Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

Zamani, Bahman; Esfijani, Azam; Damaneh, Sayed Majid Abdellahi

doi:10.14742/ajet.2678

Cited by 29 publications

(26 citation statements)

References 20 publications

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“…However, poverty and lack of ICT infrastructure are the main issues that have been revealed. Moreover, Zamani and Esfijani (2016) classified obstacles that developing countries face in e-learning use into three groups. The first one is called "personal challenges."…”

Section: E-learning Application and Challenges In Developing Countriesmentioning

confidence: 99%

Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities

Al-Azawei¹,

Parslow²,

Lundqvist³

2016

IRRODL

137

126

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Although the implementation of e-learning initiatives has reached advanced stages in developed countries, it is still in its infancy in many developing nations and the Middle East in particular.Recently, few public universities in Iraq have initiated limited attempts to use e-learning alongside traditional classrooms. However, different obstacles are preventing successful adoption of this technology. The present research aimed to highlight challenges that hinder effective implementation of e-learning in Iraq and recommend possible solutions to tackle them. A total of 108 respondents voluntarily participated in this research. They consisted of academic staff (N=74), professors in charge of e-learning (N=3), and undergraduate students (N=31). Three methods were used to collect data: a survey instrument, semi-structured interviews, and focus groups. Data was then analyzed and reported quantitatively and qualitatively. This provided in-depth understanding to the current status of e-learning in public Iraqi universities and highlighted major hindrances of its successful application. Based on this analysis, the study proffered many recommendations that should be considered in order to fully benefit from e-learning technologies.

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Section: E-learning Application and Challenges In Developing Countriesmentioning

confidence: 99%

Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities

Al-Azawei¹,

Parslow²,

Lundqvist³

2016

IRRODL

137

126

View full text Add to dashboard Cite

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“…The second group is "attitudinal inhibitors". The internal variables that are most relevant to users 'attitudes and perspectives regarding e-learning features and the third group include a set of "contextual inhibitors" related to external variables that include a lack of ICT skills and organizational support in the use of learning techniques [18].…”

Section: Introductionmentioning

confidence: 99%

E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It

Diab¹,

Elgahsh²

2020

AJNS

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Background: E-learning is the use of the internet and its related devices for educational purposes without geographical restrictions, especially after the outbreak of the coronavirus pandemic, which led to a disruption of education in the classrooms in Egypt and around the world. Teaching and learning via the internet is a novel experience for most teachers and students. Aim: to investigate the effect of obstacles faced nursing students on their attitudes towards e-learning while applying it during COVID-19 pandemic. Design: A descriptive correlational research design. Setting: The study was conducted at Faculty of Nursing, Menoufia University, Egypt. Subjects: A stratified random sample technique was employed for the selection of 30% from the students in each of the four academic years enrolled in Faculty of Nursing, Menoufia University during the academic year 2019/2020. Tools: Interviewing questionnaire, attitude towards e-learning scale, and obstacles of e-learning questionnaires. Results: The results revealed that overall, 61.6% of students had negative attitudes towards e-learning. There was the highest level of total obstacles present among academic students in the first year were (67.6%) and the lowest level of total obstacles present among academic students in the fourth year was (55.7%) that faced nursing students during using e-learning. the most common dimensions of obstacles to e-learning were infrastructure and technology, technical and management support, and instructors' characteristics (87.1%, 85.2%, and 82.9%, respectively). Conclusions: There was a high statistically significant negative correlation between obstacles facing nursing students, and their attitudes toward e-learning. Recommendations: The Board Directors of the Faculty of Nursing must take the necessary measures to improve electronic learning and teaching during the closure. Also, a systematic strategy should be followed to implement e-learning since it is a new experience for Menoufia University.

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“…Finally, the prospects of online learning that need to be addressed are the barriers to personal problems, relationship inhibitors and contextual inhibitors that Zamani and Esfijani (2016) pointed out. Personal problems are intrapersonal characteristics and behaviour, while relationship inhibitor is internal variables like attitudes and opinions of users concerning eLearning (Zamani & Esfijani, 2016). Instructors’ attitude in adopting eLearning should be addressed as it is critical to its success (McNeil, 1990).…”

Section: Prospects Of Elearningmentioning

confidence: 99%

“…The authorities or institutional management need to ensure that instructors understand eLearning and can easily interact with their students (McNeil, 1990) and appreciate the ICT learning tools. Contextual inhibitors are the external factors like lacking ICT skills and institutional support (Zamani & Esfijani, 2016). As such, there is need for the University to ensure that infrastructure is in place, and that maintenance is carried out frequently.…”

Section: Prospects Of Elearningmentioning

confidence: 99%

eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

Ntshwarang

Malinga

Losike-Sedimo

2021

Higher Education for the Future

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Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

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Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

Cited by 29 publications

References 20 publications

Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities

Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities

E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It

eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

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