Glenda Gay

By Glenda H. E. Gay

Evaluating the effectiveness of e-learning systems (ELSs) for course delivery can be achieved by measuring the user’s level of readiness for the ELS. While e-learning readiness (e-readiness) is well researched using several models, studies generally provide recommendations for the institution or instructor. However, most students are typically not equipped for using the ELS. This chapter focuses on assisting students in online and face-to-face courses who have e-readiness challenges when accessing an ELS throughout a semester. A survey captures responses on their technological, lifestyle and learning preparedness for the ELS to produce an e-readiness score. A modified DeLone and McLean model evaluates the impact of their level of e-readiness during their use of the ELS. Identifying where and when students have difficulties, pinpointing their deficits or recommending the more appropriate modality could help students achieve a positive course outcome.

Part of the book: Trends in E-learning

By Glenda H.E. Gay

Electronic learning (e-learning) is an indispensable management system that supports face-to-face, blended, or fully online courses. In January 2020, 258 students in a second-year management course at a regional university were evaluated on their preparedness for online lectures via e-learning. However, by mid-semester, the COVID-19 pandemic halted face-to-face teaching, pushed final assessments to an online modality, and forced some governments to quickly repatriate their students. This chapter evaluates students’ level of e-learning readiness (e-readiness) and whether it had any effect on their performance in the final assessment. The results show that six percent of the cohort had returned to their home country, six percent had no privacy to take their final online assessments, while 31% depended on Wi-Fi. However, although two-thirds of the cohort preferred the online modality, only a third had acceptable levels of e-readiness. E-ready students felt the disruption in their study routine most, while those who were not e-ready found more time to study after the curfew restrictions were in place. E-ready students attempted their final online assessment earlier than those who were not yet e-ready, but the two groups had similar assessment grades. Evaluating students’ level of e-readiness is vital in providing support for those who have challenges with online learning.

Part of the book: E-Learning and Digital Education in the Twenty-First Century - Challenges and Prospects