The study of e-learning technology implementation: A preliminary investigation of universities in Thailand

Abstract

E-learning (EL) has become an increasingly popular mode of instruction in higher education due to the continual advances in Internet and multimedia technologies. Since many universities are adopting EL, an understanding of the critical factors involved in the implementation of EL technology can help to ensure the successful integration of EL in university administration planning and operations procedures. The objectives of this paper are twofold: to examine approaches to EL usage in universities in Thailand, and to report on a preliminary investigation into factors that influence EL implementation at the Thai tertiary level. Patterns of EL implementation from four cases are presented. Results from in-depth qualitative interviews with administrators, instructors, and students showed that three main factors and one key barrier influence the degree to which EL implementation was successful. The three factors are characteristics of the organization, the instructor and the Internet environment. Of these factors, the organizational component, including both the university policy towards EL and the organization of the EL unit itself, was the most important. The instructors' perceptions of the benefits of EL and the ease of use also contributed to implementation success, as does Internet accessibility. The key barrier was found to be student preference for instructor-led learning. Implications for both university and EL unit administrators as well as for instructors are suggested for the continued development of EL in Thai universities and similar educational contexts.

Enhancing the sense of community and learning experience using self-paced instruction and peer tutoring in a computer-laboratory course

“…Kember (2000) suggests that designing curricula which foster higher forms of learning, active participation, and are relevant to future careers would greatly benefit Asian students. Although the new generation welcomes innovation, they are not equipped with the required skills for innovative learning, such as ICT literacy and self-directed learning (Pagram & Pagram, 2006;Siritongthaworn, Krairit, Dimmitt & Paul, 2006). In-service teachers also have inadequate computer literacy, largely resulting from a lack of training and experience in innovative teaching (Siritongthaworn et al, 2006).…”

“…Although the new generation welcomes innovation, they are not equipped with the required skills for innovative learning, such as ICT literacy and self-directed learning (Pagram & Pagram, 2006;Siritongthaworn, Krairit, Dimmitt & Paul, 2006). In-service teachers also have inadequate computer literacy, largely resulting from a lack of training and experience in innovative teaching (Siritongthaworn et al, 2006). Thus, it is not surprising that they struggle to adopt new pedagogical practices and incorporate ICT into teaching and learning.…”

Factors Affecting Nursing Student’s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia

“…Furthermore e-learning is a useful tool for enhancing the quality of teaching and learning. It is an -innovative approach to education delivery via electronic forms of information that enhance the learner's knowledge and skills (4) . Arbaugh (2002) (5) defined e-learning as the use of the Internet by users to learn specific content.…”

Assessing e-learning acceptance by university students in Thailand

“…However, despite the importance of elearning, few studies have been conducted on e-learning within the Thai context (Bhatiasevi, 2011). Among these, Suanpang and Petocz (2006), Siritongthaworn, Krairit, Dimmitt and Paul (2006), Saekow and Samson (2011) and Bhatiasevi (2011) opined that little is known about the e-learning situation in Thailand and this necessitates further explorations of the factors that affect e-learning acceptance among potential and current students, given the high stakes put in by the Thai government to promote this mode of learning, through large investments in ICT infrastructure and teacher professional development. In the context of this study, e-learning is referred to as distance learning where students learn through the Internet; and without face to face contact with their teachers, who are usually operating in a different location.…”