A Comparative Evaluation of E-Learning Adoption in Private and Public Higher Education Institutions

2017 ◽  
pp. 145-168
Author(s):  
Mpe Paulo Mwamahusi ◽  
Titus Tossy
Keyword(s):  
Higher Education ◽  
Strategic Change ◽  
Higher Education Institutions ◽  
Electrical Power ◽  
Factors Affecting ◽  
Empirical Survey ◽  
Management Plans ◽  
Private And Public ◽  
E Learning ◽  
The Government

This paper examines e-learning adoption in Higher Education Institutions (HEIs). The paper examines whether there is a difference between the Private and public HEIs e-learning adoption. The rationale for the examination stands from the fact that scholars are of option that there is different between private and public HEIs e-learning adoption. From an empirical survey conducted in Tanzania, this paper evaluates both staffs and students on the current situations, factors affecting, similarities and differences of e-learning adoption between private and public HEIs. The research reveals that, despite of the government efforts to support e-learning initiative by introducing national ICT polices to boost the level of adoption; very few private HEIs have adopted e-learning compared to public HEIs. The limited initial investment, lack of expertize, lack of guaranteed electrical power, poor strategic change management plans, and lack of innovative ideas are the barriers to e-learning adoption.

A Comparative Evaluation of E-Learning Adoption in Private and Public Higher Education Institutions

2017 ◽  
pp. 805-828
Author(s):  
Mpe Paulo Mwamahusi ◽  
Titus Tossy
Keyword(s):  
Higher Education ◽  
Strategic Change ◽  
Higher Education Institutions ◽  
Electrical Power ◽  
Factors Affecting ◽  
Empirical Survey ◽  
Management Plans ◽  
Private And Public ◽  
E Learning ◽  
The Government

This paper examines e-learning adoption in Higher Education Institutions (HEIs). The paper examines whether there is a difference between the Private and public HEIs e-learning adoption. The rationale for the examination stands from the fact that scholars are of option that there is different between private and public HEIs e-learning adoption. From an empirical survey conducted in Tanzania, this paper evaluates both staffs and students on the current situations, factors affecting, similarities and differences of e-learning adoption between private and public HEIs. The research reveals that, despite of the government efforts to support e-learning initiative by introducing national ICT polices to boost the level of adoption; very few private HEIs have adopted e-learning compared to public HEIs. The limited initial investment, lack of expertize, lack of guaranteed electrical power, poor strategic change management plans, and lack of innovative ideas are the barriers to e-learning adoption.

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.

Factors Affecting Successful Adoption and Adaption of E-Learning Strategies

2021 ◽  
pp. 19-35
Author(s):  
Enis Elezi ◽  
Christopher Bamber
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Action Learning ◽  
Independent Learning ◽  
Factors Affecting ◽  
E Learning ◽  
The Impact

This chapter explores factors affecting the development of e-learning strategies in the context of higher education institutions. The authors focus on understanding the impact of e-learning on pedagogical approaches to teaching and learning and elaborate on the challenges higher education institutions experience in implementing e-learning strategies. A combination of synchronous and asynchronous delivery allows educational establishments to not only offer a service that is good value for money but promotes action learning, and encourages ownership, independent learning, and creative thinking. This work proposes social networking scaffolding for asynchronous and synchronous e-learning, where the learner is at the centre of a social network system. Furthermore, the chapter provides guidance to higher education governors, leaders, and e-learning technicians in developing and implementing e-learning strategies.

scholarly journals Managing Safety in Higher Education Institutions: A Case in the Philippines

2019 ◽  
Vol 8 (2S11) ◽  
pp. 2805-2814
Keyword(s):  
Higher Education ◽  
Disaster Preparedness ◽  
Management Practices ◽  
Safety Management ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Higher Education Institution ◽  
Safety Standards ◽  
Management Plans ◽  
Private And Public

Higher Education Institutions (HEI's) are often regarded as sanctuaries, protected environments where young people explore great ideas in a collegial atmosphere and make lifelong friendships and learnings. The change in mind-set necessary to achieve the mission-vision of any academic institution is a sustained, long-term effort to transform education at all levels. The higher education institution in the Region IVA is composed of two type; the private and public institution. Majority of higher education in Region IVA are private proprietary educational institutions operating from 11-20 years of service with 11-20 academic programs with below 200 employees and students’ population ranging from 1,000 - 8,000. Safety Management Plans are currently used by higher education institution in Region IVA. Among the 18 identified safety management plans, safety training for employees and students are most frequently used. The safety management practices identified and applicable to higher education institution were academic laboratory activities, physical plant, disaster preparedness, and environmental hazards. Based on the findings, all areas where classified with a verbal description of good. This means that higher education instiutions in Region IVA are 60-80 percent compliant to safety standards. This research also reveals that using T-Test that there are significant differences between private and public higher education institutions Region IVA in the their current safety management practices in terms of academic laboratory activities, physical plant and disaster preparedness, and environmental hazards. Moreover, among the identified profile of higher education institution, using spearman's rank-order correlation, the type of institution, number of programs, and number employees are the identified variables with significant relationship with the safety management practices. The proposed academic safety standards will address and bridge the gap of higher education institution in aligning the requirements and support the continuous development in sustaining a safety environment in achieving the mission-vision of higher education institution towards quality education

scholarly journals Factors Affecting e-Learning Acceptance among Students: The Moderating Effect of Self-efficacy

2022 ◽  
Vol 12 (2) ◽  
pp. 116-122
Author(s):  
Muhammad Safuan Abdul Latip ◽  
◽  
Masliana Tamrin ◽  
Ismayaza Noh ◽  
Faizatul Akmal Rahim ◽  
...  
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Social Influence ◽  
Self Efficacy ◽  
Structural Equation ◽  
Higher Education Institutions ◽  
Moderating Effect ◽  
Factors Affecting ◽  
Performance Expectancy ◽  
E Learning

This paper aims to investigate e-learning acceptance in Malaysian higher education institutions and the moderating effect of self-efficacy. This study is crucial as online and distance learning have grown in all education sectors due to the COVID-19 pandemic. A valid sample of 414 survey responses from active students currently enrolled in undergraduate and postgraduate levels in Malaysian higher education institutions was collected for data analysis. Structural Equation Modelling (SEM) was employed in the data analysis. Results indicate that all four exogenous variables (performance expectancy, social influence, perceived enjoyment, and self-efficacy) significantly affect students’ acceptance towards e-learning. However, only performance expectancy and social influence are moderated by self-efficacy towards acceptance of e-learning, as self-efficacy does significantly strengthen the relationship of performance expectancy and social influence towards e-learning acceptance. The findings may serve as a reference point for future studies in response to changing the learning method preferences and technological advancements.

Internet-based Online Higher Education in Nepal Amidst COVID-19

2020 ◽  
Author(s):  
Ashis Acharya ◽  
Nabaraj Poudyal ◽  
Ganesh Lamichhane ◽  
Babita Aryal ◽  
Bibek Raj Bhattarai ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Life ◽  
The Internet ◽  
Online Classes ◽  
Traditional Concept ◽  
Digital Platforms ◽  
Factors Affecting ◽  
Online Higher Education ◽  
Alternative Means ◽  
The Government

The COVID-19 global pandemic has affected all aspects of human life, with education, not an exception. In an attempt to stop the SARS-CoV-2 spreading like wildfire, the Government of Nepal has implemented nationwide lockdowns since March 24, 2020, that have enforced schools and universities to shut down. As a consequence, more than four hundred thousand students of various levels in higher education institutions (HEIs) are in a dilemma about restoring the situation. Several HEIs, nationwide, have leaped forward from the traditional concept of learning—limited within the boundary of the classroom—to choosing digital platforms as an alternative means of teaching because of the pandemic. For this research, the descriptive and inferential analysis was carried out to investigate the effects and challenges of learning via digital platforms during this pandemic. Data were collected from students and faculty at various levels of higher education and analyzed statistically with different factors using t-test and ANOVA, and variables were found to be approximately normally distributed. The study revealed that 70% of the respondents had access to the Internet, but 36% of the Internet accessed did not continue online classes due to unexpected disturbance in Internet and electrical connectivity. Likewise, 65% of students did not feel comfortable with online classes, and among attendees of online classes, 78% of students want to meet the instructor for a better understanding of course matters. According to the analytic hierarchy process (AHP) model, three factors, such as institutional policy, internet access, and poverty, are found to be significant factors affecting the online higher education systems in Nepal. On the brighter side, this outbreak has brought ample opportunities to reform the conventional teaching-learning paradigm in Nepal.

E-learning perspectives in higher education institutions

2021 ◽  
Vol 166 ◽  
pp. 120618
Author(s):  
Violeta MILIĆEVIĆ ◽  
Nebojša DENIĆ ◽  
Zoran MILIĆEVIĆ ◽  
Ljiljana ARSIĆ ◽  
Milica SPASIĆ-STOJKOVIĆ ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
E Learning

scholarly journals Internal Corporate Responsibility as a Legitimacy Strategy for Branding and Employee Retention: A Perspective of Higher Education Institutions

2021 ◽  
Vol 7 (1) ◽  
pp. 52
Author(s):  
Amir Ikram ◽  
Muhammad Fiaz ◽  
Asif Mahmood ◽  
Ayyaz Ahmad ◽  
Rafiya Ashfaq
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Employee Retention ◽  
Higher Education Institutions ◽  
Equation Modeling ◽  
Organizational System ◽  
Internal Branding ◽  
Private And Public ◽  
Corporate Social ◽  
The City

Branding activities provide space to create internal culture, processes and a kind of organizational system which allows employees to use their abilities to their maximum. Internal corporate social responsibility (CSR) activities of an organization increase employee commitment, which ultimately enhances employee retention. There is a need to explore internal branding in relation to internal CSR for the sake of managing employee retention. Therefore, the study empirically examines the underlying associations among internal branding, employee retention and internal CSR. The data are collected from higher education institutions operating in the city of Lahore, Pakistan. The sample size was 377 faculties belonging to both private and public sector higher education institutions. The analysis is based on variance-based structural equation modeling (PLS-SEM). The findings reveal that the internal branding practices have a significant impact on employee’s intention to stay within the organization, and intrasample analysis suggests few comprehensible variations with respect to private and public academic institutions. The research article also provides insights to faculty, academic entrepreneurs and marketers, especially those belonging to developing countries and facing issues of branding and employee retention.

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