ESS Open Day: Highfield House Hotel
Electronics and Software Systems Conference
16th June 2014
A Model to Facilitate Effective Blended
E-learning within Universities in
Developing Countries
B. Aguti, R. J. Walters, G. B. Wills
Electronics and Computer Science, University of Southampton, Southampton, SO17 1BJ, UK
Corresponding author: ba3g11@ecs.soton.ac.uk
Outline
• Introduction: Motivation
• Blended E-learning Definition
• Challenges with Blended E-learning
• Benefits of Blended E-learning
• Is Effective Blended E-learning Possible?
• Evaluation of E-learning in Universities
• Proposed model for facilitating Effective Blended
E-learning within Universities in developing countries
• Conclusion and Future work
Introduction
Motivation:
“We all know what e-learning is about! Right! My research is about how
to facilitate sustained use of e-learning technologies within Universities in
developing countries.”
•My research study basically seeks to evaluate the factors that impact on the
effectiveness of blended e-learning within Universities in developing
countries.
•The goal is to develop a model for facilitating effective use of blended
e-learning within Universities; encompassing a well-balanced mix of
effective pedagogy in e-learning course design, e-learning readiness and
quality e-learning systems.
Blended E-learning Definition
• A combination of improved course delivery strategies,
face-to-face classroom teaching with live e-learning,
self-paced e-learning facilitated by VLEs (Sharpe et al.
2006)
• A mix of media and tools used in an e-learning
environment.
• A combination of pedagogic approaches, irrespective of
learning technology used (Driscoll, 2002)
Challenges and drivers for using
blended e-learning in Universities
• Running programmes in multiple campuses in the
country,
• Inadequate ICT skills amongst the staff and students;
• Timidity in embracing new technologies for teaching
and learning;
• High population of students vis-a-vis limited lecture
capacity,
• Lack of enthusiasm to sustain the use of e-learning.
Benefits of Blended E-learning
• Effective pedagogy facilitates active student-centred
learning,
• Facilitates collaborative, interactive learning and
discussions amongst students and lecturers regardless
of the location, through web 2.0 technologies,
• Easy and quick access to learning resources and content
available via VLEs,
• Cost effective for distance and virtual learners,
• Diversity of virtual learning audiences attracted by
institutions
Is Effective Blended E-learning
Possible?
• Establish the drivers and effects of blended e-learning
within Universities,
• Perform a factor analysis to establish the actual factors
that influence the effectiveness of blended e-learning,
• Generate a structural equation model to establish the
factors and their strengths towards achieving effective
blended e-learning.
• The proposed model indicates the major constructs that
are necessary for promoting blended e-learning.
Proposed model for Effective Blended E-learning
Dimensions for Effective Blended
E-learning
• The aim of the proposed model is to aid understanding
of factors influencing the effectiveness of blended
e-learning and measure the level of effectiveness of
blended e-learning in Universities.
• The relationship between the dimensions, components
are illustrated in the model. A total of 67 items, 23
items for Course Module Design Strategies dimension,
24 items for E-learning Readiness dimension, 15 items
for Quality E-learning Systems dimension, and 7 items
for Effective Blended E-learning were formulated.
Dimensions for Effective Blended
E-learning
• E-learning Course Delivery Strategies
•
•
•
•
Course module layout,
Course module evaluation,
Student assessment,
Course module planning,
• E-learning Readiness
•
•
•
Institutional Policies
E-learning culture
E-learning costs
Dimensions for Effective Blended
E-learning
• E-learning Readiness
•
•
E-learning Infrastructure,
E-learning support
•
•
Learning management systems
Student learning management
• Quality E-learning system
Dimensions for Effective Blended
E-learning
• Effective Blended E-learning
•
•
•
•
•
•
•
Impact on E-learning readiness, quality of e-learning
systems, e-learning course module delivery strategies
Student retention,
Cost effectiveness,
Performance od quality of teachers,
Academic achievement,
Graduation of student
Improvement in research and education
Conclusion and Future Work
•
The main challenge for HEIs is to find a model to used
to facilitate effective blended e-learning within
Universities.
•
SEM will be performed to establish factors which
effect on blended e-learning within Universities.
•
The developed model will act as a benchmarking tool
to be used to conduct to inform University
administrators, lecturers, e-learning experts, policy
makers and Government during their decision making
processes regarding blended e-learning.