E-learning describes the use of information communications technology for learning beyond the boundaries of the conventional classroom. The objective of this paper is to determine what are the factors that are significant in explaining intention towards e-learning, particularly e-MBA adoption in Malaysia . Results indicated that trialability and image were significant influencing behavior intention towards e-MBA adoption. (Abstract by authors)

This research aims to investigate primary preservice mathematics teachers’ views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the department of Primary Mathematics Education in Istanbul. Web Pedagogical Content Knowledge scale developed by Lee, Tsai and Chang (2008) and adapted into Turkish by Horzum (2011) was used as the data collection tool. Values of frequency and percentage and Kruskal Wallis test were used in the analysis of the data. Whether preservice teachers’ perceptions towards adequacy levels for web pedagogical content knowledge differ or not was discussed in terms of their views on distance education and their habits of using the Internet and e-mail. (Abstract by author)

The paper discusses a study on the concept and effective e-learning approaches in the teaching and learning of Islamic History and Civilization in the Integrated Curriculum for Secondary School (ICSS), Malaysia. The study involved about fourhundred students from the selected secondary schools in Malaysia. The data werecollected through the questionnaires, observation, and interviews. The study discovered that the e-learning method may provide various opportunities to the students in Malaysia to access the enormous Islamic heritage in the Kingdom of Saudi Arabia. This may enhance their knowledge, understanding of the facts, and appreciation of the revealed artifacts and evidences of the truth of Islam.In fact, the e-learning approach is substantially suitable to be used as instructional instrument in distance education at all levels of education, particularly between Malaysia and the Kingdom of Saudi Arabia and other Muslim countries around the world. (Abstract by authors)

The purpose of this research was to investigate factors that influence the effectiveness of the e-learning system in a higher learning institution. The participants were students randomly selected from diploma and degree programs. The main instrument was a questionnaire that was distributed to the students. The researchers collected 205 completed questionnaires out of a total of 300. Four factors were chosen as independent variables namely: reaction and satisfaction,learning outcome and achievement, familiarity with online learning technology, and participation and interaction. It was found that the effectiveness of the e-learning system was significantly affected by reaction and satisfaction, learning outcome and achievement, and familiarity with online learning technology. The participation and interaction factor had no apparent effect on the effectiveness of the e-learning system. Therefore, it is recommended that higher learning institutions interested in introducing e-learning should focus on students’ reaction and satisfaction towards the system.E-learning should focus on learning outcomes and achievement. It is also recommended that institutions first look into the issue of familiarity with online learning technology among students before introducing the e-learning system so as to determine whether students are comfortable with the online learning tools. (ABSTRACT BY AUTHORS)

The main objective of this study was to identify successful factors in implementing an e-learning program. Existing literature has identified several successful factors in implementing an e-learning program. These factors include program content, web page accessibility, learners’ participation and involvement, web site security and support, institution commitment, interactive learning environment, instructor competency, and presentation and design. All these factors were tested together with other related criteria which are important for e-learning program implementation. The samples were collected based on quantitative methods, specifically, self-administrated questionnaires. All the criteria that were tested to see if they were important in an e-learning program implementation. (ABSTRACT BY AUTHORS)

A blog that discuss all matters on E-learning including web 2.0 , learning innovation, Instructional Design and Learning Management Systems.

his is a study of the influence of social and cultural factors on the adoption of e-learning in higher education in Malaysia, Indonesia, Turkey, Singapore and Australia. Particular attention in each case was given to factors relating to social capital, attitudes and patterns of behavior in leadership, entrepreneurialism, and teaching and to broader sets of attitudes that shape general outlook. A case study approach was chosen in order to enable a richer and more finely grained analysis of the issues. The case studies are based on semi-structured interviews and observations, conducted over several years.

This research shows that previously known factors that affect the adoption of e-learning in higher education, namely policy, guidelines, paradigm shifts and pedagogical change are also significant in the contexts of each of the case studies in this research. However, this research shows that the adoption and uptake of e-learning technologies is also strongly shaped by cultural and social factors but not in ways that might first have been expected. It was not so much that there are specific cultural and social factors relating to specific e-learning technologies. Rather, it is that the degree of uptake of these technologies depends on teachers being encouraged, guided and assisted to innovate and adopt new technology. This can only occur when there is sufficient social capital, mediated through appropriate social networks, to build trust, overcome objections and anxieties and generally motivate staff to engage in challenging, time-consuming initiatives in e-learning that generally do not promise immediate rewards.

Certain culture-based issues emerged as important. These included staff mentoring, clustering through ‘bamboo networking’, trust-building and overcoming fear of ‘losing face’ (kiasu), facilitating women to take the initiative and lead, developing sensitivity to cultural differences, encouraging entrepreneurialism and rewarding pioneering endeavours were present in varying degrees across all five case studies. They were subtle variations on a central theme which was clearly that of the impact of social capital as a driver. It was social capital played out through personal relationships and social networks that most strongly influenced individual teachers and teachers to be sufficiently motivated to add to an already busy schedule by taking on the additional burdens of pioneering e-learning technology and it was those social relationships that provided guidance and ongoing encouragement. As a consequence of these findings, the thesis offers a social capital model of e-learning adoption which suggests that the adoption and uptake of e-learning technologies is strongly shaped by cultural and social factors. (Abstract by author)

Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory. (Abstract by author)

Since e-Learning is one of the Critical Agenda Projects (CAPs) and a National Key Result Area (NKRA) of the Malaysian Ministry of Higher Education (MOHE), a comprehensive study on the implementation of e-Learning in institutions of higher learning (IHLs) was recently conducted and funded by MOHE. This keynote will highlight key findings of this nation-wide study aimed at exploring the status, trends and challenges of e-Learning implementation in Malaysian IHLs. A total of 26 e-Learning administrators, 1,635 lecturers, and 6,301 students from selected Malaysian IHLs were involved as respondents. Data were obtained from the Malaysian IHL e-Learning Questionnaire or MIeLQ (IT Manager) which contains 74 items, the MIeLQ (Instructor) which contains 35 items, and the MIeLQ (Students) which contains 20 items. The main aspects investigated include: (i) policy, ii) governance, iii) Learning Management System (LMS), iv) training, (v) e-Content development, and (vi) integration of e-Learning in teaching and learning. Findings will be presented in terms of a) status, b) trends, and c) challenges of e-Learning implementation in Malaysian IHLs. (Abstract by author)