Journal ArticleDOI
Present-Day Management of Universities in Russia: Prospects and Challenges of E-Learning.
Elena R. Vershitskaya,Anna V. Mikhaylova,Suriya Gilmanshina,Evgeniy M. Dorozhkin,Vladimir V. Epaneshnikov +4 more
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TLDR
The research showed that despite the potential of a learning management system to support both blended learning and e- learning, most e-learning initiatives are not fully realized; they completely or partially fail.Abstract:
The E-learning market is becoming more and more popular in the world. This is evidenced by the increased budget allocations for e-learning programs, the growing prevalence of e-learning in various markets all over the world and new trends in modern technology and tools. The study aims to evaluate the readiness of university management and students for active e-learning. The objective is to identify the prospects and problems of the information and communication technology in educational management when introducing e-learning. To achieve the research objectives, we conducted a survey in the form of a questionnaire among the first-year graduate IT students of three Moscow universities directly involved in e-learning initiatives. The survey involved 135 teachers, 19 information and communication technology (ICT)/e-learning specialists, 6 university managers and 3 heads of university management, one from each of the three universities. The research showed that despite the potential of a learning management system to support both blended learning and e-learning, most e-learning initiatives are not fully realized; they completely or partially fail. Poor marketing strategies, poor service strategies and insufficient technical support are some of the most likely causes of failure. The possibility of students and teachers to interact and the expansion of the geography of education should be noted among the prospects of modern management in the implementation of e-learning. It has been revealed that more than half of the students (54%) independently develop applications and programs for e-learning. The results of our research can become the basis for further research in e-learning and its prevalence in developing countries.read more
Citations
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Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic.
TL;DR: The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.
Journal ArticleDOI
E-Learning During the Period of Pandemic (COVID-19) in the Kingdom of Saudi Arabia: An Empirical Study
TL;DR: There is a special focus on how e-learning can solve the disruptions in education sector due to the pandemic (COVID-19), and how teachers’ preference towards diverse features of e- learning is verified.
Journal ArticleDOI
Using the UTAUT model to understand students' usage of e-learning systems in developing countries.
TL;DR: In this article, a unified theory of acceptance and use of technology (UTAUT), which integrates determinants across eight models, was used to analyse students' intentions to use and their actual usage of Moodle, an e-learning system at Hashemite University, a public university in Jordan, one of the developing countries.
Journal ArticleDOI
E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It
TL;DR: There was a high statistically significant negative correlation between obstacles facing nursing students, and their attitudes toward e-learning while applying it during COVID-19 pandemic.
Journal ArticleDOI
E-learning? Never again! On the unintended consequences of COVID-19 forced e-learning on academic teacher motivational job characteristics
TL;DR: In this paper, the authors discuss the possible changes in six motivational job characteristics of the academic teacher's job (task identity, task significance, skill variety, feedback, autonomy, social dimensions of the work) caused by COVID-19 forced e-learning.
References
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