A Model to facilitate effective E-learning in technology-enhanced learning environments within universities

Abstract

E-learning has come to be a standard for course delivery in higher education as it provides a platform to support learning. Most universities are now engaging in technology-enhanced face-to-face classroom teaching through self-paced e-learning and / or distance online learning as a way to diversify access to education. The motivation for this research study was to understand the current practices of e-learning and investigate the factors that can be used to harness effective and sustained e-learning. In order to realise the aim of the study, the research was conducted in three major stages namely; literature review, exploratory pilot study and fieldwork experiment which resulted into three major contributions. Firstly, the literature study led to the identification of factors necessary for facilitating effective e-learning. Secondly, the pilot study conducted led to discovery of factors regarded important for promoting effective e-learning. As a result an initial model was developed. The initial model was then used to develop a questionnaire instrument used to conduct the fieldwork experiment to confirm the model. The data gathered was analysed using multiple regression modelling and the results showed that there were some significant relationships between variables and factors in the model. The study results and findings indicate that effective e-learning can be achieved by having well-established e-learning policies, institutional readiness for e-learning, quality e-learning systems, quality in course design, awareness of e-learning benefits, experience in e-learning, and interactive discussions. These factors are a generic representation of what is required to facilitate effective e-learning. The proposed model will act as a benchmarking tool to help university stakeholders effectively use and sustain e-learning. In other words, the proposed model will be used by university administrators, lecturers, e-learning practitioners, policy makers and Governments to help inform their decisions about implementation and sustained use of e-learning.

More information

Identifiers

ORCID for Gary Wills: orcid.org/0000-0001-5771-4088

Catalogue record

Export record