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

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• Submission of Concept Paper to Ministry of Energy,Water and Communications (early February 2004)• First Working Group Meeting (9 February 2004)• Second Working Group Meeting (26 February 2004)• Third Working Group Meeting (3 March 2004)• Fourth Working Group Meeting (8 March 2004)• Fifth WG Meeting (24 March 2004)• Development of E-learning Research Tools• Pilot Testing (February-April 2004)Phase I involved the preparation of the concept paper outlining thenecessary research activities and methodology. The research design,methodology and development of the instruments of the study were thenrefined and respondents were identified.The four E-learning Readiness Research tools for the target group ofrespondents, respectively, were developed, piloted and modified beforethey were finalized. Members of the Working Group (Phase I) met anddiscussed the E-learning Readiness Research tool, with most face-to-facemeetings held at the OUM main campus.Both the printed and on-line versions of the tools were pilot-tested withten individuals from each of the four groups of target respondents.Phase II (May-August 2004)• Data Collection• Data Analysis• Tabulation/Graphing/Charting of FindingsThe data were collected via the four E-learning readiness tools. Thesefour tools were made available online through the OUM Website athttp://www.oum.edu.my/ between May and August 2004 and in printedform. For the latter, organisations representative of the four target groupsthroughout the country were approached for their participation in thestudy.In addition, ongoing reports of the research were published in thenewspapers and the OUM Web site. The electronic version of theinstruments was available for a period of five months, and responses weresought among all members of the academic community and among thecorporate workforce. In addition, 9,950 printed questionnaires weredistributed and administrated face-to-face by several members of theWorking Group and colleagues identified as key contacts in highereducation and training institutions. The privacy of the respondents wasmaintained.Joint Study by MEWC and OUM 9
1.4.3 The RespondentsThe respondents for the study comprised the following:• 102 policy makers in leadership positions (top and middlemanagement) in both private and governmentorganisations• 75 providers from organisations involved in education,training, R&D, ICT and others• 977 enablers who are primarily part of the faculty inprivate and government higher educational institutions,participants attending in-service training programmesand DAGS (Demonstrator Applications Grant Scheme)recipients.• 4,625 learners and trainees from private and governmenthigher education institutions and participants attendingin-service training programmes.A list of the major education institutions that participated in the researchis in Appendix D. Major institutions are defined as institutions with atleast 50 respondents in the receiver category.1.4.4 Data Collection and AnalysisThe data for the study were collected between April and August 2004. Allfour instruments were administered nationwide simultaneously. Inseeking respondents online, several batches of e-mail were sent out toidentify respondents for higher educational institutions, MSC companies,and government agencies. E-mails were sent out to about 3,500 targetrespondents. A first reminder was e-mailed a week after the first e-mailwas sent followed by a second reminder e-mailed ten days after the firstreminder. In addition, a link to the survey was made available on thehomepage of the OUM portal. Further, the study was publicised in theNew Straits Times to invite respondents to the online survey. Targetrespondents were invited to respond online through e-discussion groups,email and during classes or training sessions held in computer labs.Altogether, these efforts brought in 836 completed online forms in all fourcategories.A total of about 9,950 printed copies of the four ELR instruments weredistributed to the four target groups of respondents in as manyeducational institutions, agencies and individuals as possible. A total of5,779 forms for all target groups of respondents were received by August2004. The data were treated to descriptive and inferential analysis. It wasat this time that Phase III of the study commenced.Phase III (August-November 2004)• Workshop to report the findings and makerecommendations (26 – 30 August 2004)Joint Study by MEWC and OUM 10
Page 1 and 2: e-learning readinesse-learningMalay
Page 3 and 4: E-LEARNING READINESSIN MALAYSIA 200
Page 5 and 6: E-learning Readiness in Malaysia 20
Page 13 and 14: application of ICT to pave the way
Page 15 and 16: University College, lecturers are e
Page 17 and 18: 1. The promotion of information flu
Page 19: 1.4.1 The ELR InstrumentFour instru
Page 23 and 24: (b) Area of Readiness:Content Readi
Page 25 and 26: 2POLICY MAKERS ANDORGANISATIONSThis
Page 27 and 28: TABLE 2. Demographic Profile of Pol
Page 29 and 30: surveyed (including one policy make
Page 31 and 32: According to the data in Table 8 wh
Page 33 and 34: difference, however, can be observe
Page 35 and 36: Level of Overall Readiness among Po
Page 37 and 38: 2019.616.7Percent1512.813.7106.95.9
Page 39 and 40: 3PROVIDERSThis chapter presents the
Page 41 and 42: adequate for achieving the ideal ba
Page 43 and 44: TABLE 17. Provision of Applications
Page 45 and 46: TABLE 20. Preference for Single poi
Page 47 and 48: expertise to develop content for E-
Page 49 and 50: Finally, it was suggested that step
Page 51 and 52: According to a respondent, one of t
Page 53 and 54: 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
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Although most enablers acknowledge
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greater usage for E-learning. In ad
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Level of Overall Readiness among En
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2017.518.51514.913.8FIGURE 17. Over
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252020.017.6 17.0Percent1512.612.61
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5RECEIVERSThis section reports the
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Refer to Table 48 for data on the t
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percent). Other uses of the compute
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used it for emailing. The use of th
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order to be a successful e-learner,
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The open-ended responses yielded a
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to the Internet as well as, bandwid
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TABLE 66. Receivers’ Perceptions
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E-learning Readiness in Malaysia 20
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2524.620Percent1514.515.5 15.9108.5
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2523.72017.7 17.2Percent1513.7108.8
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6SUMMARY AND RECOMMENDATIONSThis ch
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TABLE 71. Areas of Readiness among
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financial readiness. This may refle
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TABLE 72. Summary of Findings (cont
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(c) Employ a core team of personnel
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(f) Give incentives to companies th
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h) Recognise qualifications acquire
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AppendixesJoint Study by MEWC and O
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ChairpersonChief Secretary, Ministr
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OUM Committee on E-learning Readine
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Phase I (January - April 2004)Head,
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Rohani IsmailManagerTechnology Assi
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Phase III (August - October 2004)He
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Appendix EList of Major Respondents
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33. Universiti Sains Malaysia34. Un
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A Study on E-learning Readiness in
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D. Environmental Readiness Yes No1.
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A Study on E-learning Readiness in
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Instruction: Please respond to the
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Appendix HSurvey Instrument for Ena
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8. Do you use a computer?ٱNever ٱ
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15. My organisation/institution pro
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Appendix ISurvey Instrument for Rec
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4. I am enrolled/attending an in-se
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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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