E-learning success factors : an academic perspective / Mohd Aliff Sarjani
Globally, many institutions of higher learning have incorporated e-learning as part of their academic program. Malaysian institutions of higher learning have been slow in incorporating e-learning but today, this mode of learning and teaching that is supported by ICT is gaining increasing recognit...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2006
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| Subjects: | |
| Online Access: | https://ir.uitm.edu.my/id/eprint/1591/1/TD_MOHD%20ALIFF%20SARJANI%20CS%2006_5%20P01.pdf |
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| Summary: | Globally, many institutions of higher learning have incorporated e-learning as part of
their academic program. Malaysian institutions of higher learning have been slow in
incorporating e-learning but today, this mode of learning and teaching that is supported
by ICT is gaining increasing recognition with its flexibiUty and convenience especially
among the ICT literate population. However, e-learning is still comparatively under
utilized and not extensively being used in most local institutions of higher learning. This
research was based on three perspectives: institution staff (institution), lecturer
(instructor) and learner (student). The objectives of this research are to determine the
success factors of e-learning, to assess the successfullnes of implementing e-learning in
Malaysian Institutes of Higher Learning (IHL) which are based in Klang Valley region
and to identify the impact of selected demographic characteristics toward successfiilness
of implementing e-learning. The IHLs were registered with the Ministry of Higher
Education and most of the institution had obtained Multimedia Super Corridor (MSC)
status (with reference at www.msc.com.my).The research model that are used is based
on the e-learning framework adapted by al-Rawas (2001) and improved by McPherson
(2002). 500 questionnaires had been distributed among the 20 Malaysian IHLs, but only
14 IHLs had participated in the survey. The targeted respondents from institutions staff
are 150, instmctor 150 and leamer 200. The actual respondent who participated in the
surveys are 140 respondents from institutions staff, 145 respondents from instructor and
180 respondents from leamer. The findings indicated that the following success factors
are successfully implemented in IHLs: enabling technology, organizational context,
curriculum development, institutional design and delivery. Although there were
limitations encountered during the research, however the research had completed
successfully. |
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