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

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development of E-learning in Malaysia. Further, 74.0 percent of theenablers were of the opinion that their students/community members areworried that the qualifications obtained via E-learning, althoughrecognized by the government are not of the same standard as thoseobtained via on-campus courses. This requires a more assertive role onthe part of the policy makers to acknowledge that E-learningqualifications are on par with conventional qualifications.TABLE 35. Enablers’ Perceptions of Learner ReadinessDescriptionYesn(%)Non(%)Missingvaluen(%)Students/community 806 150 21members are interested to (82.5) (15.4) (3.3)upgrade their academicqualificationStudents /communitymembers have used theopportunity to engage inE-LearningStudents/members arecapable of managing theirtime for E-learningStudents/members arecommitted to E-learningStudents/members musthave good interpersonal orsocial skillsStudents/members areworried that qualificationsobtained via E-learningwill not be recognizedStudents/members areworried that qualificationsobtained via E-learning arenot the same784(80.2)572(58.8)517(52.9)646(66.1)661(67.7)723(74.0)171(17.5)373(38.2)415(42.5)296(30.3)250(25.6)74.0(22.1)22(2.3)32(3.3)45(4.6)35(3.6)38(3.9)38(3.9)TotalN(%)977(100)977(100)977(100)977(100)977(100)977(100)977(100)An analysis of the qualitative data indicated that learner readiness isdependent on several factors. The enablers were of the opinion that urbanlearners are more ready than their rural counterparts. Besides that, theyfelt that E-learning is more appropriate and effective for those pursuinghigher education and working adults and for those who are moreproficient in the English Language. Most enablers perceived that greateraccess and know-how among enablers could ensure greater sensitizationto E-learning which will in turn lead to a higher level of learner readiness.Another point raised by the enablers was that E-learning is very muchJoint Study by MEWC and OUM 55
learner-centred and therefore learners need to be more proactive andresponsible when engaging in this mode of learning. It was alsohighlighted that E-learning is more suitable for non-technical subjects. Itwas observed that enablers did not refer to local content written in BahasaMelayu or any other language.Management ReadinessAs for management readiness, the most obvious finding was that 82.6percent of the enablers claimed that their organisation or institution has avision and or mission on E-learning (refer to Table 36). Besides that, 66.7percent of the enablers said that their organisation/institution hasformulated policies related to the provision of E-learning and 61.2 percentbelieved that their organisation/institution is ready for E-learning.TABLE 36. Enablers’ Perceptions of Management ReadinessDescriptionYesn(%)Non(%)Missingvaluen(%)Organisation has a807 150 20vision/mission on E-learning (82.6) (15.4) (2.0)Organisation has formulatedpolicies related to theprovision of E-LearningOrganisation recognizesqualifications obtained via E-learningOrganisation is ready for E-learning652(66.7)592(60.6)598(61.2)300(30.7)323(33.1)329(33.7)25(2.6)62(6.3)50(5.1)TotalN(%)977(100)977(100)977(100)977(100)According to the qualitative data analysis, management readiness isreflected in institutional investment in E-learning programmes. Althoughsome enablers felt that institutions have a budget allocated to E-learning,it was also perceived that the lack of exposure and technical skills mayhinder the implementation of E-learning initiatives. Generally, it was feltthat co-ordination efforts, complemented by a well-planned and carefullymonitored programme would ensure greater readiness. Most enablersthought that E-learning is a positive step towards the future of educationand there would be a higher level of readiness if E-learning wereimplemented in schools for young children.Personnel ReadinessIn terms of personnel readiness, 71.5 percent of the enablers indicated thattheir organisation/institution provides technical assistance to staff andstudents. An important point to note is that over 60 percent of theenablers claimed that their organisation/institution has a central dedicatedJoint Study by MEWC and OUM 56
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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
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 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: As shown in Table 33, the top three
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 115 and 116: (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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