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

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addition, almost two-thirds of the organisations also claimed to recognisequalifications obtained via E-learning.TABLE 3. Policy Makers’ Perceptions of Management ReadinessDescriptionYesn(%)Non(%)Institution has avision/mission on E-learning74(72.5)26(25.5)Missingvaluen(%)2(2.0)TotalN(%)102(100)Institution has formulatedpolicies62(60.8)38(37.2)2(2.0)102(100)Institution recognisesqualifications obtained viaE-learning65(63.7)31(30.4)6(5.9)102(100)Although most of the policy makers feel that their organisations are readyat the management level, they were generally less optimistic about thereadiness of their personnel (see Table 4). Table 4 shows that almost 60percent of the organisations already have teams set up to implement E-learning, as opposed to 39.2 percent who do not. However, not all thoseteams appear to be supported by expertise in instructional design, as lessthan half (46.1 percent) of the institutions claimed to have teams ofdedicated instructional designers. Only about half (55.3 percent) theinstitutions have central units specifically for developing E-learninginitiatives; 41.7 percent have no such units. A similar division can beobserved between organisations with staff development plans for E-learning in place (56.9 percent) versus those without plans (41.2 percent)for E-learning. Concern over the lack of support for personnel issubstantiated by qualitative data in the form of policy makers’ responsesto the open-ended questionnaire items, in which they noted theunavailability of a central, focused source of support and the need forsomeone to spearhead and direct E-learning efforts at the organisationallevel.In terms of technical readiness, the data in Table 5 show that a largenumber of institutions are already using Intranet (85.3 percent) andInternet (91.2 percent) to run their daily operations. These institutions(77.5 percent) have also invested in broadband facilities. However, only37.3 percent use a Learning Management System (LMS) to deliver E-learning programmes.The data in Table 6 indicate the extent of environmental readiness for E-learning. According to two-thirds of the policy makers, governmentpolicies and mass media play a role in stimulating their interest inexploring E-learning. The majority (85.3 percent) of policy makersJoint Study by MEWC and OUM 17
surveyed (including one policy maker who specified this his response tothe open-ended questions in the survey, felt that it is important to have acentral agency which plays an active role in regulating competencydevelopment, research, intelligence gathering and E-learning initiatives inthe country. However, in terms of question on policy makers’ readinessto develop E-learning content in their respective institutions that was amixed reaction. This may be due to the absence of legal provisions for theprotection of intellectual property. This concern was echoed in thewritten responses to open-ended questions. Some organisations (43percent) felt that certain government policies hinder the policy makers’plans to invest in E-learning. Additionally, over a third of the policymakers (37.3 percent) attributed the lack of environmental readiness toinadequate English language proficiency.TABLE 4. Policy Makers’ Perceptions of Personnel ReadinessDescriptionYesn(%)Non(%)Missingvaluen(%)Institution has a central unit 57 43 2dedicated to E-learning (55.3) (41.7) (2.0)initiativesTotalN(%)102(100)Institution has a team toimplement E-learning60(58.8)40(39.2)2(2.0)102(100)Institution has a team ofdedicated instructionaldesigners47(46.1)54(52.9)1(1.0)102(100)Has a staff developmentplan for E-learning58(56.9)42(41.2)2(2.0)102(100)TABLE 5. Policy Makers’ Perceptions of Technical ReadinessDescriptionYesn(%)Non(%)Missingvaluen(%)Institution using intranet 87 14 1technology to runs its daily (85.3) (13.7) (1.0)operationsTotalN(%)102(100)Institution using internettechnology to run its dailyoperations93(91.2)8(7.8)1(1.0)102(100)Institution has broadbandfacilities79(77.5)21(20.6)2(2.0)102(100)Institution has a LearningManagement System (LMS)to deliver E-learning38(37.3)62(60.8)2(2.0)102(100)Joint Study by MEWC and OUM 18
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 and 20: 1.4.1 The ELR InstrumentFour instru
Page 21 and 22: 1.4.3 The RespondentsThe respondent
Page 23 and 24: (b) Area of Readiness:Content Readi
Page 25 and 26: 2POLICY MAKERS ANDORGANISATIONSThis
Page 27: TABLE 2. Demographic Profile of Pol
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
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
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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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