scholarly journals Students e-Learning Access in Select Higher Learning Institutions of Less-Economically Developed South East Asian Nations: Implications for Economics of Education

2021 ◽  
Vol 39 (12) ◽  
Author(s):  
Joel Alanya-Beltran ◽  
Zaituna Khamidullina ◽  
Mohammad Yousef Alsaraireh ◽  
Russell De Sauza ◽  
Vahdet Tarakci ◽  
...  
Keyword(s):  
Virus Disease ◽  
Developed Countries ◽  
Higher Learning ◽  
Self Assessment ◽  
Learner Readiness ◽  
Family Socioeconomic Status ◽  
Electronic Learning ◽  
Factors Affecting ◽  
E Learning ◽  
Learning Institutions

Because of the growing pandemic of Corona Virus Disease-2019, Higher Education Institutions (HEIs) must utilize electronic learning (e-learning). Today's work economy, which is forever in flux because of the creation of new jobs and the continual disappearance of old ones, necessitates an on-the-job shift. Despite HEIs in less-wealthy nations like some countries of Asia being developed countries, in essence, it is much more difficult for students and teachers at these higher learning institutions to deal with the transition to e-learning due to their tight financial restrictions. This study sought to determine whether learners at the start of the COVID-19 Era were ready for e-learning and a connection between demographic variables and readiness for e-learning. A quantitative survey obtained information from 1200 students from elite higher educational institutions in South East Asia. A majority of respondents' scores lacked on the Online Learner Readiness Self-Assessment (OLRS). Inadequate OLRS findings among younger, female, and rural respondents. Factors affecting the success of students on the OLRS were age, sex, family socioeconomic status, and where they lived in the neighborhood. The inferences drawn from the study's findings would serve as an excellent benchmark to improve the delivery of e-learning processes.

Is E-Learning a Pro-Active Response to, or Reaction to, Changes in Educational Policy and Patterns of Educational Demand?

2014 ◽  
pp. 253-267
Author(s):  
Allan M. Lawrence ◽  
Peter J. Short ◽  
Deborah Millar
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
Quality Factors ◽  
Student Work ◽  
Factors Affecting ◽  
Educational Demand ◽  
E Learning ◽  
The Impact

This chapter reviews and investigates the models and acceptability of E-Learning to the emerging students markets for Higher Education Institutions (HEIs) from the More Developed Countries (MDCs) and seeks to evaluate the differing models of delivery from a practical and a socio-economic perspective. The research also investigates the impact of the shifts in population growth and the subsequent impact upon the levels of demand from students in Less Developed Countries (LDCs) for higher education. In addition, the logistical and quality factors affecting E-Learning are evaluated, looking at the aspects of academic rigour, plagiarism, and the methods of managing the originality and authenticity of student work. Similarly, the research looks at the viability of situations where the education provider may never physically meet the students through the exclusive use of VLEs, and the possible credibility issues that this may present to institutional and awarding body reputations.

Self-Assessments in Contemporary Adult E-Learning

2010 ◽  
pp. 557-577
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Adult Learner ◽  
Discovery Learning ◽  
Skills Acquisition ◽  
Design Strategies ◽  
Self Assessment ◽  
Learner Engagement ◽  
Electronic Learning ◽  
E Learning ◽  
Self Assessments ◽  
Actual Learning

With the ever higher costs of human-led instruction, much of adult electronic learning (e-learning) has become automated, independent, dispersed to open-source locales, and open learning. There has been a growing focus on adult learner self-initiative in identifying and pursuing learning opportunities independently. Such discovery learning is not just for practical and informal work but has now reached well into formalized trainings and deeper lifelong learning. This phenomenon has led to a variety of methods for adult learner self-assessment of their own learning—ranging from pre-determined scripted responses to live human feedback to mixed-methods feedback. Feedback loops for learner self-assessment are critical to support learner engagement, actual learning, learner self-efficacy, decision-making, skills acquisition, and human development; these also enhance mutually supportive collaborations and innovations between co-learners; and they enable workplace and higher education credentialing needs. This chapter highlights the importance of self-assessments and learner feedback in e-learning, and proposes some foundational design strategies.

scholarly journals The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

2020 ◽  
Vol 15 (01) ◽  
pp. 140
Author(s):  
Juliana Samuel Kamaghe ◽  
Edith Talina Luhanga ◽  
Michael Kisangiri
Keyword(s):  
Visually Impaired ◽  
Learning Technologies ◽  
Assistive Technologies ◽  
Higher Learning ◽  
Drop Out ◽  
Internet Users ◽  
E Learning ◽  
Visually Impaired Students ◽  
The University ◽  
Learning Institutions

In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning) for students who are visually impaired in Tanzania has become a major bottleneck since most of the e-learning contents assume that learners have sight and thus include a lot of visualizations. This causes visually impaired students in higher learning Institutions (HLIs) to face challenges such as technical knowledge gaps. Lack of skills and inaccessibility of online contents, which then lead to drop out of the university. The aim of this study is to determine the awareness and usage levels of existing mobile assistive technologies for visual impairment, and the remaining challenges that visually impaired students face, when using such tools on smartphones to access m-learning content from HLIs. in Tanzania. The research was conducted an observational and contextual inquiry study at three major HLIs. We found that 67% of respondents did not have knowledge of m-learning assistive technologies, and their technology barriers for visually impaired students. Also, knowledge, accessibility of Assistive technology and affordability can hinder the adoption of m-learning in Higher Learning Institutions

scholarly journals Knowledge Management System Adoption to Improve Decision-Making Process in Higher Learning Institutions in the Developing Countries: A Conceptual Framework

2021 ◽  
Vol 2021 ◽  
pp. 1-15
Author(s):  
Hanan Mohammed Oumran ◽  
Rodziah Binti Atan ◽  
Rozi Nor Haizan Binti Nor ◽  
Salfarina Binti Abdullah ◽  
Muaadh Mukred
Keyword(s):  
Decision Making ◽  
Knowledge Management ◽  
Conceptual Framework ◽  
Management System ◽  
Higher Learning ◽  
Knowledge Management System ◽  
Decision Making Process ◽  
Factors Affecting ◽  
Related Information ◽  
Learning Institutions

Currently, higher learning institutions (HLIs) are facing their most challenging problem in inefficient information management. The knowledge management system (KMS) application calls for providing several benefits to lecturers and students, producing daily information, documenting records for evidence of a transaction, and eventually improving the decision-making process. Knowledge management can be coupled with fuzzy logic to deal with imprecision and uncertainty of data in a KMS. The ICT dynamic development has shifted the HLI operations from manual to electronic-based handling of related information. KMS is one of the systems that are of significant consideration in this regard. Nevertheless, such a system has not been extensively adopted as expected due to users’ rejection of its use. In the present paper, the factors affecting the decision to adopt/reject KMS are highlighted. The study is qualitative and entails a critical review of the related literature concerning the topic, backed by interviews. KMS experts working with highly reputable HLI were interviewed. A total of 11 factors were focused on in light of their effect on the decision to adopt/reject KMS, as argued by the technological adoption theories and literature review. All the factors were validated and placed in ranks by the experts. From the results, a novel conceptual framework of KMS adoption was developed for Libyan HLIs to bring about technology adoption and improved decision-making.

Application of COSO framework in whistle-blowing activities of public higher-learning institutions

2020 ◽  
Vol 62 (2) ◽  
pp. 193-211
Author(s):  
Mohamad Ridhuan Mat Dangi ◽  
Anuar Nawawi ◽  
Ahmad Saiful Azlin Puteh Salin
Keyword(s):  
Internal Control ◽  
Document Analysis ◽  
Internal Controls ◽  
Higher Learning ◽  
Future Research ◽  
Preventive Action ◽  
Self Assessment ◽  
Content Type ◽  
Whistle Blowing ◽  
Learning Institutions

Purpose The purpose of this study is to determine whether higher-learning institutions have sufficient internal controls to manage whistle-blowing or similar means when encountering repetitive complaints requiring similar corrective actions. This study attempts to classify complaints as per categories, criteria and components of the COSO framework using a checklist called self-assessment checklist of internal control kits so that complaint activities can be efficiently and effectively managed. Design/methodology/approach As a case study, one public university in Malaysia was selected, and 740 complaints were examined over a four-year period. Two methods of data collection, namely, document analysis and interviews, were used. Findings This study found no internal controls established to oversee the complaints that were received. Hence, repetitive complaints were received for similar areas and functions over a period. The application of COSO framework on complaints and whistle-blowing activities, however, led to more organised and visible problems; therefore, effective corrective and preventive action may be conducted. Research limitations/implications This study was conducted on only one organisation with several series of interviews and limited period of document analysis because of privacy and confidentiality of the information. Future research should collect and analyze data from a higher number of organisations with more respondents for interviews and a longer period for document analysis to obtain more accurate results. Practical implications This study provides further evidence on the suitability of COSO framework for different types of organisations, either public or private, and has been successfully adopted globally. It is effective not only to manage the operation and financial matters but also to manage complaints and whistle-blowing activities in organisations. Originality/value This study is original because it focuses on the current practices of internal control in government entities, particularly for organisations that operate as higher-learning institutions, which is scarce in the literature. In addition, this study analysed the drawbacks of internal control systems, especially in dealing with whistle-blower reports and complaints by referring to the list of complaints made by their stakeholders.

Postgraduate Degree by Distance Learning

2011 ◽  
pp. 1651-1659
Author(s):  
Tiong Kung-Ming
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Higher Learning ◽  
Degree Programs ◽  
The United Kingdom ◽  
The World ◽  
Learning Programs ◽  
E Learning ◽  
Open And Distance Learning ◽  
Learning Institutions

Distance learning provides a wide opportunity for learners to access postgraduate qualifications. With the establishment of such open and distance learning (ODL) institutions like open universities and e-learning programs by higher learning institutions around the world, more learners are getting into postgraduate degree programs. In the United Kingdom, for example, a group of reputable institutions have established the UKeU (UK e-Universities). This article looks at the types of programs offered (master’s and doctorate) and their characteristics in contrast to traditional on-campus study. We will look into the challenges and issues faced by distance learning postgraduate-degree providers, as well as those faced by the learners. Among the issues are accreditation and recognition, curriculum and assessment, instructional methods, factors influencing learners’ choice of postgraduate programs, and institutional support for learners. Finally, we discuss the effects of postgraduate distance learning programs in the education landscape as a whole.

STRATEGY AS POSITION FOR E-LEARNING IN THE HIGHER LEARNING INSTITUTIONS

2021 ◽  
Author(s):  
Sibongile Ngcapu ◽  
Andile Mji ◽  
Sibongile Simelane-Mnisi
Keyword(s):  
Higher Learning ◽  
E Learning ◽  
Learning Institutions

scholarly journals Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Dalton Hebert Kisanga
Keyword(s):  
Simple Random Sampling ◽  
Higher Learning ◽  
Learning Needs ◽  
Chi Square ◽  
Positive Attitudes ◽  
The Social ◽  
Collection Data ◽  
E Learning ◽  
Teachers Attitudes ◽  
Learning Institutions

<p class="3">This survey research study presents the findings on determinants of teachers’ attitudes towards e-learning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling.  Questionnaires and documentary review were used in data collection. Data were analysed using statistical package for the social sciences (SPSS). Chi-square was performed to examine the association of variables.</p><p class="3">It was found that teachers have positive attitudes towards e-learning where computer exposure played a statistically significant contribution to their attitudes.  It is recommended that training in e-learning needs to be provided to teachers to widen their understanding of e-learning. There is also a need to strengthen factors associated with teachers’ positive attitudes towards e-learning. Results from this study are of particular importance to both teachers and the education stakeholders in Tanzania.</p>

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