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

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6.2 RecommendationsBased on the findings of the study, a number of recommendations can bemade with regards to the future of E-learning in Malaysia. The primaryarea of development for harnessing the E-learning potential is capacitybuilding, which refers to the development of individuals andorganisations in order to attain the national goal of becoming aneducational hub in the region. Thus, E-learning will feature as a majorcontributor to knowledge building and lifelong learning in formal,informal and non-formal learning environments, while E-learningreadiness would be a necessary ingredient in the realisation of such agoal.Recommendations for the enhancement of E-learning readiness have beenmade with reference to each of the following areas:1. Human Resource Development2. Research and Development3. Infrastructure4. Infostructure5. Institutional Framework6. Policy Initiatives7. BenchmarkingDetails pertaining to each of these areas follow:6.2.1 Human Resource DevelopmentThe primary goal of human resource development in relation to E-learning is to produce local expertise in developing and deployingeffective E-learning applications. In this sense, the term ‘humanresource’ refers to policy makers, providers and enablers. Further, thepotential of receivers has to be developed so that there is a ready poolof knowledge workers in the future. The attainment of expertise isessential to the provision of E-learning, as this will propel policymakers, providers and enablers to become authorities in E-learning,and to build a reputation for their skills and experience in deployingeffective E-learning plans in their organisations.To realize these aims, the following recommendations are forwarded:-(a) Appoint a Chief Learning Officer (CLO) in every educationalorganisation who will provide E-leadership to strategise andimplement all E-learning initiatives in the institution. The CLOwould implement a change management programme to cultivatean E-learning culture among all staff in the institution. He or sheshould be an educationist with training especially in the field ofinstructional/educational technology in particular.(b) Train a core group of E-learning experts within each institution sothat they may become trainers of international calibre.Joint Study by MECW and OUM 103
(c) Employ a core team of personnel for E-learning consisting ofqualified instructional designers, programmers, graphic designerswho will work with subject matter experts in the institution.Qualified instructional designers are individually trained in thefield of instructional/educational technology in particular.(d) Employ a core team of adequate technical personnel for themaintenance of the E-learning infrastructure in each institution.(e) Recognize academic contribution to the development of E-learning content by giving significant weightage to such effortsduring annual appraisals and promotion exercises.(f) Ensure that policy makers, providers and enablers are givenperiodic international exposure for the purpose of raisingawareness and building knowledge capability in the field of E-learning.(g) Provide sufficient scholarships or educational loans for staffdevelopment in the field of E-learning.6.2.2 Research and DevelopmentE-learning research should focus on developing a deepereducational vision and to present opportunities for greater accessto innovate instructional facilities. There is also a need fortrainees and researchers to carry out evaluation studies,institutional research and contribute to the development ofquality E-learning programmes. Thus, the followingrecommendations are offered for human capacity building in thisarea:(a) Create a new category of grants for E-learning research anddevelopment under IRPA (Intensification Research in PriorityAreas) grants by the Ministry of Science, Technology andInnovation.(b) Introduce tax incentives for organisations involved in E-learningresearch and development.(c) Encourage collaborative research on E-learning among nationsand among Malaysian institutions using existing networks suchas the ASEAN E-learning Network (AEN) and the ASEAN E-learning Centre (AEC).6.2.3 InfrastructureThe primary issues with regards to infrastructure for E-learning areaccessibility, affordability and connectivity, all of which contribute toJoint Study by MEWC and OUM 104
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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
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TABLE 28. Level of Overall Readines
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2524.02017.315Percent1012.013.310.7
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201516.4415.0716.4415.07Percent1010
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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 and 106: TABLE 71. Areas of Readiness among
Page 107 and 108: financial readiness. This may refle
Page 109 and 110: TABLE 72. Summary of Findings (cont
Page 111 and 112: TABLE 72. Summary of Findings (cont
Page 113: TABLE 72. Summary of Findings (cont
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
Page 157 and 158: 15. Content for E-learning is appro
Page 159 and 160: Appendix JBiodata of the Working Gr
Page 161 and 162: Currently Fitri is on study leave a
Page 163 and 164: 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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