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

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The main theme that emerged from an analysis of the qualitative data oncultural readiness is that there is a readiness to take part in E-learningprogrammes, provided that it is not the sole mode of delivery. There wasa resounding call for maintaining the traditional form of learning by aface-to-face interactive means where the human touch would allow forfeedback and interaction. To quote one enabler, “a judicious mix of faceto-faceand E-learning would probably provide the best results. E-learning programmes are in their infancy. Much more needs to bedeveloped if we want it to be really effective.” Most respondents felt thatthe electronic mode of learning could enhance learning and is affordableand practical. However, there was a cultural gap between fully electronicsolutions and those that provided traditional or blended learningprogrammes.Financial ReadinessIt is interesting to note from Table 42 that 85.3 percent of the enablers canafford to buy a computer and pay for Internet access. Further, 82.9percent are willing to spend on Internet connection and 79.8 percent saidthat they are willing to buy a computer for E-learning. More than sixtypercent of the enablers perceived that their organisations are willing toinvest in E-learning for their employees. It is noteworthy that only 26.2percent has taken a loan to buy a computer.TABLE 42. Enablers’ Perceptions of Financial ReadinessDescriptionYesn(%)Non(%)Willing to buy a computer 780(79.8)170(17.4)Missingvaluen(%)27(2.8)TotalN(%)977(100)Willing to spend on Internetconnection810(82.9)139(14.2)28(2.9)977(100)Taken a loan to buy acomputer256(26.2)687(70.3)34(3.5)977(100)Afford to buy a computer andpay for Internet access833(85.3)114(11.7)30(3.1)977(100)Organisation providescomputer loans to employees653(66.8)284(29.1)40(4.1)977(100)Organisation has invested inthe provision of E-learning toits employees610(62.4)322(33.0)45(4.6)977(100)Qualitative analysis on financial readiness indicated that enablers thoughtthat Internet charges ought to be kept to the minimum to encourageJoint Study by MEWC and OUM 61
greater usage for E-learning. In addition, they expressed concern thatlearners from rural areas may not be able to afford computers. Aninteresting point to note is that while the enablers felt that all enablerswho are involved in E-learning ought to be provided with notebooks, notall organisations can afford to do so. In line with that, they proposed thatthe EPF withdrawal scheme for purchasing computers be revived to helpmore people buy computers.4.3 Perception of ReadinessEnablers’ overall perception on the eight dimensions of readiness isshown in Table 43. The mean score for seven out of the eight dimensionswas more than 5.50. The highest mean score was for cultural readiness(6.77) and the lowest was for environmental readiness (5.27), whichhappens to be the only dimension with a mean score of less than 5.50.TABLE 43. Mean Score of Overall Readiness among EnablersArea of Readiness Mean Standard Deviation(N=977)Leaner Readiness 5.73 1.85Management Readiness 6.24 2.24Personnel Readiness 5.88 2.15Content Readiness 5.91 2.11Technical Readiness 5.95 2.10Environmental Readiness 5.27 1.78Cultural Readiness 6.77 1.97Financial Readiness 5.99 1.97Further analysis on the overall readiness is shown in Table 44. The figuresindicate that the majority of the enablers perceived that the overallreadiness for each of the eight dimensions is at the moderate level (refer toFigures 14 through 22). For all dimensions of readiness, the percentage ofenablers who felt that the overall readiness was at the high level was morethan those who thought that the overall readiness was at a low level.However, this trend does not apply to environmental readiness; a higherpercentage was recorded for the low level of overall readiness.Percentages for the high level of readiness were more than for the lowlevel of readiness for cultural, management as well as financialdimensions. This indicates that cultural, management and financialdimensions are favourable as far as E-learning is concerned.Joint Study by MEWC and OUM 62
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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
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University College, lecturers are e
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1. The promotion of information flu
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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 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: Although most enablers acknowledge
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
Page 117 and 118: (f) Give incentives to companies th
Page 119 and 120: h) Recognise qualifications acquire
Page 121 and 122: 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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