Negotiating the path from curriculum design to e-learning course delivery: a study of critical success factors for instructional systems design (original) (raw)
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In the growing world, new inventions and technologies are being introduced which has also brought great transformation in the life style of the people. The new inventions and technologies also has eased many people's life especially E-learning has brought them to the main stream in practicing of educating students, training workforce and sharing knowledge. Teaching is complex and demanding work that requires highly specialized skills and knowledge to impact significantly on student learning. An important goal of e-learning systems is to deliver instructions that can produce equal or better outcomes than face-to-face learning systems. To achieve the goal, an increasing number of empirical studies have been conducted over the past decades to address the issue of what antecedent variables affect students' satisfaction and learning outcomes and to examine potential predictors of e-learning outcomes. A primary theme of e-learning systems research has been empirical studies of the effects of information technology, instructional strategies, and psychological processes of students and instructors on the student satisfaction. This paper presents the success factor of e-learning and their effectiveness. I describe an approach to e-learning interface design that focuses on the goals, audience, and learning, and explore examples that demonstrate the success of this effective pedagogy for e-learning.
Critical Success Factors in E-Learning – a Case Study
e-Bangi, 2021
With the development of the Internet and Information, Communication Technology (ICT), many educational institutions offer a blended education in which students learn via electronic and online media as well as traditional face-to-face teaching. However, the Covid-19 pandemic has made online education or e-learning compulsory in almost all educational institutions globally. This research has been designed to indicate the critical success factors (CSF) for elearning. This case study focused on an in-depth probing from students' perspectives on the factors that affect the success of the course in a semester. It involved an IT course for undergraduates involving a 14-week learning about the theory and practical aspects of basic ICT skills. The researchers collected the data using a mixed-method approach via selfconstructed questionnaire and semi-structured interview evaluating the students' perspectives on their learning preference, participation and understanding in the course and the instructor's technological skills, pedagogical strategies and subject competency in conducting the course. In the findings, the students have shown high agreement in persisting to learn despite Internet interruption or problems. The students have also agreed that they interacted with other students after class time and were able to use their prior knowledge and applied the knowledge learnt from the course to other courses. Other findings included good pedagogical and technological skills demonstrated by the lecturer. The study has contributed to the theoretical aspect of Instructional Design for online learning which anticipates CSF.
Critical issues for e-learning delivery: what may seem obvious is not always put into practice
Journal of Computer Assisted Learning, 2008
The successful adoption of information and communication technology to enhance learning can be very challenging, requiring a complex blend of technological, pedagogical and organizational components, which may at times require the resolution of contradictory demands and conflicting needs. The research reported in this paper investigated and analysed critical success factors (CSFs) that are required to deliver e-learning within higher education (HE) courses and programmes. The research design adopted a critical research approach, instantiated by focus group discussions with e-learning experts drawn from administrative, educational, technology and research domains. The findings revealed that staffing issues, pedagogically sound delivery models and training of both tutors and students cannot be treated as trivial issues and are critical to the success of e-learning. Furthermore, this research also shows that there is a strong relationship between these factors and inspirational institutional leadership. The findings also suggest that in order to assure the success of e-learning, this leadership should guarantee the presence of institutional enablers. It is hoped that the CSFs, described and discussed in depth in this paper, will provide a suitable theoretical foundation to underpin the successful delivery of e-learning within HE.
Curriculum Development for E-Learning: A Conceptual Framework
Problems of Education in the 21st Century, 2012
The aim of this paper is to develop a conceptual framework for curriculum for e-learning. The conducted he conducted research is �ased on two dialecticall�� intertwined pillars. The theoretical pillar consists of the rich critical �ased on two dialecticall�� intertwined pillars. The theoretical pillar consists of the rich critical rich critical tradition of inquir�� into the relationships �etween technologies and human �eings in wide social conte�ts the relationships �etween technologies and human �eings in wide social conte�ts from Frankfurt School onwards. The practical pillar consists of Dahl�erg's main strands of Internet research-Uses Determination, Technological Determination and Social Determination (2004). Blending the theoretical and the practical pillar, it is shown that the discipline of e-learning consists of Ha�ermas's three main spheres of human interests, t��pes of knowledge and research methods-the technical, the t��pes of knowledge and research methods-the technical, the-the technical, the the technical, the practical, and the emancipator�� (Tinning, 1992). The conducted research does not include e�plorations research does not include e�plorations of epistemological �asis for com�ining various theoretical frameworks and research methodologies. For this reason, its results cannot �e applied to scientific research without further ela�oration. In order to e�pose students and practitioners to the true structure of the discipline of e-learning, however, results of this research can �e confidentl�� applied in practical fields from curriculum development to polic�� making.
Building on solid foundations: establishing criteria for e-learning development
Journal of Further and Higher Education, 2003
In recent years, advances in technology and changes in the market place for education and learning have resulted in a rapid growth of interest in e-learning. Early experiments in the area have indicated that e-learning may not be the apparent panacea to issues of cost effectiveness and widening participation that was initially mooted. Undoubtedly, e-learning provides the opportunity for wider access to learning at all levels, however, such promise is not always fulfilled. E-learning is often construed as simply putting existing teaching materials 'on the Web'. A shift towards learning-oriented developments requires a major paradigm shift for learning providers, both at the institutional and individual level. Institutions need to be aware of the commitment required to make e-learning effective, while individuals need to accommodate a shift towards greater learner control and responsiveness to the flexibility requirements. Many of the issues surrounding the effectiveness of e-learning initiatives stem from inadequate consideration of whether e-learning is an appropriate solution to a learning need and insufficient consideration of the design and implementation of the resulting product. This paper proposes a set of criteria for those new to e-learning design to consider when exploring whether and how to implement e-learning. These criteria relate to the appropriateness of an e-learning strategy, the interaction between the proposed market and the design of an e-learning product, the nature of student-faculty interaction within the e-learning environment and issues of evaluation. The relationships between these criteria at a generic level are outlined and guiding principles for the development of e-learning proposed.
Critical Success Factor in E-Learning: An examination of Technology and
E-learning is one of the recent trend and major technological advancement in Information technology, reshaping the mode of delivery of education in Universities. In light of this, the Universities have to take advantage of using e-learning to deliver education to students. A lot of factors must be put into consideration for any universities that need to venture into e-learning based courses. This paper is intended to examine the e-learning critical success factors (CSFs) as perceived by students. In this study, two main factors related to the e-learning CSFs within a university environment including technological and student factors were examined. The factors were tested by surveying 450 undergraduate students at the Universiti Teknologi Malaysia. The results revealed that internet browsing speed and instructor participation in discussion groups are most critical factors for e-learning.
Critical Success Factors of E-Learning Systems: A Quality Perspective
E-learning is becoming mainstream and novel driving force for the learning and training. Industry and educational institutions are investing heavily in this electronic mode of training and education because of its accessibility, ease of training, up-to-the-minute learning, effectiveness of cost and flexibility. Besides its advantages, low level of uptake in this mode of learning is perceived due to lower quality of these systems. Therefore, this work intends to gather the proposed Critical Success Factors (CSFs) from state-of-the-art literature regardless of the dimension and/or perspective in which these CSFs have been proposed. Moreover, this study scrutinizes the coverage and effect of CSFs on the quality of e-learning systems according to their severity and importance for higher education institutions. Intensive literature review has been done for identification and collection of CSFs regardless of their perspective. Empirical investigations were conducted to extract the CSFs influencing quality of e-learning systems. Cronbach's Alpha and factor analysis method has been utilized to ensure the reliability and ranking the identified factors.
A Framework of critical success factors affecting e-learning development
The American Universirty in Cairo 6th Conference on “e-Learning Applications” (January10 - 12, 2009) "Explore, Share and Stimulate Research in e-Learning Applications", 2009
This paper presents a derivative framework of factors that affect the development of e-leaning. It includes a review of a number of international literature resources from different countries concerned with e-learning development. The review informed that there are five main categories of factors that occurred in most of the literature resources reviewed. These five categories were deemed critical by the authors to the successful adoption and implementation of e-learning. These five categories of factors informed the construction of a framework of main factors affecting e-learning development.
E-learning critical success factors: an exploratory investigation of student perceptions
International Journal of Technology Marketing, 2007
Information Technology (IT) and intense competition are reshaping universities worldwide. Universities have begun to utilise and integrate IT in teaching and learning in order to meet the instructors' and students' needs. E-learning, one of the tools that have emerged from IT, has been integrated into many university programmes. There are several factors that need to be considered while developing or implementing university curriculums that offer e-learning-based courses. Since e-learning is a relatively new learning technology, this paper is intended to identify and measure its Critical Success Factors (CSFs) from student perceptions. In line with the literature, four CSFs were identified and measured, namely, instructor characteristics, student characteristics, technology infrastructure and university support. Student attitude towards using e-learning was empirically tested. A sample of 37 class sections with 538 responses was used to validate the proposed e-learning CSFs. The results revealed that students perceived instructor characteristics as the most critical factor in e-learning success, followed by IT infrastructure and university support. The student characteristics factor was perceived as the least critical factor to the success of e-learning.