Technological Aspects of E-Learning Readiness in Higher Education: A Review of the Literature
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paper_title: The role of readiness factors in E-learning outcomes: An empirical study

paper_content:

Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning outcomes. Readiness factors are divided into three main groups including: technical, organizational and social. A questionnaire was completed by 96 respondents. This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating. Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that readiness factors variable plays a moderating role in the relationship between E-Learning factors and outcomes. Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable's ranking. Results show that organizational readiness factors have the most important effect on E-Learning outcomes. Also teachers' motivation and training is the most important factor in E-Learning. Findings of this research will be helpful for both academics and practitioners of E-Learning systems.
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paper_title: Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty

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This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners' behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.
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paper_title: Higher education and national development : universities and societies in transition

paper_content:

Contributors Acknowledgements Introduction David Bridges and Terence McLaughlin PART ONE UNIVERSITIES, SOCIETIES AND TRANSITIONS: SETTING THE SCENE 1 1 Comparing and Transferring: Visions, Politics, and Universities Robert Cowen 2 Conceptions of the University and the Demands of Contemporary Societies Richard Smith PART TWO UNIVERSITIES AND TRANSITIONS IN CONCEPTIONS OF SOCIETY 3 The Development of Higher Education for the Knowledge Society and the Knowledge Economy Palmira Juceviciene and Rimantas Vaitkus 4 The Role of the University in the Development of the Learning Society Palmira Juceviciene 5 The Concept of the 'Intelligent Country' Robertas Jucevicius PART THREE UNIVERSITIES AND ECONOMIC DEVELOPMENT 6 Concepts of Development: the Role of Education Flavio Comim 7 The Role of the University in Regional Economic Development David Bridges 8 Regional Universities in the Baltic Sea Region: Higher Education and Regional Development Kazimierz Musial PART FOUR UNIVERSITIES AND THE DEMANDS OF THE ECONOMY 9 The Role of Higher Education in National Innovation Systems in Central and Eastern Europe Slavo RadoA evic and Monika Kriaucioniene 10 Bridging Knowledge and Economy: Technology Transfer and Higher Education Arunas LukoA evicius 11 The Changing Requirements for Business Management and Business Education in the 'Countries in Transition' -- Combining Cultural and Institutional Perspectives Giedrius Jucevicius 12 Competence Development for the Knowledge-Driven Economy Daiva Lepaite 13 Concepts of a Service University Arild Tjeldvoll and Aukse BlaA enaite PART FIVE UNIVERSITIES AND SOCIAL, CIVIC AND ETHICAL DEMANDS 14 Higher Education as an Agent of Social Innovation Brigita Janiunaite and Dalija Gudaityte 15 The Role of the University in Community Development: Responding to the Challenges of Globalization Irena Leliugiene and Viktorija BarA auskiene 16 Higher Education and its Contribution to Public Health: Tackling Health Inequalities Through Health Policy Development in Lithuania Vilius Grabauskas 17 Spirituality and Citizenship in Higher Education Hanan A. Alexander 18 Higher Education, Scientific Research and Social Change 452 Sir Brian Heap PART SIX UNIVERSITIES, SOCIETIES AND TRANSITIONS IN PERSPECTIVE 19 The Audit and 'Embrace' of Quality in a Higher Education System Under Change Barbara Zamorski 20 Universities and Societies: Traditions, Transitions and Tensions 498 Terence McLaughlin Index
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paper_title: E-Learning in Malaysia: Success Factors in Implementing E-Learning Program

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The main objective of this study was to identify successful factors in implementing an e-learning program. Existing literature has identified several successful factors in implementing an e-learning program. These factors include program content, web page accessibility, learners’ participation and involvement, web site security and support, institution commitment, interactive learning environment, instructor competency, and presentation and design. All these factors were tested together with other related criteria which are important for e-learning program implementation. The samples were collected based on quantitative methods, specifically, self-administrated questionnaires. All the criteria that were tested to see if they were important in an e-learning program implementation.
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paper_title: The role of readiness factors in E-learning outcomes: An empirical study

paper_content:

Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning outcomes. Readiness factors are divided into three main groups including: technical, organizational and social. A questionnaire was completed by 96 respondents. This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating. Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that readiness factors variable plays a moderating role in the relationship between E-Learning factors and outcomes. Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable's ranking. Results show that organizational readiness factors have the most important effect on E-Learning outcomes. Also teachers' motivation and training is the most important factor in E-Learning. Findings of this research will be helpful for both academics and practitioners of E-Learning systems.
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paper_title: E-learning readiness assessment model: a case study of higher institutions of learning in Uganda

paper_content:

Uganda faces challenges in her efforts to achieve her goal "education for all", as a developing country. E-learning has been suggested as an alternative approach that can overcome these challenges involved in reaching underserved students. It is therefore important for an institution to know if it is ready for e-learning. This study examined the readiness for e-learning by Ugandan institutions of higher learning and proposed ways to encourage the use and development of e-learning systems aimed at up-lifting the education standards of the country. Data collected from eight Ugandan universities on analysis revealed that: awareness, culture, technology, pedagogy and content need to be considered in e-learning readiness assessment. These results together with the review of existing models for e-learning readiness assessment led to the development of a modified model for e-learning readiness assessment. Each layer corresponds to the attribute that is to be used for assessing the institutional e-learning readiness.
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paper_title: Presumptions and actions affecting an e-learning adoption by the educational system - Implementation using virtual private networks

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In this paper we present a model of e-learning suitable for teacher training sessions. The main purpose of our work is to define the components of the educational system which influences the successful adoption of e-learning in the field of education. We also present the factors of the readiness of e-learning mentioned in the literature available and classifies them into the 3 major categories that constitute the components of every organization and consequently that of education. Finally, we present an implementation model of e-learning through the use of virtual private networks, which lends an added value to the realization of e-learning.
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paper_title: Measuring teachers' readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey

paper_content:

Implementing e-learning in higher education institutions (HEIs) is influenced by various barriers and drivers. The majority of barriers are related to the challenging issue concerning the integration of e-learning into universities. Hence, it is deemed relevant to understand whether different stakeholders in HEIs tend to embrace or ostracize e-learning for their work. This study investigates the extent to which the HEIs associated with the science of electricity in Turkey are ready for e-learning. It also examines two factors that presumably affect the perceptions of academic staff on e-learning: first, the degree to which teachers believe that e-learning would be free of effort and would enhance their teaching; second, whether teachers need training on e-learning before embarking on it. To address these issues, a web-based survey was distributed to 417 programs in 360 HEIs in Turkey. More than 1206 active academic staff were invited to participate in the survey with 289 answering all the questions and 53 some of them. Descriptive and inferential statistics were computed. Overall, the findings indicate that the academic staff in the HEI associated with the subject of electricity in Turkey generally show positive experiences, confidences and attitudes towards e-learning. In spite of the fact that their readiness seems to be sufficient, their attitudes towards e-learning must be strengthened in order to facilitate effective adoption of e-learning.
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paper_title: An eclectic model for assessing e-learning readiness in the Iranian universities

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Information technologies have caused the accumulation and interaction of knowledge to be increasingly reshaped with significant ramifications affecting the processes of acquisition, communication and dissemination of knowledge in almost all societies. In the meantime, assessing the capabilities of the educational system for the successful introduction and implementation of e-learning programs - namely, e-learning readiness - is of paramount importance for the goals of the national higher education to be achieved. To serve the above purpose, this survey attempts to propose a proper framework for strengthening the existing capabilities and identifying possible deficits. As such, the first part of the paper elaborates on an appropriate model developed for assessing e-learning readiness of the Iranian higher education institutions based on comparative studies as well as the national experts' views. It is noteworthy that the proposed model has been objectively tailored in accordance with particular features and local characteristics of the country, and has eventually been applied and tested against real situation in one of the most prestigious national universities for complementary studies. Thus, it is assumed flexibly adaptable and safely advisable to be practically applied for assessing e-learning readiness in all of the universities country wide.
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paper_title: Resistance to Change: The Rest of the Story

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Prevailing views of resistance to change tell a one-sided story that favors change agents by proposing that resistance is an irrational and dysfunctional reaction located “over there” in change recipients. We tell the rest of the story by proposing that change agents contribute to the occurrence of resistance through their own actions and inactions and that resistance can be a resource for change. We conclude by proposing how resistance might be restructured.
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paper_title: Measuring Readiness for e-Learning: Reflections from an Emerging Country

paper_content:

In order to benefit from e-learning, companies should conduct considerable up-front analysis to assess their readiness. There are a number of instruments in the market that can be used for assessing readiness for elearning. However, almost all of these instruments are developed to be used in countries that have a mature field of human resources development. So, these instruments consist of terms, phrases, and applications that are meaningless for many companies in especially emerging countries where human resources development field has just shown an improvement. This article includes the description of a survey instrument that has been developed to assess e-learning readiness of companies in these kinds of countries and the results of a study that examines organizational readiness of companies for e-learning in Turkey. The study reveals that companies surveyed are overall ready for e-learning but they need to improve need to improve themselves, particularly in the area of human resources, in order to be able to successfully implement e-learning. Although this instrument has been developed according to the cultural characteristics of Turkish companies it can easily be adapted to be used by companies of other emerging countries.
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paper_title: Higher education and national development : universities and societies in transition

paper_content:

Contributors Acknowledgements Introduction David Bridges and Terence McLaughlin PART ONE UNIVERSITIES, SOCIETIES AND TRANSITIONS: SETTING THE SCENE 1 1 Comparing and Transferring: Visions, Politics, and Universities Robert Cowen 2 Conceptions of the University and the Demands of Contemporary Societies Richard Smith PART TWO UNIVERSITIES AND TRANSITIONS IN CONCEPTIONS OF SOCIETY 3 The Development of Higher Education for the Knowledge Society and the Knowledge Economy Palmira Juceviciene and Rimantas Vaitkus 4 The Role of the University in the Development of the Learning Society Palmira Juceviciene 5 The Concept of the 'Intelligent Country' Robertas Jucevicius PART THREE UNIVERSITIES AND ECONOMIC DEVELOPMENT 6 Concepts of Development: the Role of Education Flavio Comim 7 The Role of the University in Regional Economic Development David Bridges 8 Regional Universities in the Baltic Sea Region: Higher Education and Regional Development Kazimierz Musial PART FOUR UNIVERSITIES AND THE DEMANDS OF THE ECONOMY 9 The Role of Higher Education in National Innovation Systems in Central and Eastern Europe Slavo RadoA evic and Monika Kriaucioniene 10 Bridging Knowledge and Economy: Technology Transfer and Higher Education Arunas LukoA evicius 11 The Changing Requirements for Business Management and Business Education in the 'Countries in Transition' -- Combining Cultural and Institutional Perspectives Giedrius Jucevicius 12 Competence Development for the Knowledge-Driven Economy Daiva Lepaite 13 Concepts of a Service University Arild Tjeldvoll and Aukse BlaA enaite PART FIVE UNIVERSITIES AND SOCIAL, CIVIC AND ETHICAL DEMANDS 14 Higher Education as an Agent of Social Innovation Brigita Janiunaite and Dalija Gudaityte 15 The Role of the University in Community Development: Responding to the Challenges of Globalization Irena Leliugiene and Viktorija BarA auskiene 16 Higher Education and its Contribution to Public Health: Tackling Health Inequalities Through Health Policy Development in Lithuania Vilius Grabauskas 17 Spirituality and Citizenship in Higher Education Hanan A. Alexander 18 Higher Education, Scientific Research and Social Change 452 Sir Brian Heap PART SIX UNIVERSITIES, SOCIETIES AND TRANSITIONS IN PERSPECTIVE 19 The Audit and 'Embrace' of Quality in a Higher Education System Under Change Barbara Zamorski 20 Universities and Societies: Traditions, Transitions and Tensions 498 Terence McLaughlin Index
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paper_title: E-LEARNING READINESS ASSESSMENT MODEL IN KENYAS’ HIGHER EDUCATION INSTITUTIONS: A CASE STUDY OF UNIVERSITY OF NAIROBI

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In order to benefit from eLearning, institutions should conduct considerable up-front analysis to assess their eLearning readiness. Studies show that there are numerous models that have been developed, however, they are used in developed counties whose eReadiness is high hence not applicable in developing countries. This paper includes a model that has been developed to assess eLearning readiness of lecturers from institutions of higher learning in Kenya. It investigates the eLearning readiness of lecturers from the University of Nairobi, and the objective was to carry out a diagnostic eLearning readiness assessment of lecturers and determine the factors that influence eLearning readiness. The questionnaires were administered to the lecturers. The results obtained indicate that an overwhelming majority are ready. In addition, the study results show that there is no significant relationship between age, gender, and level of education on eLearning readiness. The study results indicate that technological readiness is the most important factor followed by culture readiness. Most of the lecturers felt that more training on content development need to be conducted. In conclusion, the lecturers are ready for eLearning but the ICT infrastructure is not adequate enough to support the use of eLearning.
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paper_title: The Comparison of Different E-Readiness Assessment Tools

paper_content:

Digital integration, with its information technology (IT) infrastructure, and its applications of e-government, e- commerce, e-learning, and other e-applications, is becoming of increasing importance, as a vital tool for development, both nationally and internationally. During the last decade, many leaders in government, business, and social organizations around the globe have considered how best to harness the power of IT for development. E-readiness assessments are meant to guide development efforts by providing some suitable tools for comparison and gauging progress. Several e-readiness initiatives have been launched to help countries in this area, and numerous e-readiness assessment tools have been created and used by different groups, each looking at various aspects of IT, society, and the economy. This paper is concerned with the comparison of the e-readiness assessment tools. In the first section, the e- readiness definition, background and importance will be reviewed. In the next section the focus will be on some of the existing e-readiness tools such as, the MI, the EIU, the UNCTAD, the TAI, the GDI, the NRI and the KAM. At the end of this section, a comparison among the mentioned tools will be presented. Finally, a suitable tool for comparing the e-readiness in developing countries will be proposed.
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paper_title: Measuring teachers' readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey

paper_content:

Implementing e-learning in higher education institutions (HEIs) is influenced by various barriers and drivers. The majority of barriers are related to the challenging issue concerning the integration of e-learning into universities. Hence, it is deemed relevant to understand whether different stakeholders in HEIs tend to embrace or ostracize e-learning for their work. This study investigates the extent to which the HEIs associated with the science of electricity in Turkey are ready for e-learning. It also examines two factors that presumably affect the perceptions of academic staff on e-learning: first, the degree to which teachers believe that e-learning would be free of effort and would enhance their teaching; second, whether teachers need training on e-learning before embarking on it. To address these issues, a web-based survey was distributed to 417 programs in 360 HEIs in Turkey. More than 1206 active academic staff were invited to participate in the survey with 289 answering all the questions and 53 some of them. Descriptive and inferential statistics were computed. Overall, the findings indicate that the academic staff in the HEI associated with the subject of electricity in Turkey generally show positive experiences, confidences and attitudes towards e-learning. In spite of the fact that their readiness seems to be sufficient, their attitudes towards e-learning must be strengthened in order to facilitate effective adoption of e-learning.
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paper_title: Evaluation of Infrastructure for E-Learning System in AOU-Bahrain Branch

paper_content:

E-learning web sites have become a mission critical component of the Arab Open University (AOU) as more and more distance learning have come to rely on it. This paper presents a guide line to measure and to evaluate the performance of e-learning system that has supported a real-time communication in campus environment. The overall e-learning system performance is measured by Network performance, applications server performance, database server performance and websites tools performance based on the number of accesses by students and faculties. This research work creates a series of tables as index of infrastructure healthiness. Apart from that two on-line analysis questionnaires, oriented to staff and students, have been conducted online to measure and evaluate the overall elearning system performance, based on the outcomes of conducted questionnaires the overall performance of e-learning system have been measured.
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paper_title: Measuring Readiness for e-Learning: Reflections from an Emerging Country

paper_content:

In order to benefit from e-learning, companies should conduct considerable up-front analysis to assess their readiness. There are a number of instruments in the market that can be used for assessing readiness for elearning. However, almost all of these instruments are developed to be used in countries that have a mature field of human resources development. So, these instruments consist of terms, phrases, and applications that are meaningless for many companies in especially emerging countries where human resources development field has just shown an improvement. This article includes the description of a survey instrument that has been developed to assess e-learning readiness of companies in these kinds of countries and the results of a study that examines organizational readiness of companies for e-learning in Turkey. The study reveals that companies surveyed are overall ready for e-learning but they need to improve need to improve themselves, particularly in the area of human resources, in order to be able to successfully implement e-learning. Although this instrument has been developed according to the cultural characteristics of Turkish companies it can easily be adapted to be used by companies of other emerging countries.
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paper_title: ERA - E-Learning Readiness Analysis: A eHealth Case Study of E-Learning Readiness

paper_content:

Electronic learning is seen as a good solution for organisations that deal with fast changing knowledge and for reducing the cost of training. E-learning is a good opportunity for companies but needs to be well prepared because it takes often high investment costs. That is why it is important for a company to know if it is e-ready. E-readiness is already well covered in literature and several models are suggested. We used these models to develop an e-learning readiness measurement instrument and questionnaire. We used our instrument to check whether the Flemish hospitals were e-ready for e-learning.
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Title: Technological Aspects of E-Learning Readiness in Higher Education: A Review of the Literature

Section 1: E-Learning Readiness Models and Frameworks: A Review
Description 1: This section presents a review of the various models on e-learning readiness in the literature.

Section 2: Discussion
Description 2: This section discusses the findings from the reviewed e-learning readiness models and frameworks.

Section 3: Conclusion
Description 3: This section presents the conclusion and the future directions for the research.