E-learning challenges and perspectives

Pedagogy- CTPD-601

e-learning Challenges and

Perspectives: (The case of Addis Ababa
University undergraduate students)

June, 2013

Submitted to
Demis Zergaw (PhD)
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E-learning challenges and perspectives

Table of Content
I.

Introduction ........................................................................................................3

1.1

Overview: e-Learning in Higher Education...........................................3

1.2

Statement of the problem...............................................................6

1.3

Objective................................................................................ 7

1.4

Scope, Justification and Significance of the Research..................................8

1.5

Limitation of the Study.................................................................9

1.6

Contextual Key Terminologies.........................................................9

II. Literature Review .............................................................................................10

2.1

What is e-Learning?..................................................................10

2.2

Benefits of e-learning.................................................................11

2.3

Conceptual Framework...............................................................12

III. Research Design and Methodology ...................................................................16

3.1

Research Design......................................................................16

3.2

Population of study...................................................................16

3.3

Sampling Size and Sampling Procedure.............................................16

3.4

Source of Data collection.............................................................16

3.5

Research Instrument..................................................................17

3.6

Data Analysis Procedure..............................................................18

IV. Presentation, Analysis and Interpretation of Data ............................................20

4.1

Demography of Research Sample....................................................20

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4.2

e-learning Readiness Parameters......................................................22

4.2.1

Self -Directedness........................................................................22

4.2.2

Learning Preference......................................................................22

4.2.3

Study habit............................................................................. 23

4.2.4

e-Learning Awareness and IT Skills........................................................24

4.2.5

Perception and attitude...................................................................25

4.3

Comparative Analysis (Male Female participants)..................................26

4.4

Aggregate Analysis...................................................................27

V. Conclusions and Recommendations ..................................................................29

5.1

Major Findings.......................................................................29

5.2

Conclusion............................................................................29

5.3

Recommendation.....................................................................30

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List of Table and Figures
Figure 1 Pedagogical benefits of E-learning.....................................................3
Figure 2 Conceptual framework.....................................................................15
Figure 3 E-learning readiness interpretations standard................................17
Figure 4 Research Procedure..........................................................................18
Figure 5 Self-directives...................................................................................21
Figure 6 Learning preference.........................................................................22
Figure 7 Study-habit.......................................................................................23
Figure 8 E-learning awareness and IT skill....................................................24
Figure 9 Perception and attitude....................................................................25
Figure 10 Aggregate analysis based on Standard..........................................28

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Introduction
I.1 Overview: e-Learning in Higher Education
The tremendous development of information technology in the last few decades not only
changed the life style of human being but also impacted the way teaching-learning process
accomplished. Where (Mudur, 2005) explained as with the amazing Internet connecting personal
computers and mobile devices distributed around the world, the field of education has tried to
exploit the web as a communications channel to connect distant learners with instructors and a
rapidly growing plethora of learning material. Both components of the education system the
learner, the teacher, the process and resources adopted the impact of information technology and
take advantage of the existing technology for improvement in the overall. Higher education
institution is not exception that escaped from the influence of Information and Communication
(ICT) where the technology is applied to transfer the teaching-learning process.
Overall ICT has impacted education in a number of ways by reducing the cost of education,
improving the quality of education and expanding and widening access to education.
(Panangalage , 2008)
ICT through e-learning addresses the issue of students who cannot participate in education
because of time, space and capacity constraints. ICT also allows students to choose wide variety
of learning paths, moreover e-learning can potentially allow students to take courses from several
institutions
E-learning, as one typical produced of ICT advancement in the area of education and (Brandon,
2001) noted that the learning most suited to e-learning conversion includes information and
knowledge, and processes and procedures.
Moreover, eLearning is the education methodology that takes advantage of modern information
and communication technologies (ICT) to address the continuing educational needs of students.
This concept further explained (Hall, 2001) as Internet enabled learning", or "The use of
network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere is
called eLearning.
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(Kim, 2003) defined e-Learning = enhanced learning. Furthermore, (Mudur, 2011) defined elearning as learning facilitated and supported through the use of information and
communications technology, e-learning may involve the use of some, or all, of the following
technologies:
E-learning refers to the use of ICTs to enhance and support teaching and learning process. Elearning ranges from the way student use e-mail and accessing course work online while
following a course on campus to programs offered entirely online.
HEI (Universities and Colleges) are vanguards in taking advantage of e-learning as a method of
delivering contents of different courses in different levels.
The deployment of e-learning in the teaching-learning process of HEI provides extra advantage
in improving students achievement and (Tom, 2012) further demonstrated the pedagogical
benefits of e-learning in the teaching process as indicated below.

Figure 1 Pedagogical benefits of E-learning

e-Learning (Allison & Carol, 2009) emphasis that the method encourages contact between,
students and lecturers, develops reciprocity and cooperation among students, encourages active
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learning, gives prompt feedback, emphasizes time on task, communicates high expectations,
respects diverse talents and ways of learning.
In order to benefit from the feature of e-learning as teaching-learning method, conditions should
be set for suitable e-learning environment. The creation of an e-Learning environment is not
simply a technical matter; rather, (Ghulam Muhammad Kundi, Allah Nawaz and Shadiullah
Khan, 2010) it demands the consideration of several human and social factors. The responsibility
of creating conducive e-learning environment is a shared responsibility of e-leaning stakeholders
as students, instructors and HEI that are directly or indirectly affected by it and have motivation
and concerned on e-learning as a pedagogical method (Wagner & Head, 2008).
(Nicol Wagner, Khaled Hassanein and Milena Head, 2008) Successful implementation of elearning is dependent on the extent to which the needs and concerns of the stakeholder groups
involved are addressed.
The multidimensional conditions that impact the implementation of e-learning in higher
education institution includes,

Learners readiness - Learners (their needs, motives for learning, prior experience of
learning, social and interpersonal skills, preferred learning styles and ICT
competence).

Attitude of learners and faculty how both active participants of the teaching-learning
process perceive and accept e-learning as an option delivery.

ICT infrastructure- the extent to which the overall ICT infrastructure is capable of
supporting e-learning resources that meet the expectation of all stakeholders in the
area of teaching-learning.

Policies and management support- commitment and support from senior management
for effective implementation of e-learning by setting appropriate policies and
procedure and allocating resources.

Especially, the learns play a central role of effective implementation and utilization of e-learning
preparation through the following (Jennifer, 2002)

Awareness - evaluate expectations, assess time needed to complete work, understand

motivations/value of the learning, assess personal skills -technical and study skills

Orientation - online, a student goes through several stages before engaging the content
- the computer, internet, the virtual classroom, software, instructor and students, and

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finally the content. Different students will enter a course at different levels of
preparedness...but in online courses, and instructor should be able to accommodate a
student at any level

Disciplined - follow course schedule and complete assignments

Organized - schedule study time and online time to ensure all course obligations are
met

Self-directed - able to motivate her/himself...ask for help when needed, etc.

Internal or externally motivated (i.e., some requirement or just because it's something
that really interests them).

I.2

Statement of the problem

HEI, like Addis Ababa University, are expected to face challenges that impact on effective
implementation of e-learning if one or more e-learning stakeholders are not ready. Especially for
effective e-learning implementation, learners readiness is critically important.
The existing situations of Addis Ababa University, in terms of e-learning, expressed as nonexistent where multi-dimensional factors contribute to it in different levels of University. That
may have a huge contribution to the poor education quality by contributing to,

Unavailability of conditions to motivate students

Inflexible learning environment that is not convenient to learners

The entire process of teaching-learning process is left for the instructors that does not
encourage collaborative learning

Limited engagement and participation of students

Prior to implement an effective e-learning programme that contributes towards alleviating the
major factors linked to quality of education, it is critically important pro-actively assess the
current trends, challenges and the future of e-learning in Addis Ababa University.
Despite the fact that e-learning, as a product of ICT, set to enhance the teaching-learning process
of AAUs undergraduate programmes, its paradisiacal conditions in Addis Ababa University
teaching-learning process will have an influence when considering e-learning as a future

Though ICT as a force of influencing the way teaching-learning process is executed,

inflexibly University-wide culture may hinder to adopt and sustain e-learning related
changes (resistance/readiness)

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Diversified learning methods as a means of improving students achievement and AAU

sticks on the traditional (conventional) class-room-based approach.

Expectation of education governing body Addis Ababa University to achieve quality

of education through various activities, including blended learning approach, aimed
at enhancing output of the teaching process

Expectation of employers to get technological-oriented and effective new recruits

what the university graduate have in terms their ICT competency.

Students-Centered learning approach where students are encourage to learn how to

learn and become independent learners and teachers limited role as facilitating
effective-learning process

Overwhelming increase in under graduate students number vs. the limited space and
in-proportional teachers-students ration.

Hence, e-learning become a necessity where it will help in setting technological-oriented,

flexible, support self and collaborative. E-learning as a methodology of delivering and acquiring
knowledge can be effective if only if the University has the entire conducive environment that
supports a smooth and seamless implementation. The major factors including learners readiness,
perception/attitude, skills and knowledge, infrastructure and management are supportive enough.
By targeting under graduate students of Addis Ababa University main campus, this research is
aimed at assessing and auditing to what extent the students manifest and meet what is required
from a student expected to get involved in e-learning including

Vibrant to self-directing to learning,

Well aware of their learning preference

Committed study habit at their own pace with limited supervision

The level e-learning awareness and ICT Skills that enable them to take advantage of
the learning option

Positive perception and attitude towards e-learning,

Availability of appropriate and relevant computer capacity equipments

I.3 Objectives
In order to take advantage of e-learning features to enhance the learning process, achievement of
the learners and ultimately the quality education in AAU, it is important to assess what
challenges AAU will face in its endeavor to implement e-learning in its undergraduate
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programmes. Hence, primarily this research is aimed at identifying the potential challenges AAU
undergraduates students faced and that influences the implementation of e-learning as a means
of the teaching and learning methods. Specifically the research is committed to

Define the current trend of e-learning and what the University is actively involved
regarding to put e-learning as a solution

Assess to what extent undergraduate students are ready to take e-learning as a manse
of teaching-learning approach and identify what specific challenges the University will
face, from the perspective of the students.

Define and identify opportunities and prospects of incorporating e-learning as major

components of the University teaching-learning process.

Pinpoint ICT-related learning challenges of undergraduate students and define how

ready the students are in get involved in e-learning modules effectively

The research give answer to the core question of the assessment i.e. To what extend
undergraduate students of Addis Ababa University are ready to take advantage of e-learning
to optimize the learning/knowledge acquiring process. What are the challenges and prospects
of AAU in relation to its undergraduate students learning preference, competencies, perception
and attitude on e-learning?

I.4 Scope, Justification and Significance of the Research

Thought there are various elements that have an impact on the effective implementation of elearning, as a methodology of teaching-learning, in higher education, this research focuses on
factors pertaining students readiness. Specifically the research targets

Undergraduate students of Addis Ababa University main campus excluding students of

the University in other facilities and graduate levels.

The extent to which students are ready to use e-learning options including their
learning preference, study habit (independent learning), perception, awareness and
skills. But e-learning elements such as ICT infrastructure, management support and
policy, perception and attitude of faculty are out of target.

The researchers tend to conduct the asessment on e-learning challenges and prospects of Addis
Ababa University due to the fact that
-

The university is striving to achieve high quality of education by improving the overall
teaching-learning process. Enhancing and diversifying the methods of teaching have its

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contribution to obtain quality of the teaching learning process. E-learning can be an
alternative manse of delivering knowledge to undergraduate students of the University.
Understanding the level of students readiness to implement e-learning helps to identify
the challenges and define the best possible solutions. That in turn paves the way to
implement e-learning successfully as an effective method of teaching and learning.
-

Students readiness is the most challenging factors, comparing to other issues, that have a
possible impact on the effort to be exerted to implement e-learning that offer value to
traditional learning by adding flexibility and control.

Undergraduate students in the main campus account more than half of the students in the
university on other facilities.

Conducting students e-learning readiness of Addis Ababa University benefits

-

The researchers who got the opportunity to practical aspect of exploring and applying
not only their research skills but also related pedagogical principles and theories in
relation to what is applied in the teaching-learning process of Addis Ababa University
undergraduate programme.

The university and its management- need to consider the problems identified, major
findings defined and

recommendations made to develop and implement e-learning

related rules, regulations and policies

-

Other researchers take this research as a starting point and reference to conduct further
studies pertaining e-learning.

I.5

Limitation of the Study

I.6

Contextual Key Terminologies

1.
2.
3.
4.

e-Learning
Information and Communication Technology (ICT)
Online
Readiness

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Literature Review
2.1 What is e-Learning?
The rapid growth of Information Technology (IT) has made learning very quickly to
happen. Keeping pace with this change requires new thinking about how we acquire
knowledge and skills as well as how we develop learning resources. The advent of
Information and Communication Technology (ICT) and the Internet has greatly influenced
the way knowledge is conveyed. This has resulted in the development of e-learning. ELearning is so broad and encompassing that it's hard to articulate a brief definition that
actually does the term justice. However, below are a few definitions:
Schank (2002), Roffe (2002), Sambrook (2003) and Tsai & Machado (2002) refer to elearning as: communication and learning activities through computers and networks (or
via electronic means).
To be more specific, Fry (2000) defines e-learning as delivery of training and education
via networked interactivity and a range of other knowledge collection and distribution
technologies. Wild, Griggs & Downing (2002) also had the same definition as Frys
they defined e-learning as the creation and delivery of knowledge via online services in
the form of information, communication, education and training.
Internet and web technology is important in e-learning; Horton (2001) defines e-learning
as the use of Internet and digital technologies to create experience that educate fellow
human beings. Apart from web-based technology, e-learning seemed to require
multimedia based courseware (Evans & Fan, 2002; Lahn, 2004). Therefore, it is clear that
e-learning is centered on Information and Communication Technology (ICT).
The rapid growth in Internet and web-based technologies has brought changes in all walks
of life including the education sector through e-learning. It has made teaching and learning
via the Internet, or e-learning, more viable in recent years. The globalization of Higher has
enabled students to attend courses of study from all over the world and employees to work
and study globally. In addition, many universities and educationally-based industries have
set up portals to offer an e-learning environment either as teaching aids to support
conventional teaching approach or as a teaching medium for long-distance or off-campus
programs (Khalid, Yusof, Heng, & Yunus, 2006). Seufert (Seufert 2000) explains, Due to
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the inter-activity and ubiquity of the Internet, learning is possible without space and time
barriers. The long-term implications are a worldwide network and a real market place for
university and college level education. This will expand naturally into vocational and adult
training as well and education might become a major export factor between countries.

2.2 Benefits of e-learning

Provision of more learning opportunities
According to (Mat, 2000), e-learning provides more learning opportunities to adults who
are no longer of the formal education age which ranges of from 17-25 years. This is
supported by Galloway (2000) who stated that in the new education environment, the
traditional 4-year degree of education has revolved into a 40-year degree to indicate a
lifetime relationship between education and human beings. It opens up a new platform for
many adults who have been tied up with many commitments in life and enables them to
learn anytime and anywhere they want at their convenience.
Accessibility& Flexibility in delivery
Flexibility in the pace of learning is represented largely as an advantage to the learner in
that they can learn at a time and pace to suit their own capability and life circumstances,
and enable their continued marketability through lifelong learning (Sandelands and Wills,
1996; Caudron, 1999). Nowadays, students do not have to be physically present on the
campus or education institution to learn and further their education. Through e-learning,
students can communicate with their professors via course e-mail or chat rooms, ebulletins and discussion boards off campus synchronously or asynchronously anywhere on
the globe.
Better quality
Secondly, e-learning also ensures quality in education since technology is able to provide
interactivity and active learning. Lectures are constantly modified based on learners
feedback and hence enhance their understanding. The integration of many different rich
resources like the virtual library, videos, diagrams and audio clips in the e-learning
environment could be easily utilized. E-learning can be a way to produce a quality and
innovative generation (Mat, 2000).
Reduced costs

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With e-learning, the cost of infrastructure can be reduced tremendously from the millions
required to build a campus to thousands to have a complete network infrastructure.
Learners can now access the campus from their home without much travelling and being
away from their families. It cuts the learning time and cost.
Development of ICT skills
The primary tool for e-Learning is the computer. No doubt e-learning requires that students
are proficient in their use of information technology. The introduction of e-learning will
motivate students to develop their computer skills.

2.3 Conceptual Framework

This study will be research the readiness of Addis Ababa University [AAU]
for e-learning from the learner/students perspectives. A successful e-learning endeavour
must always involve a systematic process of planning, designing, developing, and
evaluating and implementing an e-learning environment where learning and teaching is
actively fostered and supported. This can only happen when the e-learning environment is
meaningful to all the stakeholders including the learners, teachers, support staff and the
institution. Any attempt to institutionalize e-Learning will prove futile without first
attaining its vital requisites (Trinidad, 2002). Success in e-learning can be achieved by
understanding the needs as well as the readiness of all stakeholders in a particular elearning environment. There are five components that determine AAUs readiness for elearning. These include:
Management :
Indeed, before e-learning can be implemented in any (education) institution, the
management has to be ready for this change in terms of managing the change
process and managing technology. The complexity of the change requires managing a
number of different interfaces involving, for example, senior managers, suppliers, and
potential learners. Implementing e-learning requires a comprehensive and effective
approach to change management advocated in much of the organisational change literature
(for example, Beer et al, 1990; Kotter, 1995). Clearly, early commitment and investment in
developing a receptive environment for e-learning and supporting line managers to work
with it is critical.
Infrastructure
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With regards to infrastructure/ technology, evidence indicates that this is one of the crucial
aspects in any move to web-based learning. The technological capability of the university
must support the level of interactivity or integration necessary to make e-learning
sufficiently different from other distance learning material and to provide increased levels
of satisfaction. Studies by Horwath (1999), found that students became distracted and
anxious if the computer did not quickly. Thus, the learning experience and technological
robustness are clearly linked. Moreover, to get the level of virtual interaction that
Motiwalla and Tello (2000) highlighted was essential to improved learner satisfaction,
technological capability will be fundamental.
Policy
The role of e-learning policy and organizational culture in relation to the use of
Information and Communication Technologies (ICTs) for teaching and learning by
academics and students in higher education institutions cannot be overstated. Literature
has shown that institutional policy and organisational culture are crucial to the way elearning is adopted or embedded in universities (Boezerooij, van der Wende, & Huisman,
2007; Cook, Holley, & Andrew, 2007; de Freitas & Oliver, 2005; Holt & Challis, 2007;
Inglis, 2007; Nichols, 2008; Weaver, Spratt, & Sid Nair, 2008). Formal e-learning policies
complete with strategic plans, frameworks and policy principles must be put in place and
policy related to e-learning must be embedded within the institutions broader teaching and
learning policyfor a university to be truly ready for e-learning. Several studies have found
that institutional policies are essential for successful organisational change. As the
expression of senior leadership commitment, policy statements articulate the top
management commitment and strategic ownership needed at the highest level for the
uptake and rapid diffusion of e-learning in institutions (Boezerooij et al., 2007; Nichols,
2008).
Faculty
Furthermore the University will need to aid the university faculty in developing their skills
to achieve the greatest benefit from the virtual learning environment (ONeill, Singh, &
ODonoghue, ____). For e-learning to be a mutually beneficial endeavour, instructors
(especially the traditional, less internet savvy) must possess the technical skills to use elearning tools and instructors must redesign their courses to incorporate e-Learning
effectively into their pedagogy. This requires that prior to implementation of this system all
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instructors should be provided the opportunity to learn about the changes and understand
the strengths, weaknesses, and differences of technology-assisted instruction that will
contribute to positive learning outcomes for students (Fein & Logan, ____; Okojie &
Olinzock, ____).
Learner
One of the most crucial components that signal the readiness of an educational institution
is the Learner. This study will concentrate on evaluating the AAUs readiness for elearning from the learners perspective. it can be arrogant and unwise for universities to
impose online learning on students without first addressing their needs and concerns
(Oliver, 2000). Success in an e-learning world demands new forms of literacy and
expertise of students (Oliver, 2001). An individual learner's success in an online course
often hinges on the foundation of his readiness. From the learners perspective, the
individuals readiness can be measured by six factors namely; self direction to learning,
learning preferences, study habits, e-learning awareness and technological skills,
perception and attitudes towards e-learning and computer equipment capability.
One of the good things about e-learning and online courses is that students can take
courses from anywhere. Therefore, since e-learning is internet based it is imperative that
all students own or have regular access to a laptop and/or desktop computer at home.
Students who take an online class need to be self disciplined and very motivated. Students
need to be independent learners who can take responsibility for completing assignment on
time and meeting deadlines. In addition, it is important to know the students learning
preferences. Some students may still prefer the traditional method of instruction and face
to face communication instead of virtual communication or online independent learning
where they have to take charge of their own learning. A key outcome of e-learning is the
issue of isolation which has sparked a rigorous debate amongst researchers. The lack of
interaction associated with eLearning is of prime concern to Cooper (1999) who remarks,
electronic contact cannot currently sustain the qualities and multi-dimensionality of the
kind of tutor-student relationship that real learning seems to require. Furthermore,
students study habits are key signals as to whether the AAU is truly ready for e-learning.
It is important to answer the following questions; Do AAU students prefer researching and
solving problems with their studies online? What is the observed prevalent study habit of
AAU students?
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Although according to (Gay et al., 2006), students use of computers and the internet
depends on their perceived usefulness in terms of communication and access to
information in completing their projects and assignments; it is imperative that all students
are well equipped and have the required skills to participate and succeed in e-learning.
Arabasz et al (2003) asserts that a students technical limitations including hardware and
bandwidth issues must be considered by instructors when designing online courses.

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Finally, Attitude plays a vital role in using technology as a strong tool for a positive
change. It is important that there are programmes at higher educational institutions which
could focus on developing a positive attitude among learners towards e-learning and
information and communication technology. Human perceptions about technologies
determine their attitudes towards them (Aviram & Tami, 2004). Positive beliefs inspire
individuals to take interest while negative feelings motivate them to stay away (Aviram &
Tami, 2004). A successful e-Learning project depends on the creation of a match between
the user-perceptions, learning styles and the learning environment and tools. The
pedagogy, learning facilities and personalized learning environments are widely reported
as the critical success factors. If they are positively and favorably perceived by the users,
their motivation is ensured, which ultimately leads to greater interest, involvement and

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readiness

of

the

learner

to

e-learning.

Figure 2 Conceptual framework

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Research Design and Methodology

3.1 Research Design
This study is a descriptive survey in the form of cross sectional study in which data collect
once across a population through sampling.
Six specific places are selected where undergraduate students are sitting together in Addis
Ababa University main campus. From each group of students, 10 students are selected
using simple random sampling techniques.
The researcher collected information through questionnaire, personal interview and direct
observation. The questionnaires are administered personally by the researcher to the
respondents. Interviews are conducted with four instructors and a dean of social science
faculty. The researcher observes 20 students in the library and Wi-Fi connection area to
collect information on the extent of students skill pertaining e-learning. The information
which is gathered through interview and observation are used to ascertain the view and
perception of the students on the assessment of the current e-learning readiness of the
AAU.

3.2 Population of study

The target population of the study is regular undergraduate students. The reason why such
students are targeted is that the students come to this University directly from preparatory
school and they have relatively similar experience and IT skill.

3.3 Sampling Size and Sampling Procedure

The sample size of the study is 66 undergraduate students. It is classified on the bases of
on gender. Based on this, the sample is comprises of 33 female and 33 male students. The
sample size of 66 students is small for this kind of study. But it does not affect the result of
the study.

3.4 Source of Data collection

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The analysis of this study is based on the data which is obtained essentially from primary
and secondary sources.
Primary data is sourced from Questionnaire, structured personal interview and direct
observation. The secondary data is gathered from Addis Ababa University information
technology policy, different books and academic journals on E-learning.

3.5

Research Instrument

This research used an instrument of a self administered questionnaire. The questionnaire is

composed of three parts. Part one is the personal information used to analyze the
demographic status of the respondents. E-learning readiness assessment elements are
included in part two of the questionnaire. Under part three, the space where respondents
tried to put any comments of E-learning.
The parameters that have been mentioned in the survey are measured by a four-point
Likert scale (Strongly Agree, Agree, Disagree and Strongly Disagree). Each point has its
own score in accordance with the degree of the point.
The researcher developed a standard to analyze results and provide recommendation
consistently. It is adopted from Penn State Harrisburg University and customized to fit the
specific purpose of this research. Each e-learning readiness assessment parameter has been
categorized in to four.

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Figure 3 E-learning readiness interpretations standard

The researcher used these standards and parameters for three reasons. One they are pretested. The second reason is that the validity of the parameters is certain by the different
researcher in the previous time. The last one is that these parameters have been developed
by authenticated researcher in Penn State Harrisburg University which is found in USA

3.6

Data Analysis Procedure

The data is analyzed up on receiving the completed surveys. The researcher presents the
findings by using descriptive statistic percentage, graph, and table. The survey results are
calculated based on the model. Each element of the assessment is analyzed based on the
mean, standard deviation and percentage. The researcher used comparative analysis.
Finally, Survey results and recommendations will be presented in a report format with the
data graphically displayed where appropriate.

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In order to achieve the goal of the assessment a series of structured activities were

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deployed

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as

indicated

below.

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Figure 4 Research Procedure

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Presentation, Analysis and Interpretation of

Data
The purpose of this research is to assess the e-learning readiness of undergraduate students
of Addis Ababa University which in turn led to identify and define the challenges and
prospects, from the learner perspective, in implementing e-learning as a learning
methodology.
In order to achieve the objective of the research, raw data is gathered from the target
population i.e. Undergraduate students of Addis Ababa University in the main campus. In
this research a total of 80 undergraduate students got involved by providing inputs in the
form of questionnaire and observation checklist and four instructors who teach in
undergraduate programmes participated in a structured interview.
Both primary and secondary information gathered for this research purpose is organized,
analyzed and interpreted, using statistical tools, so that it became meaningful, guide to
identify major findings and draw viable conclusions.
Accordingly the following category of analysis is made.

4.1 Demography of Research Sample

This chapter reports on the results from the research on e-learning challenges and
prospects of Addis Ababa University. The survey was distributed to 65 undergraduate
students with 92% response rate. The respondents provided information that assisted in
meeting the objectives for the study. In the questionnaire, part one is the personal
information used to analyze the demographic status of the respondents. E-learning readiness
assessment elements are included in part two of the questionnaire. Under part three, the space
where respondents tried to put any comments of E-learning. To confirm the results which

were collected by the questionnaires, structured interview and direct observation were
conducted with four instructors and twenty students respectively.
This section summarizes the results of the demographic variables which were included in
the assessment questionnaire gathered from the sample. From the total population of the
study, Addis Ababa University Undergraduate Students, sample size of 65 students from
different department were selected as a sample study.
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Faculty

Class level

Law and governance

Education and Behavioral studies
Social science
Humanities, language studies,
journalism and communication
Business and economics
Total

Total

First
year
6
4
9
8

Second
year
4
3
5
6

Third Year and

above
3
3
3
2

13
10
17
16

2
29

1
19

1
12

4
60

Table 1 Samples faculty and class level

As the table indicated above, first year students were the largest representative group of the
sample (48.33%). 31.66% and 20% of the sample was second year and third year students
respectively. This shows that the numbers of students are increased through time.
Based on the faculty and field of study, majority of the sample was from social science
(28.33). 26.66% of the sample was students from Humanities, language studies, journalism
and communication faculty. The sample from law and governance and education and
behavioral studies constituted 25% and 16.6% respectively.

Table 2 Gender composition

The table shows that the majority of the sample 55% was male, whilst the remaining 45%
comprised of male respondents. This shows that there was significant difference based on

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gender in the sample. Due to this fact the result would not be affected either negatively or
positively.

4.2 e-learning Readiness Parameters

4.2.1

Self -Directedness

This element of e-learning readiness is to assess to what extent undergraduate students are
self directed and independent learns as required by an e-learning session. According to the
data gathered regarding this parameter, participating students revealed, by scoring 71%
positive (as strongly agree and agree), and their capability as to learn independently.

Figure 5 Self-directives
But the time management element of this parameter scored the least, where only 31.7% of
the participants confirm they manage their time appropriately and rightly.

4.2.2
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Learning Preference
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e-learning Challenges and Perspectives

This parameter refers to the way students prefer to learn and achieve better in an e-learning
environment. In assessing to what extent the learning reference of the sample fits to what
is defined as a suitable e-learning preference.

Figure 6 Learning preference

As the chart indicates above, the overall rating of this parameter is positively rated just
above average with the score of 51%. Undergraduate students of Addis Ababa University,
who participated in the research, revealed that they can learn easily and prefer to learn
through reading, with the positive score of 85% and 88.3% respectively. On the other hand
it is only 30% of the students have positive indicators for problem solving and critical
thinking elements of the learning preference parameter.

4.2.3

Study habit

Students who are involved in e-learning sessions are expected to demonstrate and practice
a different study skills compared to conventional class-room based learning. Hence, this
parameter is set to define to what extent targets of this research are adapting their study
skills for effective e-learning.

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Overall this parameter is rated as below average, where only 50% participants indicated a
positive readiness score comparing to what they are expected to have for e-learning
sessions.

Figure 7 Study-habit
Specifically only students who revealed a positive indicator for planning in advance and
tracking assignments and tasks are way below the midpoint i.e. 31.7% and 35%
respectively. Whereas more than 85% of the students manifested a positive indicator to
working(studying) in distractive area effectively.

4.2.4

e-Learning Awareness and IT Skills

The e-learning awareness and IT skills parameter measures not only how well the students
are familiar with e-learning as method of learning and its benefits but also assess whether
they are competent enough in their IT skills that enable them to use e-learning resources
effectively.

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e-learning Challenges and Perspectives

As the chart below indicates, it is only two elements of parameter scored above 60%.
Otherwise, this parameter is generally marked below average where only 41% of the
participants revealed their readiness in all the elements.

Figure 8 : e-learning awareness and IT skill

Particularly three major elements of the parameter (skills on searching the internet,
installing and configuring computer software, and know-how on e-learning) graded below
average i.e. 28%, 31.7 % and 31.7% respectively.

4.2.5

Perception and attitude

This parameter is to assess how students of the research how they look at and act towards
e-leaning as a method which directly implication towards its effective implementation.
Thus, the research asked questions pertaining their impression and action in implementing
e-learning.
According to the data, only 35% students showed positive indicators to having supporting
attitude and perception towards e-learning. None of the elements of students perception
and altitude above average.
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Figure 9: Perception and attitude

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4.3

Comparative Analysis (Male Female participants)

The research also investigated if there is any difference or similarity of male and female
participants regarding their responses to the five parameters of learners e-learning
readiness.

Table 3: Comparative analysis (Male and Female participants)

According the responses of male and female it only the respondents in both categories
unequivocally and equally show commonalties i.e. their learning response preference
where they positively support to e-learning. Otherwise, male and female participants
categorically vary in their response regarding the remaining four parameters. For instance
male students are by far positively supported the e-learning awareness and IT skills
parameter (71% to 29%) where as female participants are supportive of in terms their
perception and altitude towards e-learning (65% to 35%).

4.4

Aggregate Analysis

In order to have the clear picture of how far undergraduate students of Addis Ababa
University are ready for e-learning from the five parameters, the research considers
comprehensive and aggregate analysis.

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Regardless of positive indicator in terms of their leaning-preference (71%), the aggregate
result showed that students readiness for learning is blow average 49%.

Table 4: Aggregate analysis

With reference to the Penn State Edward University e-learning readiness assessment
interpretation standard, it is only one element of the learners readiness (Self-Directedness
with 71%) is classified in the second category which is labeled Somewhat Suitable.

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Figure 10 Aggregate analysis based on Penn State Edward

University Standard
The three parameters (study-habit, awareness and skills, and attitude and perception), out
of five, scored below averages and fallen in a category mentioned as unsuitable for elearning implementation.

>90

The research further reconfirm the analysis made above from the data collected through
structured interview and observation checklist that indicated
-

Either none of the students are using their computers to run e-learning session or no
instructor uses e-learning as a methodology to deliver content of their sessions.

Majority of students also indicated that they preferred conventional class-room

51- that requires self-learning.

learning than e-learning
70

<=
50

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e-learning Challenges and Perspectives

Conclusions and Recommendations

As stated in the introduction of this research paper, the research aimed at assessing to what
extents undergraduate students of Addis Ababa University are ready for e-learning. The
assessment helps to identify and define what are the challenges and prospects of elearning, as a methodology of teaching-leaning, from the learners perspective. Standard
and verified e-learning readiness assessment tool was used to collect relevant data after
which, data was interpreted and analyzed.
According to the analysis the following major findings are identified.

5.1 Major Findings

According to the research, undergraduate students of Addis Ababa University elearning readiness is rated below average where three out of five major elearning readiness parameters including study-habits, e-learning awareness and
ICT skills, and e-Learning perception and attitude.

It is only the self-directedness parameters where undergraduate students of AAU

main campus scored a positive indicator of 71% which also requires the
implementation of improvements interventions that helps to create a fullyfledged independent e-learning atmosphere

The five e-learning readiness parameters are differently by male and female
participants specifically self-directness, e-learning awareness and ICT skills,
and e-learning perception and attitude

The overall readiness assessment of Addis Ababa University undergraduate

students for e-learning score below average i.e. 49%.

5.2 Conclusion
Overall, the e-learning readiness assessment revealed that

There is no suitable e-learning readiness where undergraduate students of the

university score below average in all e-learning readiness aspects.

The university will face multidimensional challenges when implementing

learning where majority of the e-learning aspects need a dramatic and
comprehensive intervention to improve the situation. Some of the challenges,
learners parameters, that are identified and require enhancing some of the
skills, knowledge and attitude of students includes,

Time management

Problem solving skills

Critical thinking ability

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Plan in advance

Keep track of tasks and assignment

Computer skills

Internet searching and surfing skills

Technical IT skills

Awareness on e-learning

Perception and attitude towards e-learning

The prospect for e-learning looks premature as the learners exhibited

unfavorable situations that require the university thoroughly work on alternative
to improve the conditions.

5.3

Recommendation

As the situation for e-learning, from the students perspective, is gloomy, the university is
required to implement intervention activities to make undergraduate students ready for elearning. The intervention should include,

Develop and implement e-learning policy applicable at university-wide level,

Set-up a authoritative central body that is responsible for e-learning by taking

full ownership

Provide orientation session and coordinate sensitization programme to first year

students that creates awareness on e-learning and its benefits,

Put a standard and benchmark ICT entry level skills and include ICT skills
evaluation as a criteria to recruit new undergraduate student,

Involve instructors to introduce e-learning as part of their teaching-methodology

Organize periodic forums dedicated to openly brainstorm on e-learning

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