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CTDPS601 GroupI
Chapter I: Introduction
1.1 Background of the Study
1.2
1 2 Statement
St t
t off the
th Problem
P bl
1.3 Objective of the Research
1.4 Scope, Justification and
Significance of the Research
1.5 Limitation of the Study
1 6 Key
1.6
K Terminologies
T
i l i
CTDPS601 GroupI
y
y
y
y
cost of education,
education
improving the quality of education and,
expanding and widening access to education
y e-Learning in HEI
y create,
create foster
foster, deliver
deliver, and facilitate
Background
y Pedagogical benefits of e-learning
CTDPS601 GroupI
Background .
y
Learners
Governing
body
Infrastructure
CTDPS601 GroupI
Faculty
elearning
Management
Background
y Learners Readiness Parameters
y
y
y
y
y
y
Dedication
and
D di ti
d Discipline
Di i li for
f self
lf
learning
Learning preference
Committed study habit
Awareness and ICT Skills
Positive perception and attitude towards
e-learning
g
Access to e-learning resources and
facilities
CTDPS601 GroupI
Widely
applicable
li bl
Partofthe
curriculumto
deliver
contents
elearningand
itstrendinHE
CTDPS601 GroupI
TheParadox
inAAU
Overwhelmin
gincreasein
thenumberof
d
students
Expectations
Highlyrelyon
g y
y
classroombased
instruction
Alternative
learning
methodologiesto
g
meetthe
expectations
TheGap
Whatneedsto
bedone?
Checkif
thereisa
conducive
environment
forelearning
Objectives
y The research answers to the question
y To
To what extent undergraduate students of
CTDPS601 GroupI
campus
y Quality of education the impact of ICT on
teaching-learning process
y Beneficiaries
y AAU and its management
y Learners and Faculty
y Researchers
CTDPS601 GroupI
g
learning
y Unwillingness of the instructors
y No prior studies on e-learning
CTDPS601 GroupI
Key Terminologies
y e-Learning
y Information and Communication
Technology
y Readiness
CTDPS601 GroupI
teaching-learning process
y Who are responsible for e-learning in HEI
y What affects the implementation of el
learning
i
y Assessing the existence of conducive
situation
it ti
ffor successful
f l e-learning
l
i
deployment
CTDPS601 GroupI
CTDPS601 GroupI
CTDPS601 GroupI
Research Design
g and Methodology
gy
y Quantitative research design
y Cross-sectionall survey
y Descriptive
p
and analytical
y
approach
pp
y Target population of the study-
CTDPS601 GroupI
Source of Data
y Primary and secondary sources of
y
y
y
y
information
Undergraduate students
Instructors
Direct Observation
Published and unpublished-secondary
unpublished secondary
sources of information including books,
journals and research papers
CTDPS601 GroupI
CTDPS601 GroupI
Sampling Techniques
y Simple random sampling based on
availability
y 66 undergraduate students for questionnaire
(50% male
a e 50% female
e ae)
y 20 undergraduate students for observation
y 4 instructor purposefully selected for
interview
CTDPS601 GroupI
y
y
y
CTDPS601 GroupI
e
learning readiness scoring standard
e-learning
Above91%
SuitableforElearningwithnoandlittleintervention
Students'readinessforelearningishigh
71% 90%
Moderatly suitableforElearningwiththeimprovementof
somecomponent
Students'readinessforelearningisaverage
51% 70%
Notsuitableforelearning.
Majorty ofelearningcomponentshouldbeimproved
Studentsreadinessforelearningisfair
Below50%
CTDPS601 GroupI
Dramaticandoverhoul interventionisrequared
Students'perceptionandreadinessonElearningisnegative
Research Procedure
CTDPS601 GroupI
CTDPS601 GroupI
DemographyofResearchSample
ByFacilityandYear
Faculty
Class level
Total
First year
Second year
13
10
Social Sciences
17
16
Total
29
19
12
60
thesampleiscomprisesof48.33%,31.66%and20%fromfirst
,secondandthirdyearstudentsrespectively.
CTDPS601 GroupI
DemographyofResearchSample
ByGenderandFacility
17
18
16
12
9
10
5
Education and
Behavioural studies
10
10
8
8
4
16
13
14
3
1
Humanities,language
studies,.journalism
and communication
Buisness and
economics
0
Female
Social Science
Male
TOTAL
55
55%wasmale,whilsttheremaining45%
g 45
comprisedofmalerespondents
CTDPS601 GroupI
Self Directedness
y 71% positive
i i ((as strongly
l agree and
d agree),) and
d their
h i
LearningPreference
y overall rating
g of this p
parameter is positively
p
y rated just
j
above average
g
CTDPS601 GroupI
StudyHabit
50% participants
ti i
t iindicated
di t d a positive
iti
y for planning in advance and tracking assignments and tasks are
way below the midpoint i.e. 31.7% and 35% respectively
y more than 85% of the students manifested a positive indicator
to working(studying) in distractive area effectively
CTDPS601 GroupI
AwarenessandSkills
all
ll the
h elements.
l
y skills on searching the internet, installing and configuring
computer software, and know-how on e-learning) graded
b l
below
average ii.e. 28%, 31.7
1 % and
d 31.7%
1
respectively.
i l
CTDPS601 GroupI
PerceptionandAttitude
ComparativeAnalysis(M&F)
AggregateAnalysis
HarrisburgUniversityStandard
CTDPS601 GroupI
CTDPS601 GroupI
Major Findings
y e-learning readiness is rated below average where three
CTDPS601 GroupI
Conclusion
y There is no suitable e-learning readiness where
CTDPS601 GroupI
Recommendations
y Develop and implement e-learning policy
CTDPS601 GroupI
Recommendations
y Involve instructors of undergraduate
openly
l brainstorm
b i t
on e-learning
l
i
y Conduct further e-learning related researches
to get a deeper
d
understanding
d
di
CTDPS601 GroupI
Lessons Learnt
g by
y doing
g
y Learning
y Learning
g from others
y Exploring other researchable areas
y Working as a team
CTDPS601 GroupI
Q & A Time
CTDPS601 GroupI