Professional Documents
Culture Documents
• To predict and explain E-learning usage in higher educational institutes (HEIs) better, this
research conceptualized E-learning usage as two steps, E-learning uptake and continuance.
The aim was to build a model of effective uptake and continuance of E-learning in HEIs, or
‘EUCH’.
• to understand the current practices of e-learning and investigate the factors that can be used
to harness effective and sustained e-learning.
• The goal of this research was to develop a model for facilitating effective e-learning in
Universities. The aim was to investigate factors necessary for facilitating 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.
• In order to harness the benefits of e-learning, it was necessary to understand the current
practices of e-learning in universities and recommend an appropriate model to help promote
effective e-learning.
• An exploratory study was then conducted using quantitative and qualitative research methods
to explore issues relating to achieving effective e-learning.
• The model is to be used as a tool to inform decisions made by policy makers, Universities
and Governments regarding the implementation and sustained use of e-learning as well as
improve the quality of teachers, research and education in universities.
A sequential exploratory design for the e- learning maturity model in Middle Eastern
countries
• The aim of this thesis is to explore the criteria affecting the introduction of a maturity model
in the deployment of e-learning in Middle Eastern countries. Building on the extant literature
review concerning the identification of critical success factors (CSFs) of e-learning, many
factors (instructor characteristics, information technology infrastructure, and organizational
and technical support) were examined and it was found that there is no complete model for e-
learning. Also, this review concluded that the factors developed need modification to account
for Middle Eastern status. These modifications resulted in the development of an e-learning
maturity model affecting e-learning development in the Middle East.
• The results of this study provide an insight into six important dimensions. First, the results
describe how learners’ perceive e-learning models in higher education institutions and sheds
some light on learner attributes that may be prerequisites for benefiting from and accepting e-
• learning models. Second, they address the issue of higher education institutions’ strategies
for e- learning initiatives. Third, the results describe how learners’ perceive e-learning
features in higher education institutions. Fourth and fifth, they explain the criticality and
importance of the instructor, and student attitudes towards e-learning environments. Sixth,
they assess the effect of e-learning on students.
Faculty Experiences, Perceptions, and the Factors that Influence the Use of E-learning
Technologies in the Classroom
• Several researchers discussed the impact of e-learning technologies on teaching and learning
from the students’ perspective, but few studies addressed the faculty point of view.
• This qualitative study fills this gap by sharing the experiences of faculty members who use
an open-sourced learning management system in their face-to-face courses, their perceptions
of its impact on teaching and learning, and the factors that support or hinder its integration.
• I expect that the findings can inform other faculty members who use or are thinking about
using these technologies, and expand the knowledge base in the field of the application of
online technology in education.
• My objective in this descriptive investigation was to gather first-hand information from
faculty members who use Moodle in their face-to-face courses. I collected this information
through semi-structured interviews of faculty from a small, public university campus in
Puerto Rico, with the goal of answering the following research questions:
o 1. How do faculty members integrate Moodle in their classroom teaching?
o 2. What are faculty’s perceptions of how Moodle might enhance their teaching and
assessment of student learning and facilitate classroom management?
o 3. What internal and external factors are related to faculty’s use of Moodle to
supplement face-to-face teaching?
• The purpose was to better understand the factors that encourage or limit the integration of e-
learning technologies in the classroom. The study findings can help me and others understand
faculty needs better regarding their professional knowledge, skills, and attitudes, and
encourage other faculty members to become effective teachers and learners, in a
technologically based environment.