E-Learning Readiness: A Literature Review

Abstract

E-learning is one of the most used technologies in this modern time. E-learning is basically a learning platform that applies the utilization of electronic media and information and communication technologies (ICT). E-learning can be implied as other alternative terms such as online education, computer-based training, technology-enhanced learning and others. The implementation of e-learning has been carried out in multiple education departments and learning institutional levels. The usage has also broaden within some corporate and professional companies, in informing their staffs and customers on any related developement occurs within their business world. The importance of e-learning has led to the need in assessing the mental and physical preparation of the users before using the elearning environment. Therefore, e-learning readiness is required in making sure the users are capable of using the elearning environment technology in the best way possible. Technically speaking, e-learning readiness is the capability of prospect e-learning users in using a new learning environment as well as the usage of alternative technology. The results attained from this particular assessment can be used as some sort of guidelines perhaps for further developement of e-learning environment towards any enhancement that are seemed required. This paper will review a number of studies that have been carried out in assessing the users readiness before using the e-learning environment. Each study will be distinguished based on different assessment methods, types of respondents as well as the type of e-learning technology used.

Full text

E-Learning Readiness: A Literature Review
Hisyamuddin Hashim
Department of Educational Sciences, Mathematics, and
Creative Multimedia, Faculty of Education
Universiti Teknologi Malaysia
Johor Bahru, Malaysia
hisyamuddinhashim@yahoo.com
Zaidatun Tasir
Department of Educational Sciences, Mathematics, and
Creative Multimedia, Faculty of Education
Universiti Teknologi Malaysia
Johor Bahru, Malaysia
ztasir@utm.my
Abstract— E-learning is one of the most used technologies in
this modern time. E-learning is basically a learning platfor m that
applies the utilization of electronic media and information and
communication technologies (ICT). E-learning can be implied as
other alternative terms such as online education, computer-based
training, technology-enhanced learning and others. The
implementation of e-learning has been carried out in multiple
education departments and learning institutional levels. The
usage has also broaden within some corporate and professional
companies, in informing their staffs and customers on any
related developement occurs within their business world. The
importance of e-learning has led to the need in assessing the
mental and physical preparation of the users before using the e-
learning environment. Therefore, e-learning readiness is
required in making sure the users are capable of using the e-
learning environment technology in the best way possible.
Technically speaking, e-learning readiness is the capability of
prospect e-learning users in using a new learning environment as
well as the usage of alternative technology. The results attained
from this particular assessment can be used as some sort of
guidelines perhaps for further developement of e-learning
environment towards any enhancement that are seemed
required. This paper will review a number of studies that have
been carried out in assessing the users readiness before using the
e-learning environment. Each study will be distinguished based
on different assessment methods, types of respondents as well as
the type of e-learning technology used.
Keywords—E-learning; E-learning readiness; Assessment
I. INTRODUCTION
The emergence of internet in terms of its speed and as the
platform of any form of multimedia communication has
broadened up the usage of e-learning environment. According
to [1] e-learning has become a part of the internet which
experiences the highest growth rate and will encounter a
number of major changes in times. E-learning environment has
been widely implemented in many organizations and
institutions. It is not only being used for education purposes
alone, but for training purposes in many corporate departments.
Nevertheless, with the active increment of both supply and
demand for the e-learning technology, there is one major
question brought up by most professionals, basically
questioning on the effectiveness of the usage of the e-learning
environment for online learning surroundings [2]. This issue
seems aligned with the fact that if a learner shows great
potential learning through conventional approach, it does not
necessarily mean that they will gain the same success using the
alternative e-learning environment approach. Thus, it seems
appropriate in applying the e-learning readiness assessment of
the users before the implementation of the e-learning
environment being carried out completely.
E-learning readiness can be defined as the level of
readiness of certain institution or organization towards various
aspects of the technology of e-learning, before the whole e-
learning environment being applied for various purposes [3].
Therefore, any e-learning readiness will be conducted prior to
the introduction of the e-learning technology itself to the
prospective users, whom will be the respondents to the e-
learning readiness assessment. The typical e-learning readiness
assessment will measure the users' ability in adapting to
technological challenges, collaborative learning and training as
well as the synchronous and asynchronous self-paced learning
and training.
II. DISCUSSION ON SELECTED PAPERS
In this section, we present the review of past researches on
the implementation of e-learning readiness assessment in
various institutions and organizations. A total of 12 papers
were selected to classify various papers regarding this
particular topic within ten years, from the year 2004 until the
year 2013. The selected papers were chosen from different
electronic journal databases such as eBook History Collection
(EBSCO), Wiley Online Library, Institute of Electrical and
Electronics Engineers (IEEE), and ScienceDirect. Table 1
below shows the list of the researches related to the issue
concerned. We begin the review with the brief explanation on
each study, followed by the instruments used, and also some
valuable directions for future studies.
TABLE I. LIST OF RESEARCHES ON E-LEARNING READINESS
ASSESSMENT
Author(s) Participants Instrument(s)
[3] U.S. Coast Guard Online Learner
Readiness Self-Assessment
2014 International Conference on Teaching and Learning in Computing and Engineering
978-1-4799-3592-5/14 $31.00 © 2014 IEEE
DOI 10.1109/LaTiCE.2014.58
267

Author(s) Participants Instrument(s)
[4]
Directors o
f
human
resource departments of
various companies in
Turkey
e-Learning Readiness
Survey (e-LRS)
[5]
Academic staffs and
deans of the International
Islamic University
Malaysia
Lecturer E-Learning
Peerceptual Survey
Questionnaire (LEPSQ)
and e-Learning Readiness
Survey (e-LRS)
[6] Nurses of Flemish
hospitals in Belgium
E-Learning Readiness
Analysis (ERA)
[7]
Students of Egyptian
Faculties of Tourism and
Hotels
Interview and
questionnaire based on
three dimensions; technical
skills, learning skills, time
management behaviors
[8]
Staffs members of
Egyptian Faculties of
Tourism and Hotels
Questionnaire based
on three dimensions;
competencies, experiences,
attitude
[9]
EFL students of King
Khalid Uni versity in Saudi
Arabia
Interview and
questionnaire based on four
variable; motivation for
learning, online
communication self-
efficacy, language skills
integration, perceived
facilitators and inhibitors of
computer-assisted language
learning (CALL)
[10]
Staff members of
universities in Thailand and
the United State of America
(USA)
Questionnaire based
on five dimensions; policy,
technology, financial,
human resources,
infrastructures
[11]
Students, faculty
members, educational staffs
and executive managers of
Tarbiat Modares University
in Iran
Questionnaire based
on a proposed e-learning
readiness assessment
model
[12]
PHD students of
Graduate School, Christian
University of Thailand
Questionnaire based
on six dimensions;
technology access, online
skill and relationships,
motivation, onlin e
audio/video, int ernet
discussions, imp ortance of
success
A. Brief Explanations of Each Study
Generally, all the researches stated in Table 1 cover a wide
range of corporate organizations or educational institutions
where the e-learning readiness assessments have been carried
out. These assessments involved a various number of
individuals or professionals.
The study conducted by [3] focusing on the validation as
well as the internal consistency of the items used within the
development of self-assessment of e-learning readiness. The
data gained will be employed as a guide for further
enhancement that are seemed suitable for the development of
the instrument. The respondents involved are ones from the
U.S. Coast Guard (USCG) within the age range of 17 up to 34
and above. Even though the study is about online learning,
these respondents are not required to be actively enrolled in
any online courses available. They are only required to be
enrolled within either “boot camp” or rate training. The result
of this particular assessment shows good potential in terms of
validity as well as consistency and will be a good prediction
tool in measuring e-learning performance.
Reference [4] took the initiatives by implementing the e-
learning readiness assessment specialized for companies
located within an emerging country, where their human
resources departments are only starting to show some positive
developments. Based on their encouraging sales production,
top 100 companies in Turkey have been selected to be
participating in the survey carried out. The selection of these
particular companies was determined by using the Istanbul
Chamber of Industry's (ICI) 500 Major Industrial Enterprises
of Turkey 2001 List. In gaining a precise e-learning readiness
of those companies, directors of human resource departments
of each company were chosen as respondents. The findings
show that although it seems that the companies are ready in
terms of the implementation of e-learning, the human resource
itself needs some enhancement for a successful e-learning
implementation as a whole.
As the technology of e-learning is not only being used by
students alone within an educational system, it is also
important in measuring the readiness level of the instructors
responsible in using the e-learning environment in their
teaching activities, Therefore, a study on assessing academic
lecturers' e-learning readiness level has been conducted by [5]
in the International Islamic University Malaysia. The main
objective of the study is basically to assess the notions shown
by those academic staffs in terms of their own ideas as well
readiness level of the implementation of e-learning. It is also
trying to identify the reasons most lecturers used in terms of
the sustainability of the adoption of e-learning environment in
their university. The personnel involved in this particular
survey were academic staffs as well as the Deans or Heads of
each department in every Kulliyyah in the university. In this
study, it shows that two particular factors, e-learning training
and e-learning confidence play their own role in terms of
affecting the e-learning adoption within the university. Another
finding is that the staffs show some good potential, but a little
improvement seems necessary in the area of infrastructure as
well as the staffs' capabilities. One attribute that does not seem
show any effect to the e-learning readiness is the gender of the
respondents.
The implementation of e-learning has also been conducted
within many health departments all around the world. The
study of e-learning readiness in this particular department has
been done in Belgium by [6]. A number of selected nurses
from Flemish hospitals took part in this survey. The survey
shows that some works in the form of training has to be done in
making sure that the readiness level of the users in using e-
learning can be reached the high level required. Another thing
is, hospitals must state a clear policy in terms of the time need
to be spent by the nurses on using the e-learning system during
working hours. Finally, in terms of the development of the e-
learning itself, a deep discussion between the developer and the
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hospitals seems necessary for a better implementation of the e-
learning technology itself.
Reference [7] conducted an e-learning readiness assessment
survey at the Egyptian Faculties of Tourism and Hotels, by
using the students as the selected respondents. The e-learning
readiness level of the students is believed affected by a number
of dimensions such as technical skills, learning skills, and
management behavior. The main objective of the study is
actually to promote the implementation of the technology of e-
learning within the teaching and learning activities within the
faculty. This can help to prepare the students before they are
going on to pursue into the career world which will obviously
test their skills level especially in technological area.
Unfortunately, in this study, it shows insufficiency in terms of
students' e-learning readiness level and this has called for some
measure to be taken so that students can improve their skills so
that they can meet at least the average requirements in dealing
with the e-learning technology. The same place as previous
study was used by [8] in conducting an e-learning readiness
level but this time by using a different set of respondents,
which is staff members. Since a different group of respondents
used, factors that influence the e-learning readiness are also
different. These factors are technical and pedagogical
competences, experience, and attitude. However,
unfortunately, same negative result as previous study was
gained and similar measure has to be taken but this time it has
to be suitable for the respondents, which is for the staff
members instead of for the students previously.
The selection of the type of students in terms of the course
they are taking in their higher education level was the main
criteria in the e-learning readiness assessment conducted by
[9]. A group of undergraduate English as Foreign Language
(EFL) students from the King Khalid University in Saudi
Arabia was selected to be the respondents. A various level of
students from this particular course were asked about their
view on the usage of e-learning as their main learning platform
as well as their acceptance level in using the e-learning
environment within their learning activities. The attributes that
will be analyzed are the attitude towards e-learning, readiness
to accept e-learning, and some factors that influence e-learning.
Findings show that students are well prepared in shifting to a
new way of teaching and learning activities, which is the e-
learning environment.
Two groups of respondents were chosen in a comparison
based study conducted by [10]. The students involved were the
ones from various universities in Thailand and the United
States of America (USA). The main objective of this study is
actually to use the key success of the implementation of e-
learning environment in the education system in the USA and
presenting it to the higher education of Thailand, where it
would be implemented over there. Respondents involved in the
survey are the staff members of each university, mainly are
deans, executives as well as the technicians, whom can give
clear judgment on the readiness level of the whole university of
the e-learning implementation within the university teaching
and learning system. From the comparison carried out, some
key success of the implementation of e-learning in the USA
has been discovered. These are support resources for online
learning, development of a well prepared learning plan, careful
selection of appropriate program, and training to improve
teachers teaching abilities.
Reference [11] proposed an appropriate framework in
terms of enhancing existing potentials as well as avoiding
certain shortages in using the e-learning environment within
higher education system, by running an e-learning readiness
survey. Students, faculty members, educational staffs, and
executive managers from Tarbiat Modares University in Iran
were among the respondents involved in the process of
carrying out this particular assessment. An elaboration of an
appropriate model for assessing e-learning readiness level that
suits with the learning environment of the Iranian higher
education has been carried out by doing some comparison as
well as opinions and ideas from national experts. Hence, the
framework proposed is certainly appropriate and suitable
according to the capability of the country as well as some local
characteristics. The framework developed has focused on
several feature that includes technical infrastructures, content,
human resources, laws and regulations, supervision, support
and management. The findings imply that two of these
attributes, laws and regulations and management plays huge
role in the implementations of e-learning in Iran. Thus, more
focus has to be put towards these two without decreasing the
focus level towards other elements mentioned earlier.
Last but not least, [12] focusing on the readiness of PhD
students in engaging to the e-learning environment in their
learning experience. A group of PhD students from the
Christian University of Thailand from the first and other years
were selected to be the respondents involved. Six aspects were
taken into account in measuring the e-learning readiness of the
students. These aspects are technology access, online skill and
relationship, motivation, online audio/video, internet
discussion, and importance to success. From the study, it is to
be found that PhD students show great promising of their e-
learning readiness level, especially for the technology access
aspect while motivation shows the least promising aspect.
Furthermore, the differences of year between respondents as
well as their gender show no significant influence towards their
e-learning readiness level. Finally this research hopefully will
be the starting point for the implementation of training for
discussion skills on the internet as well as to innovate any
interactive programs towards the enhancement of the students'
e-learning readiness level.
B. Instruments
As the other existing assessment, e-learning readiness
assessment could also use a different number of instrument or
perhaps a combination of multiple instruments, if necessary.
The right and suitable selection of the instrument to be used in
the assessment is important in gaining the findings needed as
well as appropriate to the needs of the respondents. If the
instrument used is a product of a development of the
researcher, it should be verified by experts who are familiar
with not only the e-learning itself but the course the e-learning
is being implemented within.
As the study conducted by [3] is focusing on the
development of the instrument itself, therefore it consists of
several which mainly is to verify the phase of the instrument. It
was started off by using the self assessment instrument
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developed by [13] as the instrument to be used within the
initial phase. There were a total number of 40 items which
were divided into 10 dimensions such of those are technology
skills, online readings, and internet chat. Each one of the
dimensions plays their own role in the successfulness of the
implementation of the e-learning environment. This instrument
was intended to be used by respondents who do not have any
experiences in terms of using the technology of e-learning
previously. Hence, the evaluation is basically based on the
future behaviors of those respondents respectively.
Most of e-learning readiness instruments do not have the
capability of ensuring its usefulness to be used in assessing the
e-learning readiness of companies in emerging countries.
These types of instruments consist of terms, phrases, and
applications that are only suitable to be used for well
developed countries and meaningless to under developed and
emerging countries. Therefore, [4] conducted a study using
perfect instruments to be used for emerging countries. The “e-
Learning Readiness Survey” (e-LRS) consists of two sections
with forty items overall. The first section focusing on the
demographic attributes of the respondents such as age, gender,
education level, position within the company, and experiences
in using computers. The second section comprises of items
based on the respondents’ self-report perceptions of their own
company e-learning readiness level. The theoretical framework
of this instrument follows the four factors implies from the
theory of "diffusion of innovation" by Everett Rogers. These
factors are technology, innovation, self-development, and
people. Additionally, each one of these factors might be
consisted of three different dimensions, mainly are resources,
skills, and attitudes. Reference [5] used two types of
instruments in their study. These instruments are “Lecturer E-
Learning Perceptual Survey Questionnaire” (LEPSQ) consists
of 35 items and the “E-Learning Readiness Survey” developed
by Marc Rosenberg which has a total number of 20 items. A 7-
point Likert scale ranging from “very strongly disagree” to
“very strongly agree” was used for both instruments.
In terms of literature review, the topic of e-learning
readiness can be said as well covered. Therefore, there are a
number of models have been suggested in assessing e-learning
readiness of different types of respondents. These developed
models were used by [6] in developing instrument to
measuring e-learning readiness simply called “E-Learning
Readiness Analysis” (ERA). The items within this instrument
are based on the self-assessment quality questionnaire
developed by [14]. Two criteria, delivery criteria and results
criteria act as the main ingredient Delivery criteria focuses on
the design of a surrounding which is suitable for any e-learning
implementation while the results criteria focuses on the level of
readiness of the organization in implementing the e-learning
environment. The e-learning readiness assessment framework
proposed by {11} consists of two major parts, which are
educational products readiness and educational processes
readiness. Educational processes implies all the unique
processes which happen within the e-learning environment,
while educational products means the results gained from those
processes which have been executed within the e-learning. By
using this proposed framework in the e-learning readiness
assessment, both procedural as well as the functional factors
will be taken into account. The validation of this framework
was confirmed by the survey carried out involving a number of
experts of e-learning environment.
C. Future Studies
There are still gaps in some of the studies discussed earlier
which can be filled by carrying out further study in the future.
The usage of more respondents in each category could give
more reliable result. For example, instead of using only one
officer of certain department of an organization, more officers
could be used to gain more reliable result. The number of
method in assessing the e-learning readiness could also be
increased in each study, Perhaps multiple instruments can be
used in a single assessment that could support each other
results acquired. Both quantitative data and qualitative data
can be used together to get a better result for instance. More
studies in assessing the non-human readiness of the e-learning
is also seemed necessary. This can be done perhaps by setting
a certain standard on how an organization can be classified as
ready or otherwise based only on their infrastructures. Finally,
more factors such as experience in using the internet,
educational background, gender, or cultural background could
also be a subject for future studies in determining whether
these factors actually influence the e-learning readiness or
otherwise.
III. CONCLUSIONS
As the other technology available out there, the emergence
of the implementation of e-learning environment should not be
ignored. The usage of e-learning which is conventionally
known for its use within only educational institutions has been
widen up to many organization and corporate industries.
Therefore, it is always important in assessing the readiness of
the implementation of the e-learning environment, not only for
the users but also for all the infrastructures as well as the
factors that affect either directly or indirectly to the
development of the e-learning environment. Continuous
assessment of the readiness should be taken in order for the
implementation of the e-learning to be successful.
ACKNOWLEDGMENT
The authors would like to thank Universiti Teknologi
Malaysia (UTM) and Ministry of Education (MoE) Malaysia
for their continuous support and encouragement in carrying out
this study. This work was supported by the Research
University Grant [R.J130000.7810.4L093] initiated by UTM
and MoE.
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