e-learning challenges and prospects presentation

8/10/2019 E-Learning Challenges and Prospects Presentation

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Group I: Bewketu, Feleke, Habti ,Oluwase i and Temes en

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Chapter I: Introduction1.1 Background of the Study

. a emen o e ro em1.3 Objective of the Research1.4 Scope, Justification and

Si nificance f the Research

1.5 Limitation of the Study

. ey erm no og es

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Background of the StudyICT and educationec g e way eac g- ea g

processes taken place ,

improving the quality of education and,

e-Learning in HEI

, , ,learning, anytime and anywhere

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Background Pedagogical benefits of e-learning

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Background Learners Readiness Parameters e ca on an sc p ne or se

learning

Committed study habit

Positive perception and attitude towardse-learningAccess to e-learning resources andfacilities

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Statement of the Problem

Widely The Paradox

in AAU Highly rely on

What needs to be done?

app ica e Part of the

curriculum to deliver

Overwhelming increase in the number of

class room based instruction

Alternative

learning methodolo ies to

Check if

there is a

elearning and

stu ents Expectations

meet the expectations environment

for elearning

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ObjectivesThe research answers to the questionAddis Ababa University are ready to takeadvanta e of e-learnin to o timize theirlearning/knowledge acquiring endeavors.

Define Current effortsAssess Students readinessIdentify Challenges and prospects

npo n appropr a e n erven ons

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Limitations of the ResearchFocuses on only one parameters of e-learnin

Unwillingness of the instructors -

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Key Terminologiese-Learning

Technology

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What is e-learning?

e-Learning as a means of enhancingteaching-learning processWho are responsible for e-learning in HEI

What affects the implementation of e-earn ngAssessing the existence of conducive

s ua on or success u e- earn ngdeployment

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Chapter III: Research Design andet o o ogy

3.1 Sources of Data

3.2 Instruments for data collection .

3.4 Method of Data Analysis3.5 Research Procedure

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Research Desi n and MethodoloQuantitative research design

Cross-sectiona surveyDescri tive and anal tical a roachTarget population of the study-

-campus

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Source of DataPrimary and secondary sources of

Undergraduate students

Direct Observation-

sources of information including books,ournals and research a ers

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Instrument of data collection

Self administrated questionnaire

e-learning assessment tool

four-point Likert scale (Strongly Agree, Agree,Disagree and Strongly Disagree)

Structured Interview (Guiding questions)Observation Checklist

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Methods of Data AnalysisAnalyzed and interpreted based onsimilarity and relevancy

ew se ata groupe an sp ayeInformation from interviews ando serva ons use o u e an ortriangulation

a s a a es o s ay a aStatistical tools such as percentage, mean

Discussion, review and arrangement of all

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Methods of Data Anal sisPenn State Harrisburg University Students-

Suitable for Elearning with no and little intervention Students' readiness for elearning is high

Above 91%

Moderatly suitable for Elearning with the improvement of

some component

Students' readiness for elearning is average71%

90%

Not suitable for elearning. Majorty of elearning component should be improved Students readiness for elearning is fair

51% 70%

Dramatic and overhoul intervention is requared Students' perception and readiness on Elearning is negativeBelow

50%

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Research Procedure

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Chapter IV: Presentation, Analysis &

In r r i n f D 4.1 Demography of Research Sample

4.2 e-Learning Rea iness ParametersSelf- Directedness

u y- aLearning Preference

Perception and Attitude

4.4 Aggregate Analysis

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Data Collection Rate

66 Distributed92% response rate6 invalid and unreturnedNo impact on the analysis and findings

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Demography of Research Sample By Facility and Year

Faculty Class level Total

First year Second year Third Year andabove

Education and Behavioral Studies 4 3 3 10

Social Sciences 9 5 3 17Humanities, Language Studies,Journalism and Communication

8 6 2 16

Business and Economics 2 1 1 4

the sample is comprises of 48.33%, 31.66% and 20% from first

Total 29 19 12 60

,second and third year students respectively.

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Demography of Research Sample By Gender and Facility

13

1716

14

16

18 Law and Governance

Education a ndBehavioural studies

5

8

6

109

8

10

66

8

10

12

Social Science

Humanities,language4

1

34

0

2

4studies,.journalismand communication

Buisness andeconomics

% was male, whilst the remainin %

Female Male TOTAL

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Self Directedness

pos t ve as strong y agree an agree , an t e rcapability as to learn independentlyonly 31.7% of the participants confirm they managetheir time appropriately and rightly.

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Learning Preference

overall ratin of this arameter is ositivel rated ust above avera e

with the score of 51%learn easily and prefer to learn through reading, with the positive scoreof 85% and 88.3% respectively

and critical thinking

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Study Habit

Overall this parameter is rated as below average, where only

par c pan s n ca e a pos vefor planning in advance and tracking assignments and tasks areway below the midpoint i.e. 31.7% and 35% respectively

to working(studying) in distractive area effectively

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Awareness and Skills

only 41% of the participants revealed their readiness in

a t e e ements.skills on searching the internet, installing and configuringcomputer software, and know-how on e-learning) graded

e ow average i.e. 28%, 31.7 % an 31.7% respective y.

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Perception and Attitude

only 35% students showed positive indicators to havingsupporting attitude and perception towards e-learningNone of the elements of students erce tion and altitudeabove average.

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Comparative Analysis (M & F)

e all sho commonalties i.e. their res onse on learninpreference where they positivelye-learning awareness and IT skills parameter (71% to 29%)where as female participants are supportive in terms theirperception and altitude towards e-learning (65% to 35%).

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Harrisburg University Standard

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Chapter V: Conclusion and Recommendation

5.1 Major Findings5.2 Conclusion

5.3 Recommendation

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Major Findingse-learning readiness is rated below average where threeout of five major e-learning readiness parameters

- -,

skills, and e-Learning perception and attitude.The positive indicator of 71% which requires themp emen a on o mprovemen s n erven ons a e ps

to create a fully-fledged independent e-learning

atmosphereThe five e-learning readiness parameters are differentlyrated by male and female participantsThe o erall readiness assessment of Addis AbabaUniversity undergraduate students for e-learning scorebelow average i.e. 49%.

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ConclusionThere is no suitable e-learning readiness whereundergraduate students of the university score belowaverage n a e- earn ng rea ness aspectsThe university will face multidimensional challenges

e-learning aspects need a dramatic and

comprehensive intervention to improve the situation.T e prospect or e- earning oo s g oomy anpremature as the learners exhibited unfavorablesituations that re uire the universit thorou hlwork on alternative to improve the conditions.

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RecommendationsDevelop and implement e-learning policyapplicable at university-wide level,e -up a au or a ve cen ra o y a s

responsible for e-learning by taking full ownership

sensitization programme to first year students thatcreates awareness on e-learning and its benefits,Put a standard and benchmark of ICT entry levelskills and include ICT skills evaluation as a

cr ter a to recru t new un ergra uate stu ent,

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Lessons Learnt

Learnin b doin

Learning from others

Exploring other researchable areas

Working as a team

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e-learning challenges and prospects presentation

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