiences 12. Flexibility in term of time, location, and ways of learning 13. Increased learner’s engagement or satisfaction 14. Instructor’s attitude toward eLearning 15. Instructor’s attitude towards the adoption of technology (acceptance for the technology) 16. Instructor’s teaching style 17. Instructors are able to ensure more practice for learners in different ways 18. Instructors can share good practice (teaching methodology) 19. Interactive way of learning 20. Learner’s motivation for adopting new technology 21. Learner’s technical competency 22. Online technical support for providers and learners 23. Positive trend of accepting eLearning by learner 24. Reduces effort 25. Rich and various resources 26. Time saving 27. Trialability (the degree to which lecturers can test the technology before adopting) 28. using internet in the classroom 29. Social Adds value to the existing teaching methodology 30. Ease inter and intra communication 31. Equal learning opportunities for all learners 32. Facilitates both individualised and collaborative learning 33. High quality of teaching and learning 34. Improved education process 35. Improves access to education and training (accessibility) 36. Improves teaching and learning performance 37. Increases inter and intra communication and discussion 38. knowledge enhancement 39. Modern (cope with the development) 40. Observability (the degree to which the results of technology are visible) 41. Security of Intellectual Property 42. Serves as a catalyst for institutional transformation 69
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Samuel Adu Gyamfi et al. the develo
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Samuel Adu Gyamfi et al. completion
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Samuel Adu Gyamfi et al. interactio
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Survey of Teachers’ use of Comput
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Babatunde Alabi Alege and Stephen O
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Issues and Challenges in Implementi
Page 44 and 45: Hussein Al-Yaseen et al. 2000/2001
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Page 48 and 49: Hussein Al-Yaseen et al. Berthold,
Page 50 and 51: Antonios Andreatos Figure 1: Estima
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Page 54 and 55: Antonios Andreatos knowledge space,
Page 56 and 57: Figure 5: Video metadata from YouTu
Page 58 and 59: Antonios Andreatos The organisatio
Page 60 and 61: Constructing a Survey Instrument fo
Page 62 and 63: Jonathan Barkand The teacher demon
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Page 66 and 67: References Jonathan Barkand Allen,
Page 68 and 69: 2. Pedagogical agents Orlando Belo
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Page 74 and 75: Some Reflections on the Evaluation
Page 76 and 77: Nabil Ben Abdallah and Françoise P
Page 82 and 83: Designing A New Curriculum: Finding
Page 84 and 85: Andrea Benn For this new course, it
Page 86 and 87: Andrea Benn Technology is already i
Page 88 and 89: Andrea Benn To bring about the co-o
Page 90 and 91: Latefa Bin Fryan and Lampros Stergi
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Page 102 and 103: Alice Bird Developing the process m
Page 104 and 105: Alice Bird Reflecting on the feasib
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Page 108 and 109: Enhancement of e-Testing Possibilit
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Page 138 and 139: 4. Methodology Ivana Cechova et al.
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Yin Ha Vivian Chan et al. What is s
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Yin Ha Vivian Chan et al. as a viab
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Yin Ha Vivian Chan et al. the ILC h
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The Development and Application of
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Serdar Çiftci and Mehmet Akif Ocak
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4.3 Data collection Serdar Çiftci
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Serdar Çiftci and Mehmet Akif Ocak
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Table 8: Students’ responses to q
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An Exploratory Comparative Study of
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Marija Cubric et al. Web 2.0 tools
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Marija Cubric et al. Despite all th
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Marija Cubric et al. Staff profile
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Marija Cubric et al. In case 3.2, a
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Marija Cubric et al. Sorcinelli, M.
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Figure 1: Adaptive eLearning system
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Blanka Czeczotková et al. knowledg
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Blanka Czeczotková et al. Figure 2
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Changing Academics, Changing Curric
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Christine Davies 2.2.4 Seminars CEL
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Web Conferencing for us, by us and
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Mark de Groot, paper (Elluminate 20
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Mark de Groot, requested. The targe
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Mark de Groot, members of the group
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6.1 The quick wins Mark de Groot, S
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Tools for Evaluating Students’ Wo
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Jana Dlouhá et al. course was dist
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2.4 Feedback - student perceptions
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Jana Dlouhá et al. virtual learnin
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3. Discussion Jana Dlouhá et al. Q
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Jana Dlouhá et al. Sadler, R.D. (2
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Jon Dron et al. Social networking i
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Jon Dron et al. However, it is also
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Jon Dron et al. further in enabling
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4.3 Differentiated friends Jon Dron
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Experimental Assessment of Virtual
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Michaela Drozdová et al. to the or
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Michaela Drozdová et al. Figure 1:
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Figure 4: Decision tree for visual
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Michaela Drozdová et al. very few
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Glenn Duckworth Other studies have
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Glenn Duckworth merely skim read th
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8. Finance resources Glenn Duckwort
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Glenn Duckworth was seen as being v
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Francisco Perlas Dumanig et al. Stu
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Francisco Perlas Dumanig et al. in
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Francisco Perlas Dumanig et al. 3.6
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Do you see What I see? - Understand
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2.2 Deuteranopia Colin Egan et al.
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Colin Egan et al. Figure 5: HCBE's
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Figure 8a: Normal vision LogicWorks
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Researching in the Open: How a Netw
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Antonella Esposito previous edition
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Antonella Esposito However, beyond
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Antonella Esposito Moreno, M. A., F
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Gert Faustmann with an evaluation o
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Gert Faustmann come from the same s
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Gert Faustmann Figure 5: UML class
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Gert Faustmann The learner her/him
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Gert Faustmann (i.e. who has to pro
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Ana Mª Fernández-Pampillón et al
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Cognitive Communication 2.0 in the
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Sérgio André Ferreira et al. and
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Sérgio André Ferreira et al. is p
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Sérgio André Ferreira et al. Look
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Sérgio André Ferreira et al. In F
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To What Extent Does a Digital Audio
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Rachel Fitzgerald consideration of
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Rachel Fitzgerald understand, altho
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Rachel Fitzgerald Although this is
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Rachel Fitzgerald “The survey was
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Messages of Support: Using Mobile T
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Julia Fotheringham and Emily Alder
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Julia Fotheringham and Emily Alder
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Table 6: Results for reflective cyc
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Blended Learning at the Alpen-Adria
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Gabriele Frankl and Sofie Bitter to
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Figure 4 Moodle usage among the AAU
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Gabriele Frankl and Sofie Bitter No
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Gabriele Frankl and Sofie Bitter wh
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Evaluating the use of Social Networ
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Elaine Garcia et al. The process by
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4.3 Data analysis Elaine Garcia et
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Elaine Garcia et al. issues of priv
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8. Conclusions and recommendations
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Elaine Garcia et al. Nabi, A. (2011
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Danny Glick and Roni Aviram univers
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Danny Glick and Roni Aviram most im
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Danny Glick and Roni Aviram opinion
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Danny Glick and Roni Aviram Bernard
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Andrea Gorra and Ollie Jones to hel
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Andrea Gorra and Ollie Jones Howeve
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Andrea Gorra and Ollie Jones Figure
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Andrea Gorra and Ollie Jones Studen
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Rose Heaney and Megan Anne Arroll A
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Rose Heaney and Megan Anne Arroll l
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Rose Heaney and Megan Anne Arroll
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Rose Heaney and Megan Anne Arroll J
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Amanda Jefferies learning was furth
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Amanda Jefferies way in which the o
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Amanda Jefferies their teaching mat
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A Methodology for Incorporating Usa
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Anne Jelfs and Chetz Colwell To try
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Anne Jelfs and Chetz Colwell We wor
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The Virtual Learning Environment -
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John Jessel 2.1 An outline framewor
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John Jessel teachers who agreed to
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John Jessel ‘“reduce the clicks
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Mutlimodal Teaching Through ICT Edu
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Paraskevi Kanari and Georgios Potam
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Paraskevi Kanari and Georgios Potam
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Rosario Kane-Iturrioz Regarding lan
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Rosario Kane-Iturrioz Figure 2: Exa
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Rosario Kane-Iturrioz Tests very us
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Rosario Kane-Iturrioz When compared
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Rosario Kane-Iturrioz Although the
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Jana Kapounova et al. eLearning is
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Jana Kapounova et al. Each dimensio
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Jana Kapounova et al. project, conn
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Acknowledgments Jana Kapounova et a
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Andrea Kelz skills and competences
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Andrea Kelz web-based activities in
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Andrea Kelz system. Most other univ
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Open Courses: The Next big Thing in
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Kaido Kikkas et al. However, in the
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Kaido Kikkas et al. generation of w
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Kaido Kikkas et al. Occasional gue
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John Knight and Rebecca Rochon guid
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Evaluation of Quality of Learning S
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Eugenijus Kurilovas et al. Essalmi
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Eugenijus Kurilovas et al. (LOs), l
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Eugenijus Kurilovas et al. Then hie
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Eugenijus Kurilovas et al. If we lo
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Models of eLearning: The Developmen
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Stella Lee et al. Converging (AC a
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Stella Lee et al. knowledge. Meta k
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Stella Lee et al. Figure 3: Home pa
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Stella Lee et al. Azevedo, R., Crom
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Jake Leith et al. opportunities ble
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Jake Leith et al. Data was collecte
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Jake Leith et al. their informal sk
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Jake Leith et al. For the summative
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Sophisticated Usability Evaluation
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Stephanie Linek and Klaus Tochterma
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Social Networks, eLearning and Inte
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Birgy Lorenz et al. 135 students p
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Birgy Lorenz et al. The experts' st
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Birgy Lorenz et al. Akdeniz, Y. (19
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Arno Louw programmes, and within th
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Arno Louw It should be clearly stat
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Arno Louw somewhat an unwritten con
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Arno Louw Lecturers assume that le
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A treasure hunt has to be done to f
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How to Represent a Frog That can be
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Robert Lucas Occasionally we will a
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Robert Lucas Note the need to creat
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Robert Lucas Figure 5: A model of a
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Learning by Wandering: Towards a Fr
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Marie Martin and Michaela Noakes wa
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Marie Martin and Michaela Noakes Th
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Marie Martin and Michaela Noakes is
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Linda Martin et al. across the sect
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Linda Martin et al. confidence. Alt
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8. Conclusion Linda Martin et al. T
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Personalized e-Feedback and ICT Mar
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Maria-Jesus Martinez-Argüelles et
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Source: Own elaboration from survey
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1.1 Semantic dimension Maria-Jesús
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2. Methodology Maria-Jesús Martín
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Maria-Jesús Martínez-Argüelles e
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Maria-Jesús Martínez-Argüelles e
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David Mathew members of staff frigh
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David Mathew disclose this informat
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David Mathew baboon smells the wate
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Peter Mikulecky framing learning, p
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Peter Mikulecky inhabitants or work
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Acknowledgements Peter Mikulecky Th
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Karen Hughes Miller and Linda Leake
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An Analysis of Collaborative Learni
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2.3 Flexible and accessible learnin
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3.1 Definition of case study Peter
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Peter Mkhize et al. Basically, soci
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Peter Mkhize et al. you’ve got yo
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Ideas for Using Critical Incidents
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Jonathan Moizer and Jonathan Lean I
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Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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