E-learning and the educational organizations structure reengineering (EOSR)

There are many calls for innovative learning methods that utilize advanced technologies. However, we will raise fundamental questions that look deep into the future of the educational organization. Can the educational institute survive without adopting learning technologies? Would the educational institute succeed in adopting new learning technologies without changing its organizational structure and processes? We claim that the answer to both questions is no. Our research will present the need for educational institutes to incorporate learning technologies and focuses on the demand for the educational organization structure reengineering as a basic requirement for the success of incorporating learning technologies. Our study explores the faculty requirements and policies and procedures of educational institutes in the UAE. The paper concludes with some discussions on findings from a case study of the need of educational organization structure reengineering as a basic requirement for incorporating learning technologies

Factors Influencing the Adoption of E-Learning in Jordan: an Extended TAM Model

This study examines the factors contributing to attitudes towards E-Learning in higher education among students in Jordan. The research developed a TAM-EL (Technology Acceptance Model for E-learning) for predicting the intention to adopt E-Learning using the constructs of the Technology Acceptance Model (TAM). TAM-EL proposes that Perception of usefulness of technology, Perception of ease of use of the technology, Patronised (degree of support for the technology), and Practised (previous experience with the technology) influence attitude towards the adoption of E-Learning. Data was collected from 380 undergraduate students to test the model. Factor analysis and confirmatory factor analysis were used to validate the instrument, however; the partial least square method was used to test the model for the study, moreover; stepwise regression analysis were used to test the hypotheses of the study. The findings indicate that students have an important role as stakeholders in the adoption of E-Learning in Jordan. While the variable of Attitude contributes to approximately 57% of the variance in the Prediction of E-Learning, the variable of Patronised contributes only approximately 28% of the variance in the Prediction of E-Learning. Moreover, the findings show an obvious recommendation is the need to engage users in a more determined manner. Keywords: E-Learning; Technology Acceptance Model for E-Learning (TAM-EL); Perception; Patronised; Practised

Evaluating stakeholder attitudes to ICT in the adoption of E-learning in Jordan.

E-Learning is gaining increased importance in government agendas and among other stakeholders such as academics, students and technology Providers. This study examines the factors contributing to attitudes towards E-Learning in higher education among stakeholders in Jordan. The research developed a TAM-EL model for predicting the intention to adopt E-Learning based on the constructs of the Technology Acceptance Model (TAM). TAM-EL proposes that Perception of usefulness of technology, Perception of ease of use of the technology, Patronised (degree support for the technology), and Practised (previous experience with the technology) influence attitude towards adoption of E-Learning. The main research question of the study was: To what extent does the proposed model, in particular the role of the components Perception, Patronised, and Practised, play in the adoption of E-Learning? The TAM-EL model was tested using data collected from a large sample of participants representing E-Learning Users and Providers from universities in Jordan. The partial least square method was used to test the model for the study and regression and multiple regression analysis were used to test the hypotheses of the study.The findings of the study validated the TAM-EL model for technology adoption among Users and Providers of E-Learning in Jordan. Moreover, attitude of Providers towards E-Learning was found to be a very strong predictor of the adoption of E-Learning by the institution, accounting for approximately three-quarters of the variance in prediction of E-Learning. In addition, the degree of support for Providers as measured by the Patronised variable accounted for approximately two-thirds of the variance in Prediction of E-Learning, suggesting that this variable is a significant factor contributing to Attitude and to Prediction.Additionally, the findings and the analysis indicate that Users also have an important role as stakeholders in the adoption of E-Learning in Jordan. While the variable of Attitude contributes to approximately 57% of the variance in the Prediction of E-Learning, the variable of Patronised contributes only approximately 28% of the variance in the Prediction of E-Learning.Moreover, the findings show a marked difference between Users' and Providers' Attitudes towards E-learning and therefore an obvious recommendation is the need to engage Users in a more determined manner

Summary of FY 1999 Budget and Governor's Recommendations, January 1998

The purpose of this document is to provide the General Assembly with information related to FY General Fund estimated receipts and the Governor’s recommendations. This information provides an overall summary of the State budget and is intended to help the General Assembly take a proactive approach toward the budgeting process

E-LEARNING AND THE EDUCATIONAL ORGANIZATIONS STRUCTURE REENGINEERING (EOSR) E-learning and the Educational Organizations Structure Reengineering (EOSR)

Abstract—There are many calls for innovative learning methods that utilize advanced technologies. However, we will raise fundamental questions that look deep into the future of the educational organization. Can the educational institute survive without adapting learning technologies? Would the educational institute succeed in adapting new learning technologies without changing its organizational structure and processes? We claim that the answer to both questions is no. Our research will present the need for educational institutes to incorporate learning technologies and focuses on the demand for the educational organization structure reengineering as a basic requirement for the success of incorporating learning technologies. Our study explores the faculty requirements and policies and procedures of educational institutes in the UAE. The paper concludes with some discussions on findings from a case study of the need of educational organization structure reengineering as a basic requirement for incorporating learning technologies. Index Terms- Blended learning, E-learning, EOSR, BPR. I

E-learning and the Educational Organizations Structure Reengineering (EOSR)

There are many calls for innovative learning methods that utilize advanced technologies. However, we will raise fundamental questions that look deep into the future of the educational organization. Can the educational institute survive without adapting learning technologies? Would the educational institute succeed in adapting new learning technologies without changing its organizational structure and processes? We claim that the answer to both questions is no. Our research will present the need for educational institutes to incorporate learning technologies and focuses on the demand for the educational organization structure reengineering as a basic requirement for the success of incorporating learning technologies. Our study explores the faculty requirements and policies and procedures of educational institutes in the UAE. The paper concludes with some discussions on findings from a case study of the need of educational organization struc-ture reengineering as a basic requirement for incorporating learning technologies

E-learning and the Educational Organizations Structure Reengineering (EOSR)

There are many calls for innovative learning methods that utilize advanced technologies. However, we will raise fundamental questions that look deep into the future of the educational organization. Can the educational institute survive without adapting learning technologies? Would the educational institute succeed in adapting new learning technologies without changing its organizational structure and processes? We claim that the answer to both questions is no. Our research will present the need for educational institutes to incorporate learning technologies and focuses on the demand for the educational organization structure reengineering as a basic requirement for the success of incorporating learning technologies. Our study explores the faculty requirements and policies and procedures of educational institutes in the UAE. The paper concludes with some discussions on findings from a case study of the need of educational organization struc-ture reengineering as a basic requirement for incorporating learning technologies