Are Turkish Universities Ready for E-learning: A case of Hacettepe University Faculty of Letters (original) (raw)
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Assessing E-learning Readiness of Instructors in Turkey
Istanbul Journal of Innovation in Education (IJINE), 2015
As more and more universities worldwide have been offering e-learning environments for their course and program delivery, researches in e-learning subjects are interested to examine whether instructors are ready for the new e-learning environment. E-learning readiness (e-readiness) is a critical component in evaluating the effectiveness of online course delivery at the institutional and the instructor level. E-readiness is already well covered in the literature and several models are suggested. This study aims to measure e-learning readiness of instructors in Turkey. Based on the existing e-learning readiness assessment models in literature, the authors designed e-learning readiness measurement instrument. This research study adopted a survey method to conduct the study of e-learning readiness of instructors in various universities in Turkey. A questionnaire was sent to 144 instructors during January 2014 – March 2014. All items were measured on a five-point Likert scale, with 5 as strongly agree and 1 as strongly disagree. 144 were completed and returned are found valid. Descriptive statistics, one-way analysis of variance (ANOVA), Independent-Samples T Test, and multinomial logistic regression will be applied to analyze the data. Data has been collected from 144 instructors across several universities in Turkey using a questionnaire survey instrument. The preliminary findings suggest that although instructors have been using electronic gadgets for their day-to-day activities and have been comfortable in using technology, however, they have a lack of awareness in using various technology tools that can help the instructor improve engagement and learning. Although universities have made investments in e-learning environment of one or the other kinds, however, majority of instructors are still at the initial stage of employing e-learning in their daily teaching and learning activities. The instructors also lack the requisite formal training for e-learning thus affecting their e-readiness. It seems that universities needs to invest more in training instructors on a continuous basis so that instructors are well versed with state-of-art instructional tools to bring pedagogical innovations in their e-learning instructions. The low e-readiness of instructors in Turkey could impact the quality of delivery of online programs.
Adopting e-learning represents one of the major problems in faculty development plans at Egyptian universities. In this study, a survey was developed, validated, and carried out to examine the readiness of academic staff at South Valley University in Egypt to develop and implement e-learning in their teaching. The survey was also used to determine how support systems and procedures for staff could be further developed to enable the University to make the most effective and appropriate use of learning technologies to enhance the student and staff experience. The results revealed that the majority of respondents, who came from a wide range of faculties across the University, considered themselves to have limited competence and little experience in e-learning. However, they perceived e-learning to be useful in general and to have the potential to support their teaching-related activities in particular.
E-Learning Readiness among Faculty Members of Iranian Universities: A Survey of 23 Universities
2019
Background: The aim of this study was to assess the level of e-learning readiness among the faculty members in Iranian universities. Methods: This is a survey research and the statistical population included all faculty members of 23 selected Iranian universities in March-September 2018. The population of the study included about 750 professors selected through simple random sampling. The instrument of study was a questionnaire titled “Evaluation of Instructors’ Readiness for E-learning in Iranian Universities”. Its content and face validity were verified by professionals, and its reliability was measured through Cronbach’s Coefficient alpha which was (0.72-0.86). To analyze the data, descriptive and mean, SD statistics (independent T-test) were used. Results: The average e-readiness score of professors from the 23 selected universities amounted to approximately 4.3 out of 10, which is indicative of a relatively “weak” e-readiness status. Also, the score of over 60% of the criteria ...
Examining E-Learning Programs in Turkish Higher Education System
Advances in Educational Technologies and Instructional Design
This study provides a holistic examination of e-learning and its management. While the study primarily aims to evaluate e-learning efforts in Turkey, it also presents the strengths and weaknesses of e-learning in general and proposes a model for classifying e-learning studies. Furthermore, we examine e-learning programs in Turkey and assess the current status of existing programs. Considering the data generated, we examine the similarities and differences between existing programs and to show the current situation of e-learning in Turkey.
The Students' Perceptions About E-Learning in a Higher Education Institution in Turkey
2013
Pages E-learning is one of the common education types in Turkey elsewhere in the world because it has been a necessity for higher and continuous education of people but what about its quality? There are a diverse number of factors which affect the quality of e-learning education but one of the most important factors is the student. Because students are at the center of education and all of the teaching-learning operations are performed for them, their impressions are very important to gain idea about the quality and improvement of education. In order to obtain information from students v about e-learning process, questionnaires applied to 267 students and 203 of them were used for this study. The results showed that students were not able to get adequate support from teachers and success rates of the students were affected negatively by lack of immediate feedback. It was also inferred that learning objectives of the course were shared at the beginning but they were not emphasized throughout the term therefore students did not have enough knowledge about them. Moreover, according to the students almost all of the e-learning courses have similar assessment methods and they were not selected according to the predetermined learning objectives. Lastly, students mentioned that e-learning courses they had taken were not more beneficial than traditional ones but they will continue preferring them in the future. This shows that although there are still problems related with elearning, students still prefer it because of its advantages for the students.
E-learning Programs: The Case of Ankara University, Turkey
Procedia - Social and Behavioral Sciences, 2013
This paper aims to evaluate the Human Relations E-Learning Graduate Program of Ankara University, Turkey. Students of this program filled out a questionnaire form which includes both close-ended and open-ended questions. The results of the research revealed that there was a close similarity between the beginning goals of the program and its present situation. It is clear that these kinds of programs provide useful tools for creating a learning society.
Investigation of Effect of E-Learning Readiness Levels of Academic Staff on Those of Universities
2015 International Business & Education Conferences Proceedings, 2015
Many universities today invest in e-learning programmes and train their employees for it. Despite these efforts, universities have not gained satisfactory results from such initiatives. Although there are many reasons for this failure, e-learning readiness is one that stands out. The e-learning readiness of university students has been comprehensively studied, but almost no research has been conducted to investigate that of universities and academic staff. So far, it has been understood that without an appropriate level of e learning readiness, staff and universities are almost doomed to fail in this endeavour. Therefore, this study aims to examine how e-learning readiness levels of academic staff influences those of universities. A total of 96 academic staff members comprised the participants of this study. Two different scales were used, one of which was developed by the researchers and administered to academic staff to measure the e-learning readiness levels of both academic staff and universities. The results revealed two statistically significant findings. To start with, it was revealed that self confidence had a positive and statistically significant impact on e-learning in terms of resource support. Moreover, it was seen that educational needs towards e-learning had a negative and statistically significant impact on the same factor. Further findings and implications are also discussed in the paper.
Students are one of the key elements during the implementation of elearning systems within universities. To be able to build solid and effective elearning systems, it is important to know the level of students' readiness. In this paper, e-learning readiness of the Department of Information Management (DIM) students at Hacettepe University will be investigated. A 39-item elearning readiness questionnaire (along with some descriptive questions, such as gender and grade-level) that was tested in previous studies was used to obtain the data. The results show that, although some improvements are needed, DIM students are at the expected level of e-learning readiness, in general.
The Reality of Using E-Learning Applications and the Readiness of Faculty Members: A Case Study
International Journal of Advanced Research in Computer Science, 2020
E-learning has a significant role in motivating the faculty members in higher education, so the objective of this study is to investigate the real implementation of e-learning tools, and the readiness of faculty to experience e-learning in their educational activities, and how that motivates them. Faculty members of Qassim University (QU), Kingdom of Saudi Arabia (KSA) participating in the research confirmed that elearning is an element that affects their motivation and they have a favourable attitude towards the use of E-learning to enhance the educational activities. A questionnaire was applied to collect data from faculty members questioning the computer knowledge, knowledge of requirements of e-learning, the readiness of faculty members to use e-learning in teaching, and knowledge of e-learning tools that being able to use in teaching. The statistical method including comparing means and Pearson's correlation coefficient used for data analysis. The outcomes of this paper give a view of the real use of e-learning and its tools in normal teaching activities, and explore the readiness towards that. Over 90% of faculty members have the needed equipment, over 70% have the ability to use any LMS to deal with their courses, and over 95% can use good communication tools. Well, that entire represents attitude towards readiness of using e-learning applications based on their high knowledge of needed information and tools, this helps the institute to develop new techniques and methods for educational activities in higher education.