Evaluating and Prioritizing Barriers for Sustainable E-Learning Using Analytic Hierarchy Process-Group Decision Making

Naveed, Quadri Noorulhasan; Qahmash, Adel Ibrahim; Al-Razgan, Muna; Qureshi, Karishma M.; Qureshi, M.N.; Alwan, Ali A.

doi:10.3390/su14158973

Cited by 10 publications

(5 citation statements)

References 53 publications

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“…As pointed out by Naveed et al. (2022), the main stakeholders of an e-learning system to deliver teaching–learning in an effective way are institutional management, instructors and students.…”

Section: Resultsmentioning

confidence: 99%

“…As pointed out by Naveed et al (2022), the main stakeholders of an e-learning system to deliver teaching-learning in an effective way are institutional management, instructors and students. The results obtained by their study clearly indicate that the support of institutional management is crucial in supporting the e-learning system.…”

Section: Management Actions Needed To Achieve Success Factors For E-l...mentioning

confidence: 99%

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How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

Millidonis

Lois

Georgiou

2023

IJEM

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PurposeIn this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.Design/methodology/approachTo address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.FindingsThe authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.Originality/value The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

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Section: Resultsmentioning

confidence: 99%

Section: Management Actions Needed To Achieve Success Factors For E-l...mentioning

confidence: 99%

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

Millidonis

Lois

Georgiou

2023

IJEM

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“…Sustainable e-learning is a goal of many universities. The barriers that often hinder sustainable e-learning were evaluated by using the AHP [34]. Different types of e-learning tools and software were evaluated using the AHP [35,36] as well as e-learning platforms [37][38][39][40].…”

Section: Multi-criteria Analysis Of E-learning Problemsmentioning

confidence: 99%

Using SNAP to Analyze Policy Measures in e-Learning Roadmaps

Kadoić,

Begičević Ređep,

Kupres

2023

Axioms

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Creating policy measures is the final step in the process of e-learning roadmap development. Policy measures can be seen as long-term activities that need to be implemented and constantly upgraded to achieve strategic goals. For resource allocation, it is useful to prioritize policy measures. Prioritization can be implemented using multi-criteria decision-making methods. This paper analyzes policy measures in the Maldives National University’s e-learning roadmap using the social network analysis process (SNAP), which includes the analytic hierarchy process (AHP), the decision-making trial and evaluation laboratory (DEMATEL), and the PageRank centrality. In policy measure evaluation, there were more than 20 participants: persons with managerial functions at the Maldives National University (MNU) (deans, heads of departments) and persons in lecturer and researcher positions. By using the AHP, participants prioritized policy measures with respect to their importance to them. By using the DEMATEL, participants identified and prioritized policy measures with respect to their effect on other measures. Finally, by using the SNAP, it was possible to determine the prioritization list for resource allocation since it aggregates the aspects of the policy measures, their importance, and their effect on other measures.

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“…One of the main obstacles to the adoption of Elearning is that, in 2020, only 14.4% of Bangladesh's people had access to the internet, according to the International Telecommunication Union (ITU) [4]. Additionally, E-learning in Bangladesh is hampered by frequent power failures and sluggish internet, especially in remote regions.…”

Section: Introductionmentioning

confidence: 99%

The Challenges and Prospects of E-learning in Higher Education in Bangladesh- A Review

Alam

Pervez

Kabir

et al. 2023

AJESS

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Aims: The main objectives of the research were to identify the significant challenges that Bangladesh's higher education sector needs to improve before implementing e-learning, assess the possibilities for implementation of e-learning in Bangladesh, and the benefits e-learning might offer Bangladesh and how it might help the country's advancement. The Challenges of E-Learning in Bangladesh: E-learning is a potential replacement for conventional classroom instruction, but there are several obstacles to its adoption, such as a lack of technology and infrastructure, a digital gap, a lack of trained teachers and educators, and a lack of high-quality E-learning resources. These issues have been exacerbated by the COVID-19 pandemic and the lack of internet connectivity and digital gadgets among some pupils, making it difficult for them to participate in e-learning programs. In addition, the shortage of qualified instructors and resources is also a significant issue. The Prospect of E-Learning in Bangladesh: E-Learning has the potential to close the digital gap, expand educational opportunities, and raise academic standards in Bangladesh. It can provide pupils with high-quality instruction and bridge the gap between rural and remote regions. E-learning can also broaden pupil access to education and equip them with the competencies they need to thrive in the real world. Additionally, it can offer pupils attractive, collaborative learning opportunities and allow instructors to track student development and spot areas where students might need extra help. E-learning can revolutionize Bangladesh's educational system by providing students with high-quality instruction, flexible learning, personalized instruction, global learning, and women's empowerment. Conclusion: The future of e-learning in Bangladesh looks promising, with the potential to close the digital divide, expand educational opportunities, raise academic standards, advance technology, encourage inclusivity, offer flexible and personalized learning, give access to resources for global education, and empower women. To ensure this, the government should create and carry out programs and policies that support ease and equality, facilitate diversity and accessibility, and keep track of and assess electronic-learning projects.

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Evaluating and Prioritizing Barriers for Sustainable E-Learning Using Analytic Hierarchy Process-Group Decision Making

Cited by 10 publications

References 53 publications

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

Using SNAP to Analyze Policy Measures in e-Learning Roadmaps

The Challenges and Prospects of E-learning in Higher Education in Bangladesh- A Review

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