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

TABLE 20. Preference for Single point of Access for Local E-learningContentDescriptionYesn(%)Single Point of Access 40(53.3)Non(%)34(45.3)Missing valuen(%)1(1.3)TotalN(%)75(100.0)3.2 Patterns of ReadinessThe data in the following tables (Table 21 through Table 25)illustrate/show the extent to which E-learning providers are ready toembark or have already embarked on E-learning programme. The areasinvestigated in this study were related to the personnel, content, technical,environmental and financial dimensions.Personnel ReadinessThe majority of the group, 56 respondents, or 74.7 percent, stated thattheir organisations have a central unit which is dedicated to E-learninginitiatives (see Table 21). There were 65 respondents (or 86.7 percent)who revealed that their organisations have a team to implement E-learning. There were 41 respondents from the group (54.7 percent) whostated that their organisations have a team of dedicated instructionaldesigners. Almost three-quarters of the group, 54 respondents or 72percent, said that they have a staff development plan for E-learning attheir respective organisations. In sum, these data consistently revealedthat the majority of these respondents are ready, or have been ready, toembark in E-learning initiatives at their respective organisations.In the open-ended item at the end of the survey, respondents wererequired to give comments on Personnel Readiness. One respondentmentioned that the number of personnel needed for E-learningimplementation in his organisation is inadequate. Some also remarkedthat their lecturers (or enablers, as termed in this study) have a “couldn’tcare less” attitude towards E-learning, and are reluctant to upload theircontents on the E-learning system that they are using. There were alsosome skeptical comments that questioned the effectiveness of E-learning,which affected the way personnel at their respective organisationsaccepted E-learning. One of the issues cited was the lack of infrastructure,and another was the lack of demand for E-learning, as some personnel (orenablers) placed high value on the conventional face-to-face classroominteraction and considered it to be more effective than lessons deliveredvia E-learning. One respondent identified current practices in theirorganisations’ work culture as one of the factors that deterred personnelfrom implementing E-learning.The respondents also believed that E-learning should complementtraditional or conventional learning, and should not replace theconventional form. It was perceived E-learning should be treated as anJoint Study by MEWC and OUM 34