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Procedía Computer Science 59 (2015) 230 - 234
International Conference on Computer Science and Computational Intelligence (ICCSCI 2015)
A Literature Review: Readiness Factors to measuring e-Learning
Readiness in Higher Education
Hetty Rohayani.AH , Kurniabudi , Sharipuddin
12 3STIKOMDinamika Bangsa, Jambi 36138, Indonesia
Abstract
E-Readiness is recognizing as one the most critical aspect for achieving successfully implementation of E-learning programs in higher education. Understand the role of this factor could help university management to implement effective and efficient E-learning project. The Purpose of the study is to discuss the theory of E-learning Readiness Factors and investigate the readiness factors that have been found by previous researchers for measure e-readiness at higher education. This study applies literature review and meta-analysis as research methodology. Literature review conducts by review the relevant articles with topic "e-learning readiness". The study found that skills and attitudes are the most significant factors influences E-learning readiness.
©2015 PublishedbyElsevierB.V.Thisisanopen access article under the CC BY-NC-ND license (http://creativecommons.Org/licenses/by-nc-nd/4.0/).
Peer-reviewunderresponsibilityoforganizingcommittee of the International Conference on Computer Science and Computational Intelligence(ICCSCI2015)
Keywords:e-learning; readiness factors; higher education
1. Introduction
Fast growing of information technology development has brought a lot of positive impact to the human live. Information technology was impact is most every aspect of human live such as business, government, manufacture and also education. One example of information technology use in education is E-learning. E-learning in education may bought much benefits for education institution1. One example of the advantages of E-learning , e-learning enables a physician to be able to add insight and new skills for professional development, without traveling to the venue or waiting for the schedule of classes2.
* Corresponding author. Tel.: +62-741-35095; fax: +62-741-35093 E-mail address: hetty_mna@yahoo.com
1877-0509 © 2015 Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.Org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of organizing committee of the International Conference on Computer Science and Computational Intelligence (ICCSCI 2015) doi: 10.1016/j.procs.2015.07.564
On the other hand institution who interested in e-leaming implementation came from different culture and condition also from different countries that off course have different resources, capability and perspective in providing a response to their e-learning needs3. This situation is require institution to understand their condition, they need to answer the question about "are we ready to implement this technology? And to answer that question they need to measure them self. Prior to implementing e-learning in an organization necessary to measure needs , to answer whether e-learning can be done ? If it can be done , how it will do it ? What were the results and how to measure it ?4'
Adopting e-learning technology without preceded by good planning can spend a lot of costs , e -learning products that are not attractive and lead to failure . Therefore, the adoption of e-learning can be initiated by measuring the readiness of e-learning5. In measuring the level of e-learning readiness there are factors that can be used. These factors need to be considered seriously in order to avoid the occurrence of failure in the implementation of e-learning6.
As is well known that there has been a lot of research on e-learning in particular the adoption of e-learning technology such as research related to the adoption of e-learning models7. However, not much research study literature that specifically discusses the factors of e-learning readiness. Therefore, the aims of this study is to identify factors that need to be considered in assessing the readiness of e-learning. In this paper the authors first describe the background of the study, followed by exposure to study literature . After it presented the methodology used in the research and ends with the conclusion of the study.
2. Theory
E-learning was defined with diverse meanings of previous researchers. As Mayer states "We define e-learning as instruction delivered on a digital device such as a computer or mobile device that is intended to support learning" 5. An almost similar statement delivered by Ong "instructional content or learning experience delivered or enabled by electronic technologies"8. Another argument states that with the implementation of e-learning is expected to improve the quality of education. In order to compete universities must be able to adapt and adopt e-learning9. This is the same with Gotthardt states that the use of technology in learning can create a competitive environment, students and teachers to be more creative and innovative10.
E-learning as a form of utilization of information technology in education has been adopted by various institutions of higher education and become an important part in providing a learning experience11. Many benefits can be gained through e-learning. E-learning to provide the right environment and task-based learning tools, up to date and to support lifelong learning1. With e-learning that everyone can access resources without having limited knowledge of distance, space and time.
As suggested by previous researchers down to the implementation of e-learning can succeed, then the implementation of e-learning can be preceded by measures the level of readiness of e-learning5. Measurement of e-learning readiness enables institutions to design a system to fit the measurement results in order to be successful implementation12. Readiness of learners in the use of e-learning technology is influenced by many factors between ability and willingness to use ICT 13.
On the other hand, in general, e-learning readiness is defined as an institution's readiness in adopting e-learning. Which means mentally and physically ready to implement e-learning6. Based on previous studies, the measurement of e-learning readiness factors commonly used is the technical, content, human and financial resources.
3. Methodology
This study is a literature review using meta-analysis. Meta-analysis is a review of research results systematic, especially on the results of research empirically related to e-learning readiness. First of all, the authors collected papers relating to e-learning readiness study using google scholar, EBSCO and Proquest. Search papers narrowed using the keyword "e-learning readiness ". Based on the results obtained 25 articles. Step two authors examine the abstract of each paper and found 7 articles that met the criteria. Criteria used the papers that discuss the
measurement of e-learning readiness in higher education. Next the authors did examine the article to identify the factors used by researchers to measure the readiness of e -learning. Data results literature study grouped and sorted according to the study. For analysis, and identify the factors most widely used by researchers to measure the readiness of e-learning.
4. Discussion
The study of the literature shows that there has been much researches done in the field of e-learning. Table 1 shows the results of the identification of research related to the measurement of the level of readiness for e-learning in higher education institutions in particular.
Table 1. Studies on the measurement of e -learning readiness
Years Researcher Topic Factors
2004 Kuldip Kaur, Zoraini Wati Abas An Assessment Of E-Learning Readiness At Open University Malaysia Policy makers and Regulatory Body
2007 Alaasadik The Readiness of Faculty Members to Develop and Implement E-Learning: The Case of an Egyptian University Competencies, Experience, Attitudes
2010 Tahereh Eslaminejad Assessment of instructors' readiness for knowledge, attitudes, skills and habits toward
,Mona Masood & Nor Azilah Ngah Implementing e-learning incontinuing medical Education in Iran e-learning in both technology and pedagogy domain
2011 Apitep Saekow and E-learning Readiness of Thailand's Policy, Technology, Financial, Human
Dolly Samson Universities Comparing to the USA's Cases Resource, Infrastructures
2013 Patrick N. Mafenya An Investigation of First-Year Students' Pedagogical Readiness to E-Learning and Assessment in Open and Distance Learning: An University of South Africa Context skill, attitude, experience, organizational barrier, motivation
2013 Oketch, Hada Achieng E-Learning Readiness Assessment Model In Kenyas' Higher Education Institutions: A Case Study Of University Of Nairobi Technological, Culture and Content
2013 Hamid Mohammad Readiness for Implementation of E- ICT infrastructure, Human Resources, Budget
Azimi Learning in Colleges of Education and finance, Psychological and Content
Based on the data in Table 1, each researcher has a different point in determining the factors to measure the readiness of e -learning in higher education. Kuldip Kaur and Zuraini Wati Abas use policy makers, regulatory body factors for measuring receiver (learners) and enablers (tutors) readiness. They have found that the policy makers and regulatory bodies should participate more actively in the implementation of e -learning programs so as to create a learning environment that is supported by information technology. Alasadik assume there are three domains which need to be considered in assessing the readiness of e-learning, namely the competencies, experience and attitudes. He found that there is an important relationship between the competence, experience and attitudes of faculty members in Egyptian university. Knowledge, skills and experience are very important in the acceptance and implementation of e-learning.
T Eslaminejad, M Masood and N. A. Ngah use knowledge, attitudes, skills and habits toward e-learning factors in both technology and pedagogy domain to assess academic members and instructors readiness. They have found academic's and technical readiness is the most critical factor to implement e-learning. For the development of e-learning, is necessary to increase the knowledge and skills of ICT for instructors. Saekow A and Samson D they use policy, technology, financial, human resource and infrastructure to measure student readiness. In that study, they have found to successfully e-learning adoption in Thailand must have full support from public and private sectors.
Another study conducted by Mafenya14, he uses skill, attitude, experience, organizational barrier and motivation factors for investigate student pedagogical readiness in University of South Africa Context. This research found that basically students and faculty aware of the benefits of e-learning can improve education and providing flexible learning, but the implementation has required careful planning. For distance education programs need to be designed, student-centered and implement blended-learning.
Oketch H.A. In his study use technology, cultural and content as factor to assess e-learning readiness in University Of Nairobi. Based on the results of Oketch studies, obtained the fact that technology readiness is very important in e-learning. Second, cultural readiness is also an important factor, while the content is not so important in determining the readiness of e-learning. While the research conducted by Azimi15, use ICT infrastructure, Human Resources, Budget and finance, Psychological and Content as a factor in assessing the readiness of e-learning. In this study Azimi collect data from several educational institutions in cooperation with the university Mysore, and discovered the fact there was no significant difference in the e-learning readiness.
To identify the factors that are most widely used by researchers to measure the readiness of e-learning, the authors analyze the data in Table 1 and presents the results of the analysis in Table 2. In order to simplify the calculation for each factor which is used by researchers rated a score of 1. Based on Table 2, it was found that the factors that are most widely used by researchers to measure the readiness of e-learning is a factor of skills and attitudes.
Table 2. E-learning readiness factor use by researchers
Factors Authors Total
1st 2nd 3rd 4th 5th 6th 7th
Policy 1 1 2
Knowledge 1 1 2
Skill 1 1 1 3
Experience 1 1 2
Attitudes 1 1 1 3
Motivation 1 1
Habits 1 1
Technology 1 1 2
Financial 1 1 2
Human 1 1 2
Resource
Infrastructure 1 1 2
Content 1 1 2
Culture 1 1
Organizational Barrier 1 1
Psychological 1 1
Number of 1445535
Factors
5. Conclusion
Based on our literature review, we found that the previous research in this area indicated that, the measurement of e-learning readiness is essential to support the successful of E-learning implementation in higher education, without having to spend the cost, effort and time. The study found that skills and attitudes are the most significant factors influences E-learning readiness. In fact, each institution has different levels of readiness13. Therefore, each institution should be more careful in determining what the factors that will be critical to focus on measure their e-learning readiness, in order to obtain accurate information, which describes the actual condition of their institution
Reference
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2. T. Eslaminejad et al.. "Assessment of instructors' readiness for Implementing e-learning in continuing medical education in Iran". Taylor & Francis Ltd; 2010.
3. Kaur, K., & Zoraini Wati, A. An assessment of e-learning readiness at Open University Malaysia. -, 2004;1017-1022.
4. Chapnick, S.. "Are you ready for e-learning". Retrieved on Dec, 19, 2004.
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