Barriers to introduction of e-learning: A case study

Moscinska, Katarzyna; Rutkowski, Jerzy

doi:10.1109/educon.2011.5773176

Cited by 23 publications

(10 citation statements)

References 2 publications

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“…Inappropriate Infrastructure [15], [1], [32], [36], [24], [17], [26], [37], [18], [19], [21], [22], [35], [23], [30], [25] Low internet bandwidth [1], [32], [36], [17], [38], [27], [19], [20], [21], [35], [23], [30], [31] Lack of technical support, [1], [2], [33], [39], [36], [24], [20], [40], [22], [41], . [35], [31] While getting the quantitative results through survey, it was also found in Table 8 that most of the respondents agreed about the importance of barrier factors of Infrastructure and Technology dimension for successful implementation of E-Learning having mean in between 3.51 to 3.67.…”

Section: Resources / Referencesmentioning

confidence: 99%

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Naveed

Muhammed

Sanober³

et al. 2017

Int. J. Emerg. Technol. Learn.

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Abstract-Advancement of digital technology is influencing the leaping development of various activities in our daily life. E-Learning system has also gained a competitive edge over the prevailing traditional methodology. The prevailing pedagogy is being replaced by the E-Learning teaching system. ELearning teaching-learning methodology provides more flexibility and allows freedom from time, place, physical presence, hectic, and stressful teachinglearning etc., thus plays a vital role in education system. However, there are many barriers in E-Learning methodology for successful teaching-learning. Study on such barriers will help to overcome the difficulties to the success of ELearning. Present research paper attempts to study the various barriers that are affecting the successful implementation of E-Learning in Saudi Arabian Universities. This study reviews various barriers from literatures and identified most important E-Learning barriers which are described and grouped in four dimensions such as Student, Instructor, Infrastructure and Technology, and Institutional Management. Sixteen barriers falling under these relevant dimensions were validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well know universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabian Universities. It was found that Infrastructure and Technology Dimension is the most significant as perceived by respondents. Re- 94

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Section: Resources / Referencesmentioning

confidence: 99%

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Naveed

Muhammed

Sanober³

et al. 2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

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“…Kundu et al (2010) confirm the importance of compatibility attribute through the following obstacles in accepting e-learning technology: integration with other systems in organization, incompatibility in technology use and existing work practice, the problem of integrating technology and existing practice in traditional classrooms. Moscinska and Rutkowski (2011) confirm the attributes: flexibility and "user-friendly" which influence the acceptance and use of e-learning systems, and present technical characteristics of the elearning system. It is well known that different beliefs about the value of e-learning encourage teachers to apply e-learning technology on different levels (Renzi, 2008).…”

Section: Attitude and Valuesmentioning

confidence: 91%

Factors that Influence Academic Teacher's Acceptance of E-Learning Technology in Blended Learning Environment

Babić¹

2012

E-Learning-Organizational Infrastructure and Tools for Specific Areas

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“…Other research [12] also considered the use of virtual classroom as: content sharing, use for interactive animations and simulations, etc., have created an e-repository of problems related to a course, as well as: communicate with students, enoticeboard, using LMS for e-reporting, the use LMS, an additional important use is for formative assessment (e-tests, quizzes), use LMS for summative assessment (e-exam).…”

Section: Uses Of the Platform For Virtual Classroomsmentioning

confidence: 99%

Analysis of the usage of virtual classrooms in the National Polytechnic School of Ecuador: Teachers' perception

Peñafiel

Vintimilla

Luján‐Mora

et al. 2015

2015 International Conference on Information Technology Based Higher Education and Training (ITHET)

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This paper summarizes the findings of the analysis of the usage of virtual classrooms in the Escuela Politecnica Nacional-EPN (National Polytechnic School) in Quito (Ecuador), from teachers' perspective.In the current context of teaching and learning processes, Higher Education Institutions (HEIs) should incorporate Information and Communication Technologies (ICT) as tools in their processes to achieve more and better learning outcomes of students. One of the most popular tools is the virtual classroom. Virtual classrooms are used as a tool to support learning, either e-learning or face to face learning.The main objective of this research is to increase the use of virtual classrooms in the EPN. In order to achieve this goal, it is necessary to determine which of the activities, teaching and assessment strategies has been used by the teachers of the virtual campus of the EPN.To conduct this study, a survey has been done to explore teachers' perceptions in order to have a diagnostic of the situation.The analysis has allowed us to identify several significant problems, such as the limited use of the variety of resources and activities that the platform provides due to the lack of knowledge and training of the teachers, which leads to a limited use of the platform. To tackle this problem, we propose solutions that can help other institutions apart from the EPN to promote the usage of virtual classrooms: a methodology for design and using virtual classrooms, a teacher training in the use of the platform and finally the creation at support team for solve troubles to teachers and students for best results.

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Barriers to introduction of e-learning: A case study

Cited by 23 publications

References 2 publications

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Factors that Influence Academic Teacher's Acceptance of E-Learning Technology in Blended Learning Environment

Analysis of the usage of virtual classrooms in the National Polytechnic School of Ecuador: Teachers' perception

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