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

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develop E-learning content as most SMEs want to safeguard their IP.English is the most commonly used language for content delivery. Hence,the providers felt their receivers may be overwhelmed by the contentavailable, and consequently became discouraged from learning online.TABLE 24. Providers’ Perceptions of Environmental ReadinessDescriptionYesn(%)Non(%)Government Policies mademy institution keen toexplore E-learningMass media made myInstitution keen to explore E-learningThe lack of legal provisionson intellectual property hashindered the development ofE-learning contentCertain government policieshindered our plans to investin E-learningLack of English languageProficiency hinders theprogress of E-learningImportant to have centralagency to play an active rolein regulating, in competencydevelopment, in research, inintelligence gathering, andE-learning initiatives inMalaysia48(64.0)37(49.3)47(62.7)32(42.7)48(64.0)67(89.3)26(34.0)38(50.7)28(37.3)43(57.3)27(36.0)7(9.3)Missingvaluen(%)1(1.3)0(0.0)0(0.0)0(0.0)0(0.0)1(1.3)TotalN(%)75(100.0)75(100.0)75(100.0)75(100.0)75(100.0)75(100.0)Financial ReadinessFinancial readiness refers to perception of the adequacy of funds allocatedfor E-learning.Table 25 shows that in terms of financial readiness, 64 percent (48respondents) indicated that their organisations have not allocated enoughfunding for E-learning. The data revealed that 53.3 percent (40respondents) stated that their organisations had plans to allocate fundingfor E-learning; in comparison, another 21.4 percent (16 respondents)revealed that their organisations did not have these financial plans, whileanother 25.3 percent (19 respondents) did not respond at all to thisquestion.Joint Study by MEWC and OUM 39
According to a respondent, one of the reasons for the reluctance to investin E-learning (systems, human resource and so forth) is the lack ofjustification on the returns of investment. In sum, insufficient funds wereperceived to be one of the factors that hindered the execution of E-learning.TABLE 25. Providers’ Perceptions of Financial ReadinessDescriptionYesn(%)Non(%)Missingvaluen(%)Institution have allocated 27 48 0adequate funding for E- (36.0) (64.0) (0.0)learningInstitutions have plans toallocate Funding for E-learning40(53.3)16(21.3)19(25.3)TotalN(%)75(100.0)75(100.0)Factors that Hinder E-Learning ExpansionWhen asked about factors that hinder their organisations from goingfurther into E-learning in a bigger way or for expanding further, E-learning providers indicated a range of opinions. There was an almost 50-50 split in the group’s perception on whether high initial investmentshindered into E-learning in a greater scale. There were 52 percent (39respondents) who agreed to this factor, and the remaining 48 percent (36respondents) disagreed. On high operating costs, 54.7 percent (41respondents) did not agree that this factor hindered their organisation’sdirections in E-learning, while the remaining 44 percent (33 respondents)agreed that it did. When looking at infrastructure issues, 54.7 percent (41respondents) disagreed that poor infrastructure caused their organisationsto go into E-learning to a larger extent. However, the other half of thegroup (45.3 percent, or 34 respondents) agreed with this factor. In termsof content, or the lack of it, 72 percent of the group (54 respondents)disagreed that the lack of content held up plans to increase E-learninginitiatives.Only 28 percent (21 respondents) agreed that the lack of content wasaffecting the expansion of their E-learning initiatives. The rest of therespondents, 72 percent (54 respondents) thought that the contentsavailable were adequate. This suggests that the providers were confidentof the quantity of content offered to receivers.A majority, that is, 88 percent (66 respondents) indicated that they did notagree that their organisations were not reluctant to expand their E-learning plans, but there wasn’t any necessity for E-learning. There wereabout 88.2 percent (58 respondents) disagreed on factors other than thosecategorized in the survey, and the remaining 10.8 percent (17Joint Study by MEWC and OUM 40
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 and 32: According to the data in Table 8 wh
Page 33 and 34: difference, however, can be observe
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: Finally, it was suggested that step
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 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
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(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
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OUM Committee on E-learning Readine
Page 127 and 128:
Phase I (January - April 2004)Head,
Page 129 and 130:
Rohani IsmailManagerTechnology Assi
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Phase III (August - October 2004)He
Page 133 and 134:
Appendix EList of Major Respondents
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33. Universiti Sains Malaysia34. Un
Page 137 and 138:
A Study on E-learning Readiness in
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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
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8. Do you use a computer?ٱNever ٱ
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15. My organisation/institution pro
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Appendix ISurvey Instrument for Rec
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4. I am enrolled/attending an in-se
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13. Do you have Internet connection
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15. Content for E-learning is appro
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Appendix JBiodata of the Working Gr
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Currently Fitri is on study leave a
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project. Currently, her focus is to
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Rohani IsmailRohani Ismail has grad
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Prior to that, she was a Curriculum
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