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

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Technical ReadinessReceivers’ perception of technical readiness was also analysed. Out ofthose who responded, more than 3,004 (65 percent) receivers reported thattheir institution provided them the necessary infrastructure for E-learning, while 1,430 (30.9 percent) reported otherwise. More than half ofthe receivers (60.4 percent) reported that technical help was available forthem and 1,625 (35.1 percent) indicated that this was not true. Althoughtechnical help was available to most of the receivers, only 2,543 (55percent) receivers reported that the technical support was reliable while1,853 (40.1 percent) found it unreliable. In terms of solving technicalproblems, only 1,843 (39.8 percent) of the receivers were able to handlethem, while about two third of receivers (55.8 percent) failed to overcomemost of the technical problems and needed technical help. The speed ofE-learning content delivery was satisfactory for 2,280 (49.3 percent)receivers and was unsatisfactory for 2,125 (45.9 percent) receivers. Interms of hands-on training in the context of E-learning, 2,214 (47.9percent) receivers had hands-on training from their institutions and 2,103(45.5 percent) receivers did not receive this sort of training from theirinstitutions (see Table 64).TABLE 64. Receivers’ Perceptions of Technical ReadinessYes No MissingDescriptionn n value(%) (%) n(%)The institution where I 3004 1430 191study provides the(65.0) (30.9) (4.1)necessary infrastructure forE-learningTotalN(%)4625(100)Technical help is availablefor e-learners2795(60.4)1625(35.1)205(4.4)4625(100)When requested, technicalhelp has proven reliable2543(55.0)1853(40.1)229(5.0)4625(100)I can overcome most of thetechnical problems myself1843(39.8)2581(55.8)201(4.3)4625(100)The speed of E-learningcontent delivery issatisfactory2280(49.3)2125(45.9)220(4.8)4625(100)The institution where Istudy provides hands-ontraining to students of E-learning2214(47.9)2103(45.5)308(7.7)4625(100)From the open ended questions, receivers voiced their concern aboutseveral aspects, namely, the availability of computing facilities and accessJoint Study by MEWC and OUM 81
to the Internet as well as, bandwidth of Internet access. This is supportedby the statement below:“technology is ever changing. New tools and products arecreated and built within a short span of time. Hence E-learning capability to cope with these rapid technologicalchanges should be in sync with their enthusiastic search forknowledge”The second issue observed from the responses to open-ended questionwas that receivers requested hands-on or practical training beforeembarking on E-learning programmes. That technical assistance shouldavailable to assist them is supported by the statements below:“Give practical training to students just before starting theE-learning programmme”“The infrastructure of E-learning and backups on technicalshould be available all day”Environment ReadinessTABLE 65. Receivers’ Perceptions of Environment ReadinessDescriptionYesn(%)Non(%)Missingvaluen(%)TotalN(%)Government policies havemade me interested in E-learning3235(69.9)1220(26.4)170(3.7)4625(100)Mass media has createdpublic awareness in E-learning3492(75.5)964(20.8)169(3.7)4625(100)Receivers’ perception of environment readiness was also determined inthis section. About two thirds of receivers (3,235 or 69.9 percent) agreedthat government policies ignited their interest in E-learning while 1,220(26.4 percent) disagreed. A majority of the receivers (75.5 percent) agreedthat the mass media played an important role in creating publicawareness in E-learning and only 964 (20.8 percent) of the receiversdisagreed with this statement (see Table 65). The open ended responsesshowed that the majority of the receivers want the mass media to play agreater role in promoting E-learning. That E-learning needs to bestrategically publicised is supported by the responses below:“Give more information about E-learning through the massmedia”Joint Study by MEWC and OUM 82
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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
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1.4.3 The RespondentsThe respondent
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(b) Area of Readiness:Content Readi
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2POLICY MAKERS ANDORGANISATIONSThis
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TABLE 2. Demographic Profile of Pol
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surveyed (including one policy make
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According to the data in Table 8 wh
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difference, however, can be observe
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Level of Overall Readiness among Po
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2019.616.7Percent1512.813.7106.95.9
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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
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: The open-ended responses yielded a
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
Page 123 and 124: ChairpersonChief Secretary, Ministr
Page 125 and 126: OUM Committee on E-learning Readine
Page 127 and 128: Phase I (January - April 2004)Head,
Page 129 and 130: Rohani IsmailManagerTechnology Assi
Page 131 and 132: Phase III (August - October 2004)He
Page 133 and 134: Appendix EList of Major Respondents
Page 135 and 136: 33. Universiti Sains Malaysia34. Un
Page 137 and 138: A Study on E-learning Readiness in
Page 139 and 140: D. Environmental Readiness Yes No1.
Page 141 and 142: 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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