ESS Open Day: Highfield House Hotel

Electronics and Software Systems Conference

16th June 2014

A Model to Facilitate Effective Blended

E-learning within Universities in
Developing Countries
B. Aguti, R. J. Walters, G. B. Wills
Electronics and Computer Science, University of Southampton, Southampton, SO17 1BJ, UK
Corresponding author: ba3g11@ecs.soton.ac.uk

Outline
Introduction: Motivation
Blended E-learning Definition
Challenges with Blended E-learning
Benefits of Blended E-learning
Is Effective Blended E-learning Possible?
Evaluation of E-learning in Universities
Proposed model for facilitating Effective Blended
E-learning within Universities in developing countries
Conclusion and Future work

Introduction
Motivation:
We all know what e-learning is about! Right! My research is about how
to facilitate sustained use of e-learning technologies within Universities in
developing countries.
My research study basically seeks to evaluate the factors that impact on the
effectiveness of blended elearning within Universities in developing
countries.
The goal is to develop a model for facilitating effective use of blended
elearning within Universities; encompassing a well-balanced mix of
effective pedagogy in e-learning course design, e-learning readiness and
quality e-learning systems.

Blended E-learning Definition

A combination of improved course delivery strategies,
face-to-face classroom teaching with live e-learning,
self-paced e-learning facilitated by VLEs (Sharpe et al.
2006)
A mix of media and tools used in an e-learning
environment.
A combination of pedagogic approaches, irrespective of
learning technology used (Driscoll, 2002)

Challenges and drivers for using

blended e-learning in
Running programmes in multiple campuses in the
Universities
country,
Inadequate ICT skills amongst the staff and students;
Timidity in embracing new technologies for teaching
and learning;
High population of students vis-a-vis limited lecture
capacity,
Lack of enthusiasm to sustain the use of e-learning.

Benefits of Blended E-learning

Effective pedagogy facilitates active student-centred
learning,
Facilitates collaborative, interactive learning and
discussions amongst students and lecturers regardless
of the location, through web 2.0 technologies,
Easy and quick access to learning resources and content
available via VLEs,
Cost effective for distance and virtual learners,
Diversity of virtual learning audiences attracted by
institutions

Is Effective Blended E-learning

Possible?
Establish the drivers and effects of blended e-learning
within Universities,
Perform a factor analysis to establish the actual factors
that influence the effectiveness of blended e-learning,
Generate a structural equation model to establish the
factors and their strengths towards achieving effective
blended e-learning.
The proposed model indicates the major constructs that
are necessary for promoting blended e-learning.

Proposed model for Effective Blended E-learning

Dimensions for Effective Blended

E-learning
The aim of the proposed model is to aid understanding
of factors influencing the effectiveness of blended
e-learning and measure the level of effectiveness of
blended e-learning in Universities.
The relationship between the dimensions, components
are illustrated in the model. A total of 67 items, 23
items for Course Module Design Strategies dimension,
24 items for E-learning Readiness dimension, 15 items
for Quality E-learning Systems dimension, and 7 items
for Effective Blended E-learning were formulated.

Dimensions for Effective Blended

E-learning

E-learning Course Delivery Strategies

Course module layout,

Course module evaluation,
Student assessment,
Course module planning,

E-learning Readiness

Institutional Policies
E-learning culture
E-learning costs

Dimensions for Effective Blended

E-learning

E-learning Readiness

E-learning Infrastructure,
E-learning support

Learning management systems

Student learning management

Quality E-learning system

Dimensions for Effective Blended

E-learning

Effective Blended E-learning

Impact on E-learning readiness, quality of e-learning

systems, e-learning course module delivery strategies
Student retention,
Cost effectiveness,
Performance od quality of teachers,
Academic achievement,
Graduation of student
Improvement in research and education

Conclusion and Future Work

The main challenge for HEIs is to find a model to used

to facilitate effective blended e-learning within
Universities.

SEM will be performed to establish factors which

effect on blended e-learning within Universities.

The developed model will act as a benchmarking tool

to be used to conduct to inform University
administrators, lecturers, e-learning experts, policy
makers and Government during their decision making
processes regarding blended e-learning.