E-Learning Readiness: A Literature Review

Hisyamuddin Hashim Department of Educational Sciences, Mathematics, and

Creative Multimedia, Faculty of Education Universiti Teknologi Malaysia

Johor Bahru, Malaysia hisyamuddinhashim@yahoo.com

Zaidatun Tasir Department of Educational Sciences, Mathematics, and

Creative Multimedia, Faculty of Education Universiti Teknologi Malaysia

Johor Bahru, Malaysia ztasir@utm.my

Abstract— E-learning is one of the most used technologies in this modern time. E-learning is basically a learning platform that applies the utilization of electronic media and information and communication technologies (ICT). E-learning can be implied as other alternative terms such as online education, computer-based training, technology-enhanced learning and others. The implementation of e-learning has been carried out in multiple education departments and learning institutional levels. The usage has also broaden within some corporate and professional companies, in informing their staffs and customers on any related developement occurs within their business world. The importance of e-learning has led to the need in assessing the mental and physical preparation of the users before using the e-learning environment. Therefore, e-learning readiness is required in making sure the users are capable of using the e-learning environment technology in the best way possible. Technically speaking, e-learning readiness is the capability of prospect e-learning users in using a new learning environment as well as the usage of alternative technology. The results attained from this particular assessment can be used as some sort of guidelines perhaps for further developement of e-learning environment towards any enhancement that are seemed required. This paper will review a number of studies that have been carried out in assessing the users readiness before using the e-learning environment. Each study will be distinguished based on different assessment methods, types of respondents as well as the type of e-learning technology used.

Keywords—E-learning; E-learning readiness; Assessment

I. INTRODUCTION The emergence of internet in terms of its speed and as the

platform of any form of multimedia communication has broadened up the usage of e-learning environment. According to [1] e-learning has become a part of the internet which experiences the highest growth rate and will encounter a number of major changes in times. E-learning environment has been widely implemented in many organizations and institutions. It is not only being used for education purposes alone, but for training purposes in many corporate departments. Nevertheless, with the active increment of both supply and demand for the e-learning technology, there is one major question brought up by most professionals, basically questioning on the effectiveness of the usage of the e-learning

environment for online learning surroundings [2]. This issue seems aligned with the fact that if a learner shows great potential learning through conventional approach, it does not necessarily mean that they will gain the same success using the alternative e-learning environment approach. Thus, it seems appropriate in applying the e-learning readiness assessment of the users before the implementation of the e-learning environment being carried out completely.

E-learning readiness can be defined as the level of readiness of certain institution or organization towards various aspects of the technology of e-learning, before the whole e-learning environment being applied for various purposes [3]. Therefore, any e-learning readiness will be conducted prior to the introduction of the e-learning technology itself to the prospective users, whom will be the respondents to the e-learning readiness assessment. The typical e-learning readiness assessment will measure the users' ability in adapting to technological challenges, collaborative learning and training as well as the synchronous and asynchronous self-paced learning and training.

II. DISCUSSION ON SELECTED PAPERS In this section, we present the review of past researches on

the implementation of e-learning readiness assessment in various institutions and organizations. A total of 12 papers were selected to classify various papers regarding this particular topic within ten years, from the year 2004 until the year 2013. The selected papers were chosen from different electronic journal databases such as eBook History Collection (EBSCO), Wiley Online Library, Institute of Electrical and Electronics Engineers (IEEE), and ScienceDirect. Table 1 below shows the list of the researches related to the issue concerned. We begin the review with the brief explanation on each study, followed by the instruments used, and also some valuable directions for future studies.

TABLE I. LIST OF RESEARCHES ON E-LEARNING READINESS ASSESSMENT

Author(s) Participants Instrument(s)

[3] U.S. Coast Guard Online Learner Readiness Self-Assessment

2014 International Conference on Teaching and Learning in Computing and Engineering

978-1-4799-3592-5/14 $31.00 © 2014 IEEE

DOI 10.1109/LaTiCE.2014.58

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Author(s) Participants Instrument(s)

[4] Directors of human

resource departments of various companies in Turkey

e-Learning Readiness Survey (e-LRS)

[5] Academic staffs and

deans of the International Islamic University Malaysia

Lecturer E-Learning Peerceptual Survey Questionnaire (LEPSQ) and e-Learning Readiness Survey (e-LRS)

[6] Nurses of Flemish hospitals in Belgium

E-Learning Readiness Analysis (ERA)

[7] Students of Egyptian

Faculties of Tourism and Hotels

Interview and questionnaire based on three dimensions; technical skills, learning skills, time management behaviors

[8] Staffs members of

Egyptian Faculties of Tourism and Hotels

Questionnaire based on three dimensions; competencies, experiences, attitude

[9] EFL students of King

Khalid University in Saudi Arabia

Interview and questionnaire based on four variable; motivation for learning, online communication self-efficacy, language skills integration, perceived facilitators and inhibitors of computer-assisted language learning (CALL)

[10] Staff members of

universities in Thailand and the United State of America (USA)

Questionnaire based on five dimensions; policy, technology, financial, human resources, infrastructures

[11]

Students, faculty members, educational staffs and executive managers of Tarbiat Modares University in Iran

Questionnaire based on a proposed e-learning readiness assessment model

[12] PHD students of

Graduate School, Christian University of Thailand

Questionnaire based on six dimensions; technology access, online skill and relationships, motivation, online audio/video, internet discussions, importance of success

A. Brief Explanations of Each Study Generally, all the researches stated in Table 1 cover a wide

range of corporate organizations or educational institutions where the e-learning readiness assessments have been carried out. These assessments involved a various number of individuals or professionals.

The study conducted by [3] focusing on the validation as well as the internal consistency of the items used within the development of self-assessment of e-learning readiness. The data gained will be employed as a guide for further enhancement that are seemed suitable for the development of the instrument. The respondents involved are ones from the U.S. Coast Guard (USCG) within the age range of 17 up to 34

and above. Even though the study is about online learning, these respondents are not required to be actively enrolled in any online courses available. They are only required to be enrolled within either “boot camp” or rate training. The result of this particular assessment shows good potential in terms of validity as well as consistency and will be a good prediction tool in measuring e-learning performance.

Reference [4] took the initiatives by implementing the e-learning readiness assessment specialized for companies located within an emerging country, where their human resources departments are only starting to show some positive developments. Based on their encouraging sales production, top 100 companies in Turkey have been selected to be participating in the survey carried out. The selection of these particular companies was determined by using the Istanbul Chamber of Industry's (ICI) 500 Major Industrial Enterprises of Turkey 2001 List. In gaining a precise e-learning readiness of those companies, directors of human resource departments of each company were chosen as respondents. The findings show that although it seems that the companies are ready in terms of the implementation of e-learning, the human resource itself needs some enhancement for a successful e-learning implementation as a whole.

As the technology of e-learning is not only being used by students alone within an educational system, it is also important in measuring the readiness level of the instructors responsible in using the e-learning environment in their teaching activities, Therefore, a study on assessing academic lecturers' e-learning readiness level has been conducted by [5] in the International Islamic University Malaysia. The main objective of the study is basically to assess the notions shown by those academic staffs in terms of their own ideas as well readiness level of the implementation of e-learning. It is also trying to identify the reasons most lecturers used in terms of the sustainability of the adoption of e-learning environment in their university. The personnel involved in this particular survey were academic staffs as well as the Deans or Heads of each department in every Kulliyyah in the university. In this study, it shows that two particular factors, e-learning training and e-learning confidence play their own role in terms of affecting the e-learning adoption within the university. Another finding is that the staffs show some good potential, but a little improvement seems necessary in the area of infrastructure as well as the staffs' capabilities. One attribute that does not seem show any effect to the e-learning readiness is the gender of the respondents.

The implementation of e-learning has also been conducted within many health departments all around the world. The study of e-learning readiness in this particular department has been done in Belgium by [6]. A number of selected nurses from Flemish hospitals took part in this survey. The survey shows that some works in the form of training has to be done in making sure that the readiness level of the users in using e-learning can be reached the high level required. Another thing is, hospitals must state a clear policy in terms of the time need to be spent by the nurses on using the e-learning system during working hours. Finally, in terms of the development of the e-learning itself, a deep discussion between the developer and the

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hospitals seems necessary for a better implementation of the e-learning technology itself.

Reference [7] conducted an e-learning readiness assessment survey at the Egyptian Faculties of Tourism and Hotels, by using the students as the selected respondents. The e-learning readiness level of the students is believed affected by a number of dimensions such as technical skills, learning skills, and management behavior. The main objective of the study is actually to promote the implementation of the technology of e-learning within the teaching and learning activities within the faculty. This can help to prepare the students before they are going on to pursue into the career world which will obviously test their skills level especially in technological area. Unfortunately, in this study, it shows insufficiency in terms of students' e-learning readiness level and this has called for some measure to be taken so that students can improve their skills so that they can meet at least the average requirements in dealing with the e-learning technology. The same place as previous study was used by [8] in conducting an e-learning readiness level but this time by using a different set of respondents, which is staff members. Since a different group of respondents used, factors that influence the e-learning readiness are also different. These factors are technical and pedagogical competences, experience, and attitude. However, unfortunately, same negative result as previous study was gained and similar measure has to be taken but this time it has to be suitable for the respondents, which is for the staff members instead of for the students previously.

The selection of the type of students in terms of the course they are taking in their higher education level was the main criteria in the e-learning readiness assessment conducted by [9]. A group of undergraduate English as Foreign Language (EFL) students from the King Khalid University in Saudi Arabia was selected to be the respondents. A various level of students from this particular course were asked about their view on the usage of e-learning as their main learning platform as well as their acceptance level in using the e-learning environment within their learning activities. The attributes that will be analyzed are the attitude towards e-learning, readiness to accept e-learning, and some factors that influence e-learning. Findings show that students are well prepared in shifting to a new way of teaching and learning activities, which is the e-learning environment.

Two groups of respondents were chosen in a comparison based study conducted by [10]. The students involved were the ones from various universities in Thailand and the United States of America (USA). The main objective of this study is actually to use the key success of the implementation of e-learning environment in the education system in the USA and presenting it to the higher education of Thailand, where it would be implemented over there. Respondents involved in the survey are the staff members of each university, mainly are deans, executives as well as the technicians, whom can give clear judgment on the readiness level of the whole university of the e-learning implementation within the university teaching and learning system. From the comparison carried out, some key success of the implementation of e-learning in the USA has been discovered. These are support resources for online learning, development of a well prepared learning plan, careful

selection of appropriate program, and training to improve teachers teaching abilities.

Reference [11] proposed an appropriate framework in terms of enhancing existing potentials as well as avoiding certain shortages in using the e-learning environment within higher education system, by running an e-learning readiness survey. Students, faculty members, educational staffs, and executive managers from Tarbiat Modares University in Iran were among the respondents involved in the process of carrying out this particular assessment. An elaboration of an appropriate model for assessing e-learning readiness level that suits with the learning environment of the Iranian higher education has been carried out by doing some comparison as well as opinions and ideas from national experts. Hence, the framework proposed is certainly appropriate and suitable according to the capability of the country as well as some local characteristics. The framework developed has focused on several feature that includes technical infrastructures, content, human resources, laws and regulations, supervision, support and management. The findings imply that two of these attributes, laws and regulations and management plays huge role in the implementations of e-learning in Iran. Thus, more focus has to be put towards these two without decreasing the focus level towards other elements mentioned earlier.

Last but not least, [12] focusing on the readiness of PhD students in engaging to the e-learning environment in their learning experience. A group of PhD students from the Christian University of Thailand from the first and other years were selected to be the respondents involved. Six aspects were taken into account in measuring the e-learning readiness of the students. These aspects are technology access, online skill and relationship, motivation, online audio/video, internet discussion, and importance to success. From the study, it is to be found that PhD students show great promising of their e-learning readiness level, especially for the technology access aspect while motivation shows the least promising aspect. Furthermore, the differences of year between respondents as well as their gender show no significant influence towards their e-learning readiness level. Finally this research hopefully will be the starting point for the implementation of training for discussion skills on the internet as well as to innovate any interactive programs towards the enhancement of the students' e-learning readiness level.

B. Instruments As the other existing assessment, e-learning readiness

assessment could also use a different number of instrument or perhaps a combination of multiple instruments, if necessary. The right and suitable selection of the instrument to be used in the assessment is important in gaining the findings needed as well as appropriate to the needs of the respondents. If the instrument used is a product of a development of the researcher, it should be verified by experts who are familiar with not only the e-learning itself but the course the e-learning is being implemented within.

As the study conducted by [3] is focusing on the development of the instrument itself, therefore it consists of several which mainly is to verify the phase of the instrument. It was started off by using the self assessment instrument

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developed by [13] as the instrument to be used within the initial phase. There were a total number of 40 items which were divided into 10 dimensions such of those are technology skills, online readings, and internet chat. Each one of the dimensions plays their own role in the successfulness of the implementation of the e-learning environment. This instrument was intended to be used by respondents who do not have any experiences in terms of using the technology of e-learning previously. Hence, the evaluation is basically based on the future behaviors of those respondents respectively.

Most of e-learning readiness instruments do not have the capability of ensuring its usefulness to be used in assessing the e-learning readiness of companies in emerging countries. These types of instruments consist of terms, phrases, and applications that are only suitable to be used for well developed countries and meaningless to under developed and emerging countries. Therefore, [4] conducted a study using perfect instruments to be used for emerging countries. The “e-Learning Readiness Survey” (e-LRS) consists of two sections with forty items overall. The first section focusing on the demographic attributes of the respondents such as age, gender, education level, position within the company, and experiences in using computers. The second section comprises of items based on the respondents’ self-report perceptions of their own company e-learning readiness level. The theoretical framework of this instrument follows the four factors implies from the theory of "diffusion of innovation" by Everett Rogers. These factors are technology, innovation, self-development, and people. Additionally, each one of these factors might be consisted of three different dimensions, mainly are resources, skills, and attitudes. Reference [5] used two types of instruments in their study. These instruments are “Lecturer E-Learning Perceptual Survey Questionnaire” (LEPSQ) consists of 35 items and the “E-Learning Readiness Survey” developed by Marc Rosenberg which has a total number of 20 items. A 7-point Likert scale ranging from “very strongly disagree” to “very strongly agree” was used for both instruments.

In terms of literature review, the topic of e-learning readiness can be said as well covered. Therefore, there are a number of models have been suggested in assessing e-learning readiness of different types of respondents. These developed models were used by [6] in developing instrument to measuring e-learning readiness simply called “E-Learning Readiness Analysis” (ERA). The items within this instrument are based on the self-assessment quality questionnaire developed by [14]. Two criteria, delivery criteria and results criteria act as the main ingredient Delivery criteria focuses on the design of a surrounding which is suitable for any e-learning implementation while the results criteria focuses on the level of readiness of the organization in implementing the e-learning environment. The e-learning readiness assessment framework proposed by {11} consists of two major parts, which are educational products readiness and educational processes readiness. Educational processes implies all the unique processes which happen within the e-learning environment, while educational products means the results gained from those processes which have been executed within the e-learning. By using this proposed framework in the e-learning readiness assessment, both procedural as well as the functional factors

will be taken into account. The validation of this framework was confirmed by the survey carried out involving a number of experts of e-learning environment.

C. Future Studies There are still gaps in some of the studies discussed earlier

which can be filled by carrying out further study in the future. The usage of more respondents in each category could give more reliable result. For example, instead of using only one officer of certain department of an organization, more officers could be used to gain more reliable result. The number of method in assessing the e-learning readiness could also be increased in each study, Perhaps multiple instruments can be used in a single assessment that could support each other results acquired. Both quantitative data and qualitative data can be used together to get a better result for instance. More studies in assessing the non-human readiness of the e-learning is also seemed necessary. This can be done perhaps by setting a certain standard on how an organization can be classified as ready or otherwise based only on their infrastructures. Finally, more factors such as experience in using the internet, educational background, gender, or cultural background could also be a subject for future studies in determining whether these factors actually influence the e-learning readiness or otherwise.

III. CONCLUSIONS As the other technology available out there, the emergence

of the implementation of e-learning environment should not be ignored. The usage of e-learning which is conventionally known for its use within only educational institutions has been widen up to many organization and corporate industries. Therefore, it is always important in assessing the readiness of the implementation of the e-learning environment, not only for the users but also for all the infrastructures as well as the factors that affect either directly or indirectly to the development of the e-learning environment. Continuous assessment of the readiness should be taken in order for the implementation of the e-learning to be successful.

ACKNOWLEDGMENT The authors would like to thank Universiti Teknologi

Malaysia (UTM) and Ministry of Education (MoE) Malaysia for their continuous support and encouragement in carrying out this study. This work was supported by the Research University Grant [R.J130000.7810.4L093] initiated by UTM and MoE.

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