e-learning readiness - Asia Pacific Region - Open University Malaysia

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E-learning Readiness in Malaysia 2004Enablers perceived that the highest level of readiness was in the culturalrealm, while Learners felt that their own preparedness was the area ofgreatest readiness. These observations are further illustrated in Table 71.In order to facilitate comparisons across groups of respondents as well asamong the eight constructs, the findings were subjected to a macroanalysis.The key features under each construct were consolidated andpresented in a summary table (Table 72). Thus, the key features for eachconstruct (Table 72), and the overall means for readiness (Table 71)provided a composite image of degree of readiness for each construct.The systematic analysis, combined with in-depth discussion amongparticipant researchers, provided an understanding of degree ofreadiness. Finally, a code (R meaning ‘low amount of readiness,’ RRmeaning ‘moderate amount of readiness,’ and RRR meaning ‘highamount of readiness’) was then assigned to each construct/group. Thisprocess facilitated the drawing up of conclusions in terms of degree ofreadiness for each construct and group of respondents.Based on the above process, a number of conclusions may be drawn aboutthe E-learning readiness of the nation’s Policy Makers, Providers,Enablers and Receivers. First, all four groups of people involved in E-learning were found to be of a low to moderate degree of E-learningreadiness. First, Policy Makers were found to be moderately ready interms of management, technical and cultural initiatives, and mildly readyfor personnel, environmental and financial initiatives. Second, Providerswere found to have a high amount of technical readiness, but moderateamounts of personnel and content readiness. Providers were also notvery advanced in terms of environmental and financial readiness as theywere accorded a ‘low’ grade for these areas.Among the four groups of respondents, Enablers were found to be lackingin terms of readiness for several constructs under study. When it came totheir conceptions about learner, personnel, content, technical andenvironmental readiness, Enablers were accorded only a low or mildamount of readiness. However, they were found to be moderately readywhen it came to management, cultural and financial readiness.Similarly, Receivers were found to be generally poor in terms of theirreadiness for most of the constructs that were examined. In terms of theirperspective on content, technical, environmental, and cultural readiness,Receivers were found to be mildly ready for E-learning. However, theywere more or moderately ready when it came to gauging themselves(learner readiness), as well as their financial readiness for E-learning.To conclude, the analysis shows that there is a greater amount ofreadiness on the part of Policy Makers and Organisations as well asProviders in comparison to Enablers and Receivers. On the other hand,while Policy Makers and Organisations as well as Providers present apicture of greater readiness where constructs such as management,technical and cultural initiatives are concerned, there appears to be alesser degree of readiness for other areas such as of environmental andJoint Study by MECW and OUM 95
financial readiness. This may reflect the perspective that although a largeamount of resources have been allocated for management and technicalfacilities, there remains a sense of need for more financial assistance andfor more infrastructure projects in the country. Further, the fact thatEnablers and Receivers reportedly recorded low levels of readiness forcontent, technical and environmental readiness calls for a throughexamination of procedures for resource allocation and technical initiativesthat are implemented to ensure greater environmental and culturalreadiness in the country.Joint Study by MEWC and OUM 96
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e-learning readinesse-learningMalay
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E-LEARNING READINESSIN MALAYSIA 200
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E-learning Readiness in Malaysia 20
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application of ICT to pave the way
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University College, lecturers are e
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1. The promotion of information flu
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1.4.1 The ELR InstrumentFour instru
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1.4.3 The RespondentsThe respondent
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(b) Area of Readiness:Content Readi
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2POLICY MAKERS ANDORGANISATIONSThis
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TABLE 2. Demographic Profile of Pol
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surveyed (including one policy make
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According to the data in Table 8 wh
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difference, however, can be observe
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Level of Overall Readiness among Po
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2019.616.7Percent1512.813.7106.95.9
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3PROVIDERSThis chapter presents the
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adequate for achieving the ideal ba
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TABLE 17. Provision of Applications
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TABLE 20. Preference for Single poi
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expertise to develop content for E-
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Finally, it was suggested that step
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According to a respondent, one of t
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In terms of financial readiness, th
Page 55 and 56: TABLE 28. Level of Overall Readines
Page 57 and 58: 2524.02017.315Percent1012.013.310.7
Page 59 and 60: 201516.4415.0716.4415.07Percent1010
Page 61 and 62: 4ENABLERSThis section presents find
Page 63 and 64: month. This shows that, in general,
Page 65 and 66: As shown in Table 33, the top three
Page 67 and 68: learner-centred and therefore learn
Page 69 and 70: addressed. Further, enablers felt t
Page 71 and 72: Although most enablers acknowledge
Page 73 and 74: greater usage for E-learning. In ad
Page 75 and 76: Level of Overall Readiness among En
Page 77 and 78: 2017.518.51514.913.8FIGURE 17. Over
Page 79 and 80: 252020.017.6 17.0Percent1512.612.61
Page 81 and 82: 5RECEIVERSThis section reports the
Page 83 and 84: Refer to Table 48 for data on the t
Page 85 and 86: percent). Other uses of the compute
Page 87 and 88: used it for emailing. The use of th
Page 89 and 90: order to be a successful e-learner,
Page 91 and 92: The open-ended responses yielded a
Page 93 and 94: to the Internet as well as, bandwid
Page 95 and 96: TABLE 66. Receivers’ Perceptions
Page 97 and 98: E-learning Readiness in Malaysia 20
Page 99 and 100: 2524.620Percent1514.515.5 15.9108.5
Page 101 and 102: 2523.72017.7 17.2Percent1513.7108.8
Page 103 and 104: 6SUMMARY AND RECOMMENDATIONSThis ch
Page 105: TABLE 71. Areas of Readiness among
Page 109 and 110: TABLE 72. Summary of Findings (cont
Page 115 and 116: (c) Employ a core team of personnel
Page 117 and 118: (f) Give incentives to companies th
Page 119 and 120: h) Recognise qualifications acquire
Page 121 and 122: AppendixesJoint Study by MEWC and O
Page 123 and 124: ChairpersonChief Secretary, Ministr
Page 125 and 126: OUM Committee on E-learning Readine
Page 127 and 128: Phase I (January - April 2004)Head,
Page 129 and 130: Rohani IsmailManagerTechnology Assi
Page 131 and 132: Phase III (August - October 2004)He
Page 133 and 134: Appendix EList of Major Respondents
Page 135 and 136: 33. Universiti Sains Malaysia34. Un
Page 137 and 138: A Study on E-learning Readiness in
Page 139 and 140: D. Environmental Readiness Yes No1.
Page 141 and 142: A Study on E-learning Readiness in
Page 143 and 144: Instruction: Please respond to the
Page 145 and 146: Appendix HSurvey Instrument for Ena
Page 147 and 148: 8. Do you use a computer?ٱNever ٱ
Page 149 and 150: 15. My organisation/institution pro
Page 151 and 152: Appendix ISurvey Instrument for Rec
Page 153 and 154: 4. I am enrolled/attending an in-se
Page 155 and 156: 13. Do you have Internet connection
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15. Content for E-learning is appro
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Appendix JBiodata of the Working Gr
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Currently Fitri is on study leave a
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project. Currently, her focus is to
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Rohani IsmailRohani Ismail has grad
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Prior to that, she was a Curriculum
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