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Obstacles in e-learning
Obstacles that hinder the successfulness of e-learning will be identified as a result of this study. The findings of this study will also be helpful to the management of KSA University to understand the attitude of each faculty member towards e-learning. If there attitudes negative, the study will reveal some of the possible factors that may have contributed to the same. On the same note, challenges that are expected in the course of implementing the new model in the faculty will be established thus helping the management to apply appropriate strategies Finger and Houguet (2009) indicate that there have been extrinsic and intrinsic challenges in implementing the new technological platform in education.
The positive attitudes held by members of any given faculty will be brought to force and hence create a window through which appropriate e-learning strategies can be implemented. On the same note, this research study will assist in describing whether groundwork towards the implementation of an e-learning program is necessary. The faculty will undertake the necessary measures in preparing for a new program. Such preparations will include sufficient training of members before the program kicks off as well as inducting them into the real working environment so that they can familiarize themselves with work in advance. According to Roy (2010), pre-training in both the technical and educational areas of e-learning is crucial. Students have also scored higher marks in schools that have already adopted the new technology (Delgado-Almonte, Andreu & Pedraja-Rejas, 2010).
Implementation of e-learning
This research study will equally, though indirectly, bring to light the attitudes and opinions of students about e-learning. The knowledge of learners’ attitudes is of great significance as Gormley et al. underscore (2009). It will also be possible to attain this platform given that teachers and trainers in the faculty will appropriately act as the link between researchers and learners themselves. Notably, much attention should be given to the learner’s attitude towards any educational program because it significantly affects their performance.
The results of this study can also aid in revealing areas of strengths and weaknesses and thus address them accordingly. For example, the aspects of the program enhance the achievement of the educational goals, and those aspects deterring the achievement of educational goals. If for instance, the attitudes of the faculty members would be negative towards the program, then it would mean that the possibilities of using it to meet the education goals would be adversely affected and therefore remedial measures would be necessary. Ho (2009) asserts that technological environmental aspects have tangible effects on learning outcomes (p.581). This view is supported by Kelley (2010) who argues that adopting new technology would improve the outcome of education.
Student opinions and attitude
The results of the study may also be instrumental in initiating similar programs in other faculties of higher learning in the Kingdom of Saudi Arabia. The findings of this study are highly likely to enhance the identification of appropriate steps that ought to be followed based on responses from faculty members. A more hi-tech approach for the implementation of a similar program in other faculties can be adopted and assist in addressing some of the previous challenges.
Strengths and weakness
Teamwork and collaboration among learners are critical in the e-learning process since learners can learn from each other and gain additional skills and competencies. In this study, the extent of teamwork is ascertained and therefore ensures that the program instills teamwork and collaboration among learners. According to Adams (2010), blending can be used in the faculty to enhance teamwork and collaboration.
Blake (2009) posits that the availability of learning resources has far-reaching effects on the learning process. The study will be used as an integral tool for assessing whether resources in terms of computers and other technological infrastructure are adequate. For e-learning to be sustained, adequate and modern resources are essential from the very beginning of the program. Hence, a faculty within a higher learning institution will stand in a better position to make an informed decision on whether to acquire new resources or improve those that are already in use.
Adams, J. (2010). A Four-Level Model for Integrating Work and e-Learning to Develop Soft Skills and Improve Job Performance. IUP Journal of Soft Skills, 4(4), 48-68.
Blake, H. (2009). Staff perceptions of e–learning for teaching delivery in healthcare. Learning in Health & Social Care, 8(3), 223-234.
Delgado-Almonte, M., Andreu, H. & Pedraja-Rejas, L. (2010). Information Technologies in Higher Education: Lessons Learned in Industrial Engineering. Journal of Educational Technology & Society, 13 (4), 140-154.
Finger, G. & Houguet, B. (2009). Insights into the intrinsic and extrinsic challenges for implementing technology education: case studies of Queensland teachers. International Journal of Technology & Design Education, 19(3), 309-334.
Gormley, G. J. et al. (2009). Is there a place for e–learning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes. Medical Teacher, 31(1), 6-12.
Ho, L. (2009). The antecedents of e–learning outcome: an examination of system quality, technology readiness, and learning behavior. Education journal, 44(175), 581-599.
Kelley, T. (2010). Staking the Claim for the ‘T’ in STEM. Journal of Technology Studies, 36(1), 2-11.
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Roy, A. (2010). SMEs: How to Make a Successful Transition from Conventional Training towards E–Learning. International Journal of Advanced Corporate Learning, 3 (2), 21-27.