You are on page 1of 3

eLearning topics



• To predict and explain E-learning usage in higher educational institutes (HEIs) better, this
research conceptualized E-learning usage as two steps, E-learning uptake and continuance.
The aim was to build a model of effective uptake and continuance of E-learning in HEIs, or

A Model to Facilitate Effective E-learning in Technology-Enhanced Learning

Environments within Universities

• to understand the current practices of e-learning and investigate the factors that can be used
to harness effective and sustained e-learning.
• The goal of this research was to develop a model for facilitating effective e-learning in
Universities. The aim was to investigate factors necessary for facilitating effective e-learning.
• The proposed model will act as a benchmarking tool to help university stakeholders
effectively use and sustain e-learning. In other words, the proposed model will be used by
university administrators, lecturers, e-learning practitioners, policy makers and Governments
to help inform their decisions about implementation and sustained use of e-learning.
• In order to harness the benefits of e-learning, it was necessary to understand the current
practices of e-learning in universities and recommend an appropriate model to help promote
effective e-learning.
• An exploratory study was then conducted using quantitative and qualitative research methods
to explore issues relating to achieving effective e-learning.
• The model is to be used as a tool to inform decisions made by policy makers, Universities
and Governments regarding the implementation and sustained use of e-learning as well as
improve the quality of teachers, research and education in universities.


• This study aimed to develop a novel methodology for e-learning space design, by
investigating: the impact of e-learning on facilities and design; the impact of e-learning on
the design of future spaces; the impact of blended learning on space design; designing for the
learn anytime, anywhere paradigm; security issues of e-learning and e-learning space design,
the levels of design risk in an e-learning infrastructure and inclusive design issues.

A sequential exploratory design for the e- learning maturity model in Middle Eastern
• The aim of this thesis is to explore the criteria affecting the introduction of a maturity model
in the deployment of e-learning in Middle Eastern countries. Building on the extant literature
review concerning the identification of critical success factors (CSFs) of e-learning, many
factors (instructor characteristics, information technology infrastructure, and organizational
and technical support) were examined and it was found that there is no complete model for e-
learning. Also, this review concluded that the factors developed need modification to account
for Middle Eastern status. These modifications resulted in the development of an e-learning
maturity model affecting e-learning development in the Middle East.
• The results of this study provide an insight into six important dimensions. First, the results
describe how learners’ perceive e-learning models in higher education institutions and sheds
some light on learner attributes that may be prerequisites for benefiting from and accepting e-
• learning models. Second, they address the issue of higher education institutions’ strategies
for e- learning initiatives. Third, the results describe how learners’ perceive e-learning
features in higher education institutions. Fourth and fifth, they explain the criticality and
importance of the instructor, and student attitudes towards e-learning environments. Sixth,
they assess the effect of e-learning on students.


• This study was designed to investigate the perspectives of community college faculty
teaching online. Using survey methods, data was collected from 13 faculty members who
taught the same subject matter face-to-face and online. Results of the study demonstrated that
the majority of the community college faculty who taught through both methods preferred
the face-to-face delivery of the material. For school administrators and faculty considering
transferring material to online instruction, consideration should be given to faculty
• The purpose of this research was twofold: first, was to describe teachers' perceptions of what
face-to-face teaching techniques transfer directly to the online environment and second, what
changes in pedagogy are necessary to affect a successful transformation from face-to-face to
online delivery?

Factors Influencing the Adoption of Learning Management Systems by Medical Faculty

• Despite recommendations by the Association of American Medical Colleges regarding
the adoption of technology in medical universities, faculty are still reluctant to adopt new
learning technologies. The purpose of this qualitative interview study was to determine the
factors existing in the adoption of learning management technology among late adopters
within the faculty of colleges labeled as comprehensive academic medical centers.
• Using the Everett Rogers diffusion of innovations theory as its framework, this study sought
to ascertain the factors late adopters identify as preventing them from adopting technology
and to determine what measures they suggest to increase technology adoption among their
• Therefore, the purpose of this qualitative interview study is to determine factors that prevent
the adoption of learning management technology among late adopters within the faculty in
colleges labeled as comprehensive academic medical centers.
• RQ1: What factors do late adopters identify as preventing them from adopting technology in
a comprehensive academic medical center?
• RQ2: What measures do late adopters suggest to increase technology adoption among faculty
in a comprehensive academic medical center?

Faculty Experiences, Perceptions, and the Factors that Influence the Use of E-learning
Technologies in the Classroom
• Several researchers discussed the impact of e-learning technologies on teaching and learning
from the students’ perspective, but few studies addressed the faculty point of view.
• This qualitative study fills this gap by sharing the experiences of faculty members who use
an open-sourced learning management system in their face-to-face courses, their perceptions
of its impact on teaching and learning, and the factors that support or hinder its integration.
• I expect that the findings can inform other faculty members who use or are thinking about
using these technologies, and expand the knowledge base in the field of the application of
online technology in education.
• My objective in this descriptive investigation was to gather first-hand information from
faculty members who use Moodle in their face-to-face courses. I collected this information
through semi-structured interviews of faculty from a small, public university campus in
Puerto Rico, with the goal of answering the following research questions:
o 1. How do faculty members integrate Moodle in their classroom teaching?
o 2. What are faculty’s perceptions of how Moodle might enhance their teaching and
assessment of student learning and facilitate classroom management?
o 3. What internal and external factors are related to faculty’s use of Moodle to
supplement face-to-face teaching?
• The purpose was to better understand the factors that encourage or limit the integration of e-
learning technologies in the classroom. The study findings can help me and others understand
faculty needs better regarding their professional knowledge, skills, and attitudes, and
encourage other faculty members to become effective teachers and learners, in a
technologically based environment.