Driving e-learning towards ubiquitous e-learning
This paper reports the findings of a study that examined learners’ beliefs and actual usage of e-learning in an open and distance learning (ODL) environment. The constructs used include perceived usefulness, perceived ease of use, computer self-efficacy and anxiety. The study was based on 438 usab...
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| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Published: |
2011
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| Subjects: | |
| Online Access: | http://library.oum.edu.my/repository/680/1/Driving_e-learning_mansor.pdf http://library.oum.edu.my/repository/680/ |
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| Institution: | Open University Malaysia |
| Summary: | This paper reports the findings of a study that examined learners’ beliefs and actual usage of e-learning in an open
and distance learning (ODL) environment. The constructs used include perceived usefulness, perceived ease of use,
computer self-efficacy and anxiety. The study was based on 438 usable questionnaires completed by a random
sample of learners from the Open University Malaysia (OUM). It was found that the learners were generally
receptive towards e-learning, evidenced by their low computer anxiety and positive perceptions for perceived
usefulness, perceived ease of use, computer self-efficacy and attitude towards e-learning. Learners also reported a
reasonably high usage of various devices such as laptops, mobile phones, MP3/MP4 players and tablet computers
for downloading study materials such as HTML modules, iLectures and iRadio learning segments. Through a series
of regression analysis, the study found that learners’ perceived usefulness and ease of use, computer self-efficacy
and anxiety had an impact on attitude towards e-learning. With regards to usage of e-learning, only perceived
usefulness was found to be a significant factor. Learners also indicated that the top five most serious barriers to elearning
were (i) technological and academic support, (ii) demand for time and effort , (iii) interface, navigation
and platform problems, (iv) awareness of availability of the e-learning materials and (v) costs of devices and
Internet access. In its drive to move the present e-learning to ubiquitous e-learning, among others, OUM will have
to focus its efforts in reducing the impacts of these barriers and to improve further the usefulness of e-learning
materials and technology. (Abstract by authors) |
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