Total views : 164
On Materializing the Conceptual Framework for e-Learning: A Pilot Study
Background/Objectives: A conceptual framework is essential to ensure that the Critical Success Factors (CSFs) for e-Learning implementation is clearly identified to minimize the failure risk. Methods/Statistical Analysis: LearnCube is a conceptual framework proposed to model the CSF in multi-dimensional model. In this paper, we materialized the LearnCube framework to demonstrate that the model covers all the aspect of CSFs accurately. Findings: A pilot study has been conducted and the results agreed that the identified factors have significant influence on the success of EL implementation. In this research, a survey questionnaire is used as the research instrument to collect information due to its inexpensive, efficient, and precise mechanism of data collection. The sampling of respondents is based on purposive sampling, whereby the respondents were selected from the specific group (secondary school students) which is able to provide the data needed for this research. Application/Improvements: The results agreed that the identified factors have significant influence on the success of EL implementation especially on the secondary school based on Economic Asas curriculum.
Pilot Study, Critical Success Factors, Conceptual Framework, Secondary School, e-Learning Implementation.
- Sun PC, Tasi RJ, Finger G, Chen YY, Yeh D. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computer and Education. 2008; 50:1183–202.
- Odunaike SA, Olugbara OO, Ojo SO. E-learning implementation critical success factors. International Multi-Conference of Engineers and Computer Scientists; 2013. p. 560–5.
- McGill TJ, Klobas JE, Renzi S. Critical success factors for the continuation of e-learning initiatives. The Internet and Higher Education. 2014; 22:24–36.
- Haw SK, Haw SC, Wong CO, Lim YP. LearnCube: A conceptual framework for e-learning implementation in secondary school. Indian Journal of Science and Technology. 2015; 8(32):1–7.
- Khan BH. E-learning: A framework for e-learning [Internet]. [cited 2015 Jun 10]. Available from: http://lomo.kyberia.net/diplomovka/webdownload/partial/elearningmag.com/E-Learning%20-%20A%20Framework%20for%20E-learning.pdf.
- Tirziu AM, Vrabie V. Education 2.0: E-learning methods.Procedia - Social and Behavioral Sciences. 2015; 186: 376–80.
- Aparicio M, Bacao F, Oliveira T. An e-learning theoretical framework. Educational Technology and Society. 2016; 19(1):292–307.
- Dabbagh N. Pedagogical models for e-learning: A theorybased design framework. International Journal of Technology in Teaching and Learning. 2005; 1(1):25–44.
- Thirunarayanan MO, Prado AP. Comparing web based and classroom based learning: A quantitative study. Journal of Research on Technology in Education. 2001; 2:131–7.
- Greenhow C, Robelia B, Hughes JE. Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now? Education and Educational Research. 2009; 38(4):246–59
- Alias N, Siraj S, DeWitt D, Attaran, M. Evaluation on the usability of physics module in a secondary school in Malaysia: Students’ retrospective. The Malaysian Online Journal of Educational Technology. 2013; 1(1):44–53.
- Sekaran U, Bougie R. Research methods for business: A skill-building approach. United Kingdom, Wiley; 2013.
- Hair JF, Bush RB, Ortinau DJ. Marketing research within a changing information environment. McGraw-Hill; 2003.
- Dillman DA. Mail and internet survey. The tailored design method. John Wiley & Sons; 2007.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.