The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine

The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine

This study examines the factors influencing the effectiveness of e-learning At Al-Quads Open University In Palestine. The study was a cross sectional study where respondents’ perceptions was measured at one point in time (211). Correlation analyses, was to find out whether there is a relationship be...

Full description

Saved in:
Bibliographic Details
Main Author: Alakklouk, Sari A. A.
Format: Thesis
Language:eng
eng
Published: 2012
Subjects:
LB1025-1050.75 Teaching (Principles and practice)
T58.5-58.64 Information technology
Online Access:https://etd.uum.edu.my/3210/1/SARI_A.A._ALAKKLOUK.pdf
https://etd.uum.edu.my/3210/2/SARI_A.A._ALAKKLOUK.pdf
Tags: Add Tag
No Tags, Be the first to tag this record!
id my-uum-etd.3210
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Abdullah, Shahmir Sivaraj
topic LB1025-1050.75 Teaching (Principles and practice)
T58.5-58.64 Information technology
spellingShingle LB1025-1050.75 Teaching (Principles and practice)
T58.5-58.64 Information technology
Alakklouk, Sari A. A.
The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine
description This study examines the factors influencing the effectiveness of e-learning At Al-Quads Open University In Palestine. The study was a cross sectional study where respondents’ perceptions was measured at one point in time (211). Correlation analyses, was to find out whether there is a relationship between e-learning effectiveness as a variable independently, and the Instructor characteristics, student characteristics, technology, and impediments are the dependent variable, At Al-Quads Open University In Palestine. Students’ characteristics such as students’ motivation to use e-learning technology and students’ computing competency have also found to be related with e-learning effectiveness. As compared with the instructor and students’ characteristics, technology and impediments quality in terms of access, navigation, interface and the reliability effectiveness of technology infrastructure have the highest relation to e-learning effectiveness. In conclusion, the results from this study indicate that instructor characteristics, student characteristics, technology, and impediments have strong relationships with e-learning effectiveness.
format Thesis
qualification_name masters
qualification_level Master's degree
author Alakklouk, Sari A. A.
author_facet Alakklouk, Sari A. A.
author_sort Alakklouk, Sari A. A.
title The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine
title_short The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine
title_full The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine
title_fullStr The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine
title_full_unstemmed The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine
title_sort factors influencing the effectiveness of e-learning at al-quds open university in palestine
granting_institution Universiti Utara Malaysia
granting_department College of Business (COB)
publishDate 2012
url https://etd.uum.edu.my/3210/1/SARI_A.A._ALAKKLOUK.pdf
https://etd.uum.edu.my/3210/2/SARI_A.A._ALAKKLOUK.pdf
_version_ 1747827521600094208
spelling my-uum-etd.32102022-04-10T06:11:37Z The Factors Influencing the Effectiveness of e-Learning at Al-Quds Open University in Palestine 2012-06 Alakklouk, Sari A. A. Abdullah, Shahmir Sivaraj College of Business (COB) College of Business LB1025-1050.75 Teaching (Principles and practice) T58.5-58.64 Information technology This study examines the factors influencing the effectiveness of e-learning At Al-Quads Open University In Palestine. The study was a cross sectional study where respondents’ perceptions was measured at one point in time (211). Correlation analyses, was to find out whether there is a relationship between e-learning effectiveness as a variable independently, and the Instructor characteristics, student characteristics, technology, and impediments are the dependent variable, At Al-Quads Open University In Palestine. Students’ characteristics such as students’ motivation to use e-learning technology and students’ computing competency have also found to be related with e-learning effectiveness. As compared with the instructor and students’ characteristics, technology and impediments quality in terms of access, navigation, interface and the reliability effectiveness of technology infrastructure have the highest relation to e-learning effectiveness. In conclusion, the results from this study indicate that instructor characteristics, student characteristics, technology, and impediments have strong relationships with e-learning effectiveness. 2012-06 Thesis https://etd.uum.edu.my/3210/ https://etd.uum.edu.my/3210/1/SARI_A.A._ALAKKLOUK.pdf text eng public https://etd.uum.edu.my/3210/2/SARI_A.A._ALAKKLOUK.pdf text eng public masters masters Universiti Utara Malaysia Aldexander,S., McKemzie,J., &Geissinger,H. (1998). An evaluation of information technology projects for university learning. Retrieved 27th April 2009 from http://www.dest.gov.au/ archive/cutsd/publications/exsummary.html. Beyth-Marom,R., Chajut,E., Roccas,S., & Sagiv,L. (2003). Internet-assisted versus traditional distance learning environments: Factors affecting students’ preferences. Computers & Education, 41(1),65–76. Collis,B. (1995). Anticipating the impart of multimedia in education: Lessons from the literature. Computers in Adult Education and Training, 2(2),136-149. DeLone,W.H., & McLean,E.R. (2003).The Delone and Mclean model of information systems success: A ten-year update. Journal of Management Information System, 19(4),9-30. Dillon,C.L., & Guawardena,C.N. (1995). A framework for the evaluation of telecommunications-based distance education. Paper presented at the 17th Congress of the International Council for Distance Education, Open University, Milton Keynes. Ef-Odl. (2008).E-learning 2.0:A second life for e-learning. Retrieved 10th November 2009, from http://www.efodlseminars. eu/charleroi/index.php?option=com_content&task=view&id=2 Eyong B. Kim,D.o. (2009). STUDENT CHARACTERISTICS AS PREDICTORS FOR ONLINE .www.pacis-net.org/file/2011/PACIS2011 -090.pdf . Freire,P. (1994). Pedagogy of the oppressed. London, UK: Continuum. Gerner,D.J. (1989).Israeli Retrictions on the Palestinian Universities in the Occupied West Bank and Gaza. Journal of Arab Affairs ,1-33. Guha,A.S., & Maji,S.(2008).E-learning: The latest spectrum. In open and distance learning. Social Responsibility Journal, 4(3),297-305. Gunawardena,C. (1995). A framework for the evaluation of telecommunicationsbased distance education. Paper presented at the Paper presented at the 17th Congress of the International Council for Distance Education Open University ,Milton Keynes. Hadengue,v. (2004). What can e-learning do for university libraries?, library Review, 53(8),396-400. Hackley,P. (1997). Teaching eVectiveness in technology-mediated distance learning.Academy of Manage-ment Journal, 40(6),1282–1309. Hartman,J., Dziuban,C., & Moskal,P. (2000).Faculty satisfaction in ALNs: A dependent or independent variable? Journal of Asynchronous Learning Networks, 4(3),155–177. Retrieved December 30, 2009, from http://www.sloanc.org/ publications/jaln/v4n3/v4n3_hartman.asp Helmi,A. (2002). An analysis on impetus of online education Curtin University of Technology, Western Australia. The Internet and Higher Education, 4(3),243-253. Hodali I. and Amro I.(2004)The Implementation of E-Learning in Al-Quds Open University. Hodali,I. (2007) How EU-supported projects helped increase cooperation between Palestinian universities, Paper presented at the International Conference on Research Development in Palestinian Universities, UNESCO, Paris,4-5 November 2007. (http://www.peaceprogramme.org/component/opti on,com.../Itemid) Holsapple,C.W., & Lee-Post,A. (2006). Defining, assessing, and promoting E-learning success: An information systems perspective. Decision Sciences Journal of Innovative Education, 4(1),67-85. Kenet. (2004). Why e-learning is important (Kenya education network). Retrieved 10th November 2009,from http://cbdd.wsu. edu/edev/kenet_tot/Unit1/WhyeElearning.htm Khan,B.H. (2001). A framework for web-based learning. Englewood Cliffs,NJ: Educational Technology Publications. Leidner,D.E., & Jarvenpaa,S.L. (1993). The information age confronts education: Case studies on electronic classroom. Information Systems Research, 4(1),24–54. Leonard,B. (1996). Distance learning: Work and training overlap. HR Magazine, 41,41–47. National Education Association (NEA). (2000). Confronting the future of distance learning: Placing quality in reach. Washington, DC: Author. Retrieved June 28, 2009, from http://www.nea.org/nr/nr000614.html. Naidu,S. (2006). A guidebook of principles, procedures and practices. New Delhi,CEMCA. Published on behalf of the Commonwealth Educational Media Center for Asia. Ninth Bridge. (2006). Distance learning for nonprofit organizations. Retrieved 29th April 2009, from http://www. ninthbridge.org/distancelearningreport.pdf Nicholson,P. (2007).A history of e-learning. In Baltasar, F.M., Juan,M.S.P., Juan,A.G.P., Miguel,A.V.R., & Jose,B.R (Eds), Computers and education e-learning: From theory to practice (pp1-11). Netherlands: Springer. Mohammad A. MLKKL,I.U. (2010).cases on challenges facing e- learning and national development. Institutional Studies and Practices ,627-652. Papp,R. (2000). Critical success factors for distance learning. Paper presented at the Americas Conference on Information Systems, Long Beach, CA, USA. P,P.u. ( 2008,9).Research study on the impact of the siege on the Palestinian family from the perspective of women. Retrieved from Aman http://www.amanjordan.org/a-news/wmview. php?ArtID=24093. Rights,P.C. (2010-2011). Blockade did not stop and did not begin the reconstruction of.Palestinian Centre for Human Rights www.pchrgaza.org . Soong M.H. (2001).Hock Chuan Chan, Boon Chai Chua, and Koah Fong Loh,“Critical success factors for on-line course resources”. Computers and Society 36.101-120. Sloan Consortium. (2006).Faculty satisfaction. Needham, MA: Sloan CWiki.Retrieved August 28,2008, from http://www.sloan- cwiki.org/wiki/index.php?title=Faculty Satisfaction Sloan Consortium, 2002. Selim,H.M. (2007). Critical success factors for e-learning acceptance:Confirmatory factor models.Computers & Education 49,396–413. Tuovinen,J.E. (2000). Multimedia distance education interactions. Educational Media International, 37(1),16-24. TV,A. (2011). The World Bank Group. Retrieved from West Bank and Gaza. Ulmer,L.W., Watson,L.W., & Derby,D. (2007). Perceptions of higher education faculty members on the value of distance education.The Quarterly Review of Distance Education, 8(1), 59–70. University,A.-Q.O. (2010). Facts and Figures, Percentage Distribution Of Students By Academic Programs, and Gender, for First Semester 1111, Year 2011/2012. Retrieved from Welcome to Al-Quds Open University. Urdan,T.A., & Weggen,C.C. (2000). Corporate e-learning: Exploring a new frontier.Research Report, W R Hambrecht & Co: USA. Volery,T., & Lord,D. (2000).Critical success factors in online education. The International Journal of Educational Management, 14(5),216–223. Webster,J., & Hackley,P. (1997). Teaching effectiveness in technology-mediated distance learning.Academy of Management Journal, 40(6),1282–1309. Willis,B. (1994). Enhancing faculty effectiveness in distance education. In B.Willis (Ed.). Distance education: Strategies and tools (pp3-39). Englewood Cliffs, NJ: Educational Technology Publications, Inc. Wikipedia. (1951). Cronbach’s Alpha. http://en.wikipedia.org/wiki/Cronbach's_alpha .

Similar Items