Instructors’ View about Implementation of E-learning System: An Analysis based on Hofstede's Cultural Dimensions

Thowfeek, Mohamed Hussain; Jaafar, Azizah

doi:10.1016/j.sbspro.2012.11.227

Cited by 16 publications

(10 citation statements)

References 12 publications

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“…It was hypothesised that the factors affecting satisfaction would differ for millennials by gender, due to differences in online learning styles and learned behaviours (e.g. Srite and Karahanna, 2006;McCoy et al, 2007;Cuadrado-Garc ıa et al, 2010;Barone, 2011;Lin et al, 2012;Thowfeek and Jaafar, 2012;Tucker, 2014).…”

Section: Development Of Conceptual Model and Hypothesismentioning

confidence: 99%

“…Their data showed that the masculinity/femininity values did not moderate their use of technology. But more recently, Thowfeek and Jaafar () suggested that the male/female dimension is one of the key factors that should be explored before adopting an e‐learning system, leaving the question still unresolved as to whether or not gender differences (that are culturally embedded) affect students in online learning. Therefore, it became important to conduct this study in a multicultural environment, to allow the diffusion of different cultures to offset potential cultural gender biases built into studies done in more homogeneous cultural contexts.…”

Section: Introductionmentioning

confidence: 99%

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Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

Harvey

Parahoo

Santally

2017

Higher Education Quarterly

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The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy.

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Section: Development Of Conceptual Model and Hypothesismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

Harvey

Parahoo

Santally

2017

Higher Education Quarterly

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“…Previous studies have tried to enrich the comprehension of how culture relates to UX. In e-Learning, Thowfeek and Jaafar (2012) found that cultural factors could explain the variation of instructors' behavior in adopting e-Learning system. Bhuasiri et al.…”

Section: Introductionmentioning

confidence: 99%

The impact of culture and product on the subjective importance of user experience aspects

Santoso

Schrepp

2019

Heliyon

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Many software products are created by considering targeted users from different countries. For such products, it is significant to investigate users' expectations related to cultural aspects to achieve user acceptance as broad as possible in all relevant countries. The researchers of the current study examined whether the cultural background of an individual has an influence on the subjective importance of user experience (UX) aspects for several common product categories. The researchers compared findings from a previous study conducted in Germany and a replication study carried out in Indonesia. Results show significant differences concerning the rated importance of UX aspects for many product categories. However, a detailed analysis of the results also shows that the impact of culture is considerably lower than the impact of interindividual differences between persons of the same culture. In addition, both samples show quite similar rankings of the importance of UX aspects. Thus, the product type has a much bigger impact than cultural differences.

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“…One of the main reasons universities implement e-learning initiatives is to increase learning opportunities, or in other words improve access to education (Oroma, Wanga, & Fredrick, 2012;Bhuasiri et al, 2012;Essam & Al-Ammary, 2013;Thowfeek & Jaafar, 2012;Fry, 2001;Inglis, 1999;Oliver, 1999;Engelbrecht, 2003;Rajasingham, 2009b;Gulati, 2008;Ruiz, Mintzer, & Leipzig, 2006) especially for students who lack the opportunity to obtain a formal education Guri-Rosenblit, 2005a, 2005b.…”

Section: Improving Access To Educationmentioning

confidence: 99%

“…Flexibility refers to benefit gained from convenience of access in terms of time, place (McGorry, 2003;Oubenaissa, Giardina, & Bhattacharya, 2002;Svensson et al, 2004), space, and learning pace (Harper, Chen, & Yen, 2004). E-learning contributes to growing flexibility in academic study patterns (Ahmed, 2013;Li et al, 2012;Essam & Al-Ammary, 2013;Thowfeek & Jaafar, 2012;Bates, 2001;Collis & Moonen, 2001;Collis & van der Wende, 2002;Sun et al, 2008) since it offers "students many opportunities to adjust their interests, needs and learning styles to a variety of learning settings and media combinations" (Guri-Rosenblit, 2005a, p. 489). For example, those students who are fulltime workers (also known as earner-learners), those from remote areas, those with disabilities, and those with family responsibilities, no longer need to follow fixed patterns of engagement with their university and they can learn anytime, anywhere.…”

Section: Maintaining Flexible and Interactive Learningmentioning

confidence: 99%

E-Learning in Information Management (IM) Education in Sri Lanka: An examination of contextual issues

Suraweera¹

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<p>Information is considered a fundamental resource for improving the quality of governance and promoting socio-economic development in developing countries. In Sri Lanka, under the government’s vision of higher education, Information Management (IM) education is seen as important for fostering the development of a high quality market-oriented and knowledge-based society. However, a number of barriers currently restrict access to IM education by Sri Lankan information workers: the provision of education is limited to face-to-face teaching at three institutions in the Colombo (capital city) area, and the country’s physical infrastructure makes it difficult for full-time workers to attend classes without missing substantial work time. This results in IM employer reluctance to support education. Hence there is a growing need to provide equity of access to IM education. In response to World Bank reports (2007, 2009) the Quality Assurance and Accreditation Council (QAAC) of Sri Lanka aims to foster transformative change in IM education with the goal of increasing equality of access to IM education through the use of e-learning. A number of early attempts to implement e-learning in Sri Lanka have already failed (Anderson, 2008). There is no rigorous research that investigates what factors have an impact on the introduction and use of e-learning in tertiary-level IM education in the Sri Lankan context and what the barriers or enablers to doing so might be. Understanding of the cultural context is known to be critical for the success of e-learning (Siritongthaworn et al., 2006). This research fills these gaps in the literature. It was guided by two questions: (i) what are the contextual factors that affect the introduction and use of e-learning in tertiary-level IM education in Sri Lanka? and (ii) how do these factors affect the introduction and use of e-learning? An interpretive case study research was conducted. Thirty semi-structured interviews were conducted with information management education providers, existing e-learning providers and relevant stakeholders, and three focus group discussions were conducted with information workers and academics. Relevant documents were also analysed: (i) official government documents, e.g. policies, reports, and announcements; (ii) official documents from private sources, e.g. administrative documents, proposals, progress reports, and other internal records; and (iii) relevant internet resources. Fullan’s (1991) educational change theory and Hofstede, Hofstede, and Minkov’s (2010) cultural dimensions provided a basis for a conceptual model to guide the process of data collection and analysis in this study to gain an understanding of factors affecting the introduction and use of e-learning in tertiary-level IM education in Sri Lanka. Factors that are perceived to have an impact on the introduction and use of e-learning in tertiary-level IM education in Sri Lanka were found at different levels. Macro-level factors included social and cultural factors, governmental factors, and technological factors. Meso-level factors included resistance to pedagogical change, lack of human and other resources, lack of collaboration/partnership among stakeholders and collective perception of e-learning acceptance. A key outcome of this study is the development of a contextual framework to guide the introduction and use of e-learning in tertiary-level IM education in Sri Lanka. This study extends education and sociology research (including socio-technological innovation research) involving Fullan’s educational change theory and Hofstede, Hofstede, and Minkov’s cultural dimensions into a developing country context. In addition to the study contributing to theoretical understanding in education and sociology research, the findings of this study have implications for IM educators and practice in the forms of development of policies, implementation of e-learning, and prioritization and allocation of resources.</p>

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Instructors’ View about Implementation of E-learning System: An Analysis based on Hofstede's Cultural Dimensions

Cited by 16 publications

References 12 publications

Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

The impact of culture and product on the subjective importance of user experience aspects

E-Learning in Information Management (IM) Education in Sri Lanka: An examination of contextual issues

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