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

unit as well as a team to implement E-learning. This explains the lowpercentage (35.4) accorded to outsourcing of the organisation’s entire E-learning project and staff development plan for E-learning as shown inTable 37.TABLE 37. Enablers’ Perceptions of Personnel ReadinessDescriptionYesn(%)Non(%)Missingvaluen(%)Has a central unit635 307 35dedicated to E-learning (65.0) (31.4) (3.6)initiativesHas a team to implementE-learningHas a team of dedicatedinstructional designersOutsources its entire E-learning project to anexternal party/partiesHas a staff developmentplan for E-learningProvides training on howto support E-learningProvides technicalassistance to staff andstudents664(68.0)519(53.1)346(35.4)346(35.4)628(64.3)699(71.5)281(28.8)410(42.0)570(58.3)570(38.4)314(32.1)227(23.2)32(3.3)48(4.9)61(6.3)61(6.2)35(3.6)51(5.2)TotalN(%)977(100)977(100)977(100)977(100)977(100)977(100)977(100)To a large extent, enablers indicated that there was a dire need for trainingthe workforce to manage E-learning programmes. There were many callsfor “manpower training” and for efforts to be stepped up toward theupgrading of enablers’ skills. Hence the qualitative data underscored theperception that there was a lack of personnel readiness.Content ReadinessWith regards to enablers’ perception of content readiness, 83.8 percentbelieved that the content for E-learning is useful and 80.8 percent said thatit is meaningful. However, only 42.3 percent were of the opinion that thecontent for E-learning is sufficient (refer to Table 38).Qualitative data indicates that there appears to be a common perceptionamong enablers that a great deal needs to be done before there is contentreadiness. This view is substantiated by the fact that enablers were“skeptical” and requested for more research on content. They alsoexpressed the hope that issues of plagiarism and authenticity beJoint Study by MEWC and OUM 57