Bringing relevance to eLearning – a gender perspective

In this paper, we discuss the importance of relevance in the provision of eLearning for the pursuit of higher education (HE). In particular, we argue how the extant literature focuses on quality and security in the design of eLearning platforms, but pays scant attention to how relevant the platform and the programme contents are to the needs of contemporary adult learners. We studied this topic from a gender perspective and identified the different imperatives and constraints pertaining to men and women seeking personal and career development through HE. Recommendations are made for HE institutions to pay particular attention to the role that relevance plays in eLearning

Student Motivation and Intent to Take Online Courses

The Motivation Orientation Scale – Student Version (MO-SV) and Unified Theory of User Acceptance of Technology (UTAUT) were used to predict to what extent motivation orientation impacts student intent to take online courses, to examine the intrinsic and extrinsic motivators of students that drive them to take online courses, to examine the relationship between motivation to take online courses and motivation to take face-to-face courses, and to determine if demographic variables influence behavioral intent to take online courses. A sample of 394 full-time and part-time students at a large, public, research university with an integrated health center in the Southeast United States responded to the online survey. Results demonstrated that more students than not reported behavioral intent to take online courses. Multiple regression analysis indicated that performance expectancy, social influence, facilitating conditions, total motivation orientation to take online courses, total motivation orientation to take face-to-face courses, and current number of online courses taken statistically and significantly predicted behavioral intent to take online courses

E-Learning as a Core Component of the Instructional Design Profession

Periodic assessment and evaluation is an important part of any successful program. This paper presents the findings of a needs assessment which examined the influence of e-learning and technical skill development in the area of educational technology with specific attention paid to the field of instructional design. A three-phase mixed methods approach was employed to carryout this assessment. Findings indicate that there is a strong perception among the participants that e-learning is a core component of the instructional design profession. The results of the study give a clear indication that e-learning is a significant influence on current instructional design operations. Therefore, it is necessary for students to acquire the skills required to successfully operate these programs. Recommendations were developed that can allow programs to be more responsive to current trends impacting the profession

E-Learning as a Core Component of the Instructional Design Profession

Periodic assessment and evaluation is an important part of any successful program. This paper presents the findings of a needs assessment which examined the influence of e-learning and technical skill development in the area of educational technology with specific attention paid to the field of instructional design. A three-phase mixed methods approach was employed to carryout this assessment. Findings indicate that there is a strong perception among the participants that e-learning is a core component of the instructional design profession. The results of the study give a clear indication that e-learning is a significant influence on current instructional design operations. Therefore, it is necessary for students to acquire the skills required to successfully operate these programs. Recommendations were developed that can allow programs to be more responsive to current trends impacting the profession

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

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