E-learning in engineering education: a theoretical and empirical study of the Algerian higher education institution

Authors : Soraya Benchicoua ,Mohamed Aichouni and Driss Nehari

Published : European Journal of Engineering Education Vol.35, No.3, June 2010, 325–343

Keyword : Algerian higher education; e-learning; engineering education; information and communication technologies; quality

Abstract

Technology-mediated education or e-learning is growing globally both in scale and delivery capacity due to the large diffusion of the ubiquitous information and communication technologies (ICT) in general and the web technologies in particular. This statement has not yet been fully supported by research, especially indeveloping countries suchas Algeria. The purpose of this paper was to identify directions for addressing the needs of academics in higher education institutions in Algeria in order to adopt the e-learning approach as astrategy to improve quality of education. The paper will report results of an empirical study that measures the readiness of the Algerian higher education institutions towards the implementation of ICT in the educational process and the attitudes of faculty members towards the application of thee-learning approach in engineering education. Three main objectives were targeted, namely: (a) to provide an initial evaluation of faculty members’ attitudes and perceptions towards web-based education; (b) reporting on their perceived requirements for implementing e-learning inuniversity courses; (c) providing an initial input for a collaborative process of developing an institutional strategy fore-learning. Statistical analysis of the survey results indicates that the Algerian higher education institution, which adopted the Licence–Master and Doctorate educational system, is facing a big challenge to take advantage of emerging technological innovations and the advent of e-learning to further develop it steaching pro-grammes and toenhance the quality of education inengineering fields.The successful implementation of this modern approach is shown to depend largely on a set of critical success factors that would include:

1.The extent to which the institution will adopt a formal and official e-learning strategy.
2.The extent to which faculty members will adhere and adopt this strategy and develop ownership of the various measures in the context of their teaching and research responsibilities.
3.The extent to which the university will offer adequate support interm softraining, software platform
administration, online resource development and impact monitoring and assessment.

Critical success factors for adoption of web-based learning management systems in Tanzania

Authors : Edda Tandi Lwoga
Published : International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2014, Vol. 10, Issue 1, pp. 4-21

Keyword : Web-based  learning management system, e-learning systems, IS success model, Tanzania, Africa

Abstract

This paper examines factors that predict students'  continual  usage intention of web-based learning content management systems  in Tanzania, with a specific focus at Muhimbili University of Health and Allied Science (MUHAS). This study sent a questionnaire surveys to 408 first year undergraduate students, with a rate of return of 66.7This study adapted the information system success  (ISS) model,  and it used structural equation modelling (SEM) for data analysis.  The results show that quality-related factors (instructor and system) were a key predictor of perceived usefulness and user satisfaction, and that information quality  was found to significantly affect perceived usefulness. Further, perceived usefulness was a key determinant of user satisfaction, which in turn predicted continual usage intention of students within the e-learning system under the analysis.  The  researcher’s  paper  is  among  the  few  exploratory  studies  that  examines constructs of IS success model in the e-learning systems in sub-Saharan Africa, and Tanzania in particular,  and  presents  e-learning  success  factors  that  should  be  of  value  to  higher learning institutions management,  e-learning systems designers and providers,  and instructors  when planning and implementing e-learning projects in the region and beyond. 

CRITICAL SUCCESS FACTOR IN E-LEARNING: AN EXAMINATION OF TECHNOLOGY AND STUDENT FACTORS

Authors : Mahdi Alhaji Musa and Mohd Shahizan Othman
Published:

Keyword : E-Learning, Critical Success Factors (CSFs), Technology Factor, Student Factor, Exploratory Factor.

Abstract

E-learning is one of the recent trend and major technological advancement in Information technology, reshaping the mode of delivery of education in Universities. In light of this, the Universities have to take advantage of using e-learning to deliver education to students. A lot of factors must be put into consideration for any universities that need to venture into e-learning based courses. This paper is intended to examine the e-learning critical success factors (CSFs) as perceived by students.  In this study, two main factors related to the e-learning CSFs within a university environment including technological and student factors were examined.  The factors were tested by surveying 450 undergraduate students at the Universiti Teknologi Malaysia. The results revealed that internet browsing speed and instructor participation in discussion groups are most critical factors for e-learning. 

Critical Success in E-learning: An Examination of Technological and Institutional Support Factors

Authors : Maslin Masrom, Othman Zainon , Rosdina Rahiman
Published:International Journal of Cyber Society and Education

Keyword :e-learning, critical success factors, technological factor, institutional support
factor

Abstract

In recent years, information technology  (IT) has become prominent to support teaching and learning activities. IT tools allow us to create, collect, store and use  information and knowledge. E-learning was one of the IT tools introduced at College of  Science and Technology (CST), University Technology Malaysia (UTM) Kuala Lumpur  since 2001. It has enabled a paradigm shift from institution-centered instruction to  anywhere, anytime and anybody learning models. In CST the e-learning technology was  used for accessing the syllabus and course  content, submitting assignments, and taking  class quizzes. This paper focuses on issues relating to the e-learning critical success 

factors (CSFs) from the university students’ perspective. In this study, two main factors related to the e-learning CSFs within a university environment including technological and institutional support factors were examined. The confirmatory factor modeling approach was used to assess the criticality of the measures included in each factor. The  results indicated that the most critical measures for technological factor in terms of ease  of access and infrastructure are the browser efficiency, ease of use of course website and  computer network reliability. Meanwhile, for institutional support factor, the most critical  measure is the availability of technical support or help desk. 

Critical Success Factors in Online Education

Authors : ThierryVolery, DeborahLord
Published : The International Journal of Educational Management

Keyword : Education, Learning, Distance learning, Internet

Abstract

The Internet is a major technological advancement reshaping not only our society but also that of universities worldwide. In light of this, universities have to capitalise on the Internet for teaching, and one progressive development of this is the use of online delivery methods. This paper draws upon the results of a survey conducted amongst students enrolled in one online management course at an Australian university. Three critical success factors in online delivery are identified: technology, the instructor and the previous use of the technology from a student's perspective. We also argue that the lecturer will continue to play a central role in online education, albeit his or her role will become one of a learning catalyst and knowledge navigator.

Critical success factors for e-learning acceptance: Confirrmatory factor models

Authors : Hassan M. Selim
Published : www.elsevier.com/locate/compedu

Keyword : E-learning; Distance education; Structured equation modeling; ConWrmatory factor model

Abstract

E-learning, one of the tools emerged from information technology, has been integrated in many univer- sity programs. There are several factors that need to be considered while developing or implementing uni-versity curriculums that oVer e-learning based courses. This paper is intended to specify e-learning critical success factors (CSFs) as perceived by university students. The published e-learning critical success factors were surveyed and grouped into 4 categories namely, instructor, student, information technology, and university support. Each category included several measures. The categorization was tested by surveying538 university students. The results revealed 8 categories of e-learning CSFs, each included several critical e-learning acceptance and success measures. The level of criticality of each measure was represented by its validity coeYcient. ConWrmatory factor modeling approach was used to assess the criticality of the measures included in each CSF category.

A Measurement Framework for Knowledge Transfer in E-learning Environtment

Authors : S. Abdullah, M.H. Selamat, Z.C. Cob and U.S. Sazzaly
Published : Information Technology Journal 10 (5):927-943, 2011
Keyword : knowledge transfer, success factor, e-learning, measurement framework, knowledge mangement

Abstract

In this study, we proposed a framework for measuring knowledge transfer process in e-learning environtment. This framework provides an element thet covers all aspects to better evaluate the KTP and e-learning and provide a better description in ecplaning issues of effectiveness. we set up questionnaires to survey users of E-Faculty (e-learning system developed by FSKTM, UPM) and make a descriptive and inferential analysis for better findings on measurement attributes and correlation between hypotesis and testing result. we conclude that our framework provide a proper guideline to conduct evaluation on determining the effectiveness of process in e-learning.