Assessing Readiness of E-Learning in Five Ethiopian Resource Center (Cluster Lead) Universities from Teachers and Students Perspective
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Date
2024-10
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Addis Ababa University
Abstract
As the importance of e-learning for higher educational institutions grows, assessing the readiness of these institutions is crucial. The general objective of this study is to evaluate the e-learning readiness of five Ethiopian Public Resource Center (Cluster Lead) Universities from the perspectives of both teachers and students. Utilizing a descriptive research design, the study gathered information on the level of e-learning readiness through random and purposive sampling to ensure a representative subset from various departments and levels of experience. A total of 350 combined online and printed questionnaires were distributed to teachers and students, with 328 returned, yielding a response rate of 93.71%. The findings indicated that instructors showed greater readiness than students in areas such as technology, individual, and organizational e-learning readiness aspects necessary for successful implementation. While students demonstrated some readiness in individual technological skills essential for effective e-learning, they were not prepared in other critical readiness factors. Several areas were identified as lacking readiness and requiring additional improvement. In conclusion, despite some encouraging readiness factors that support the implementation of e-learning, significant challenges remain. This thesis recommends that the management of the five Ethiopian Public Resource Center (Cluster Lead) Universities actively enhance the areas that are ready but need improvement, as well as address those that are not prepared and require more attention. Additionally, it is crucial for the government to prioritize e-learning readiness to address the challenges encountered in this domain.
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Keywords
Readiness, E-Learning, Higher Education