e-learning readiness - Asia Pacific Region - Open University Malaysia

More documents

Recommendations

Info

TABLE 9. Factors Hindering Organisations from Expanding E-learningEffortsFactorsYesn(%)Non(%)MissingvaluenTotalN(%)(%)High Initial Investments 48(47.1)54(52.9)0(0)102(100)High Operating Costs 59430102(57.8)(42.2)(0)(100)Poor Infrastructure 45570102(44.1)(55.9)(0)(100)Lack of Content 43581102(42.2)(56.8)(1.0)(100)No Necessity for E learning 20821102(19.6)(80.4)(1.0)(100)Other 11901102(10.8)(88.2)(1.0)(100)The open-ended responses also revealed an array of other factors thatrespondents felt to be impediments to E-learning initiatives. Among thereasons voiced were that E-learning is cold and impersonal, and that itshould only be used to complement, not replace, face-to-face classes.Another respondent pointed out that students themselves do not possessthe financial means to purchase computers which would support E-learning. Others voiced the need for communities to be more involved,leading to a suggestion by a respondent that broadband access is mademore affordable to home users. There was also a call for greaterrecognition of degrees obtained through E-learning.2.3 Overall PerceptionsAn overall picture of the readiness of policy makers and organisations isreflected in Tables 10 and 11 and Figures 1 to 7. The readiness scaleranges from 1 to 10, where 1 indicates a complete lack of readiness and 10indicates total readiness (refer Table 10). The findings indicate a largelymoderate degree of organisational readiness for all six dimensions (seeFigure 1). The highest rating of a mean of 6.14 was received for technicalreadiness and the lowest rating of 4.76 was attributed to environmentalreadiness. However, a more in-depth analysis of the scenario provided bythe figures in Table 11 indicates that policy makers perceive organisationsto be at a moderate to high level of readiness for four dimensions:management, personnel, technical and cultural readiness. The reversetrend is seen for environmental and financial readiness. The greaterJoint Study by MEWC and OUM 21
difference, however, can be observed in the levels of environmentalreadiness, where 27.5 percent of the organisations indicate a low level ofreadiness, and only 8.7 percent are in the high-level category. This trendwas consistent with the views expressed by policy makers, who, in theirwritten responses, indicate that they are disconcerted by hindrances to theimplementation of E-learning. Hindrances were perceived to be in theform of of bureaucratic constraints and the lack of community awarenessabout the benefits of E-learning.TABLE 10. Mean Scores of Overall Readiness among Policy MakersArea of ReadinessMean Standard Deviation(N=102)1. Management Readiness 5.98 2.4742. Personnel Readiness 5.87 2.3073. Technical Readiness 6.14 2.3214. Environmental Readiness 4.76 1.9255. Cultural Readiness 6.02 2.1116. Financial Readiness 5.26 2.5522.4 SummaryThe findings indicate that in general, policy makers are financially readyand willing to equip their institutions with the necessary facilities toharness the potential of E-learning. They appeared to be most preparedtechnically and felt ready to employ E-learning as the mode of learningand instruction. Policy makers also feel that they are ready to put in placepolicies and mission statements in support of E-learning initiatives.However, at this point in time, these aspirations have not yet beenadequately translated into concrete action or implementation of E-learning also initiatives. For example, organisations still need to establisheffective central units for developing high-quality content that wouldmaterialise these aspirations. In addition, there is a lack of qualifiedinstructional designers who can dedicate their time, expertise and effort tohelp develop customised content for the organisation. The biggeststumbling block at the moment seems to be a lack of environmentalreadiness in that the organisations, despite their readiness to embark onthe route to E-learning, are not being sufficiently supported by sound E-learning policies, an effective central E-learning agency, and properlyformulated intellectual property regulations appropriate for Malaysia.Joint Study by MEWC and OUM 22
Page 1 and 2: e-learning readinesse-learningMalay
Page 3 and 4: E-LEARNING READINESSIN MALAYSIA 200
Page 5 and 6: E-learning Readiness in Malaysia 20
Page 13 and 14: application of ICT to pave the way
Page 15 and 16: University College, lecturers are e
Page 17 and 18: 1. The promotion of information flu
Page 19 and 20: 1.4.1 The ELR InstrumentFour instru
Page 21 and 22: 1.4.3 The RespondentsThe respondent
Page 23 and 24: (b) Area of Readiness:Content Readi
Page 25 and 26: 2POLICY MAKERS ANDORGANISATIONSThis
Page 27 and 28: TABLE 2. Demographic Profile of Pol
Page 29 and 30: surveyed (including one policy make
Page 31: According to the data in Table 8 wh
Page 35 and 36: Level of Overall Readiness among Po
Page 37 and 38: 2019.616.7Percent1512.813.7106.95.9
Page 39 and 40: 3PROVIDERSThis chapter presents the
Page 41 and 42: adequate for achieving the ideal ba
Page 43 and 44: TABLE 17. Provision of Applications
Page 45 and 46: TABLE 20. Preference for Single poi
Page 47 and 48: expertise to develop content for E-
Page 49 and 50: Finally, it was suggested that step
Page 51 and 52: According to a respondent, one of t
Page 53 and 54: In terms of financial readiness, th
Page 55 and 56: TABLE 28. Level of Overall Readines
Page 57 and 58: 2524.02017.315Percent1012.013.310.7
Page 59 and 60: 201516.4415.0716.4415.07Percent1010
Page 61 and 62: 4ENABLERSThis section presents find
Page 63 and 64: month. This shows that, in general,
Page 65 and 66: As shown in Table 33, the top three
Page 67 and 68: learner-centred and therefore learn
Page 69 and 70: addressed. Further, enablers felt t
Page 71 and 72: Although most enablers acknowledge
Page 73 and 74: greater usage for E-learning. In ad
Page 75 and 76: Level of Overall Readiness among En
Page 77 and 78: 2017.518.51514.913.8FIGURE 17. Over
Page 79 and 80: 252020.017.6 17.0Percent1512.612.61
Page 81 and 82: 5RECEIVERSThis section reports the
Page 83 and 84:
Refer to Table 48 for data on the t
Page 85 and 86:
percent). Other uses of the compute
Page 87 and 88:
used it for emailing. The use of th
Page 89 and 90:
order to be a successful e-learner,
Page 91 and 92:
The open-ended responses yielded a
Page 93 and 94:
to the Internet as well as, bandwid
Page 95 and 96:
TABLE 66. Receivers’ Perceptions
Page 97 and 98:
E-learning Readiness in Malaysia 20
Page 99 and 100:
2524.620Percent1514.515.5 15.9108.5
Page 101 and 102:
2523.72017.7 17.2Percent1513.7108.8
Page 103 and 104:
6SUMMARY AND RECOMMENDATIONSThis ch
Page 105 and 106:
TABLE 71. Areas of Readiness among
Page 107 and 108:
financial readiness. This may refle
Page 109 and 110:
TABLE 72. Summary of Findings (cont
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
(c) Employ a core team of personnel
Page 117 and 118:
(f) Give incentives to companies th
Page 119 and 120:
h) Recognise qualifications acquire
Page 121 and 122:
AppendixesJoint Study by MEWC and O
Page 123 and 124:
ChairpersonChief Secretary, Ministr
Page 125 and 126:
OUM Committee on E-learning Readine
Page 127 and 128:
Phase I (January - April 2004)Head,
Page 129 and 130:
Rohani IsmailManagerTechnology Assi
Page 131 and 132:
Phase III (August - October 2004)He
Page 133 and 134:
Appendix EList of Major Respondents
Page 135 and 136:
33. Universiti Sains Malaysia34. Un
Page 137 and 138:
A Study on E-learning Readiness in
Page 139 and 140:
D. Environmental Readiness Yes No1.
Page 141 and 142:
A Study on E-learning Readiness in
Page 143 and 144:
Instruction: Please respond to the
Page 145 and 146:
Appendix HSurvey Instrument for Ena
Page 147 and 148:
8. Do you use a computer?ٱNever ٱ
Page 149 and 150:
15. My organisation/institution pro
Page 151 and 152:
Appendix ISurvey Instrument for Rec
Page 153 and 154:
4. I am enrolled/attending an in-se
Page 155 and 156:
13. Do you have Internet connection
Page 157 and 158:
15. Content for E-learning is appro
Page 159 and 160:
Appendix JBiodata of the Working Gr
Page 161 and 162:
Currently Fitri is on study leave a
Page 163 and 164:
project. Currently, her focus is to
Page 165 and 166:
Rohani IsmailRohani Ismail has grad
Page 167:
Prior to that, she was a Curriculum
show all

e-learning readiness - Asia Pacific Region - Open University Malaysia

Create successful ePaper yourself

Delete template?

Save as template?