The Experts below are selected from a list of 19470 Experts worldwide ranked by ideXlab platform
Chu Wang - One of the best experts on this subject based on the ideXlab platform.
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An e-learning Systems engineering methodology
Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05), 2005Co-Authors: L. Gilbert, Chu WangAbstract:A methodology for e-learning Systems engineering is offered for use in the development of e-learning materials. The methodology draws upon the practices of software engineering to identify the key stages and steps required for the development of effective e-learning materials.
Salehu Anteneh - One of the best experts on this subject based on the ideXlab platform.
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A Conceptual Model of e-learning Systems Success and Its Implication for Future Research
2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET), 2018Co-Authors: Yonas Hagos, Salehu Anteneh, Monica GarfieldAbstract:Institutions in developing countries are adopting the exact replica of e-learning approaches used by that of developed countries with the expectations of reaping the same benefits enjoyed by institutions in developed countries. If used effectively, e-learning can provide numerous benefits to the institutions such as accessing education at any time and place, enhances interactivity, scalability, flexibility, and thereby improved student's academic performance through creating a supportive and conducive e- learning environment for learning [1]. However, studies show that the majority of these benefits are enjoyed by institutions in the developed countries than the developing once [2]. In Ethiopian higher level educational institutions, e-learning is in an incipient phase. There are only a few institutions that use e-learning in the teaching and learning process making its effect on a larger scale immeasurable and unknown. In spite of large amount of investments for e-learning Systems by Ethiopian universities, many of these e-learning initiatives are not meeting their desired objectives. With the objective of exploring success factors for e-learning Systems and develop a conceptual model for e-learning Systems success in Ethiopian universities and colleges, the researchers conducted a qualitative case study in 12 Ethiopian higher level educational institutions adopting e-learning Systems in their teaching and learning process. Focus group interviews, in-depth personal interviews, document analysis and observation were used to triangulate the findings. We used open coding as a main data analysis technique. NVivo 11 was used to quantitatively analyze the qualitative data. The result is a proposed conceptual model of e-learning Systems success and its implications for future research. This model is comprised of eight major e-learning Systems success categories and twenty-nine sub-categories. The model will facilitate both academic and practitioner interest in measuring e-learning Systems in developing countries and serve as a framework for further empirical research.
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Measurement factors model for e-learning Systems success
2016 IEEE Tenth International Conference on Research Challenges in Information Science (RCIS), 2016Co-Authors: Yonas Hagos, Monica Garfield, Salehu AntenehAbstract:Information Systems (IS) implementation in higher education is a large investment. Such investments are expected to bring increased efficiency and effectiveness, as well as better quality services to stakeholders. e-learning is one of the recent trends and major technological advancements in Information Technology (IT), reshaping the mode of delivery of education in universities. To effectively and efficiently evaluate the success of an e-learning system, success measurement factors must be identified and measured for any university that implements e-learning Systems. This study explores and develops measurement factors model for e-learning Systems success in Ethiopian higher Level Education Institutes (EHEIs). Both qualitative and quantitative research methodologies are used to perform the study. The study is based on the Information System Success (ISS) model and extends the model to investigate e-learning Systems success measurement factors in developing countries such as Ethiopia. Our literature search did not find any study that examines the complete IS success model in order to identify measurement factors of e-learning Systems success in Ethiopia that should be of value to higher learning institutions' management, e-learning Systems designers and providers, and instructors when planning and implementing e-learning projects.
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RCIS - Measurement factors model for e-learning Systems success
2016 IEEE Tenth International Conference on Research Challenges in Information Science (RCIS), 2016Co-Authors: Yonas Hagos, Monica Garfield, Salehu AntenehAbstract:Information Systems (IS) implementation in higher education is a large investment. Such investments are expected to bring increased efficiency and effectiveness, as well as better quality services to stakeholders. e-learning is one of the recent trends and major technological advancements in Information Technology (IT), reshaping the mode of delivery of education in universities. To effectively and efficiently evaluate the success of an e-learning system, success measurement factors must be identified and measured for any university that implements e-learning Systems. This study explores and develops measurement factors model for e-learning Systems success in Ethiopian higher Level Education Institutes (EHEIs). Both qualitative and quantitative research methodologies are used to perform the study. The study is based on the Information System Success (ISS) model and extends the model to investigate e-learning Systems success measurement factors in developing countries such as Ethiopia. Our literature search did not find any study that examines the complete IS success model in order to identify measurement factors of e-learning Systems success in Ethiopia that should be of value to higher learning institutions' management, e-learning Systems designers and providers, and instructors when planning and implementing e-learning projects.
Yonas Hagos - One of the best experts on this subject based on the ideXlab platform.
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A Conceptual Model of e-learning Systems Success and Its Implication for Future Research
2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET), 2018Co-Authors: Yonas Hagos, Salehu Anteneh, Monica GarfieldAbstract:Institutions in developing countries are adopting the exact replica of e-learning approaches used by that of developed countries with the expectations of reaping the same benefits enjoyed by institutions in developed countries. If used effectively, e-learning can provide numerous benefits to the institutions such as accessing education at any time and place, enhances interactivity, scalability, flexibility, and thereby improved student's academic performance through creating a supportive and conducive e- learning environment for learning [1]. However, studies show that the majority of these benefits are enjoyed by institutions in the developed countries than the developing once [2]. In Ethiopian higher level educational institutions, e-learning is in an incipient phase. There are only a few institutions that use e-learning in the teaching and learning process making its effect on a larger scale immeasurable and unknown. In spite of large amount of investments for e-learning Systems by Ethiopian universities, many of these e-learning initiatives are not meeting their desired objectives. With the objective of exploring success factors for e-learning Systems and develop a conceptual model for e-learning Systems success in Ethiopian universities and colleges, the researchers conducted a qualitative case study in 12 Ethiopian higher level educational institutions adopting e-learning Systems in their teaching and learning process. Focus group interviews, in-depth personal interviews, document analysis and observation were used to triangulate the findings. We used open coding as a main data analysis technique. NVivo 11 was used to quantitatively analyze the qualitative data. The result is a proposed conceptual model of e-learning Systems success and its implications for future research. This model is comprised of eight major e-learning Systems success categories and twenty-nine sub-categories. The model will facilitate both academic and practitioner interest in measuring e-learning Systems in developing countries and serve as a framework for further empirical research.
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Measurement factors model for e-learning Systems success
2016 IEEE Tenth International Conference on Research Challenges in Information Science (RCIS), 2016Co-Authors: Yonas Hagos, Monica Garfield, Salehu AntenehAbstract:Information Systems (IS) implementation in higher education is a large investment. Such investments are expected to bring increased efficiency and effectiveness, as well as better quality services to stakeholders. e-learning is one of the recent trends and major technological advancements in Information Technology (IT), reshaping the mode of delivery of education in universities. To effectively and efficiently evaluate the success of an e-learning system, success measurement factors must be identified and measured for any university that implements e-learning Systems. This study explores and develops measurement factors model for e-learning Systems success in Ethiopian higher Level Education Institutes (EHEIs). Both qualitative and quantitative research methodologies are used to perform the study. The study is based on the Information System Success (ISS) model and extends the model to investigate e-learning Systems success measurement factors in developing countries such as Ethiopia. Our literature search did not find any study that examines the complete IS success model in order to identify measurement factors of e-learning Systems success in Ethiopia that should be of value to higher learning institutions' management, e-learning Systems designers and providers, and instructors when planning and implementing e-learning projects.
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RCIS - Measurement factors model for e-learning Systems success
2016 IEEE Tenth International Conference on Research Challenges in Information Science (RCIS), 2016Co-Authors: Yonas Hagos, Monica Garfield, Salehu AntenehAbstract:Information Systems (IS) implementation in higher education is a large investment. Such investments are expected to bring increased efficiency and effectiveness, as well as better quality services to stakeholders. e-learning is one of the recent trends and major technological advancements in Information Technology (IT), reshaping the mode of delivery of education in universities. To effectively and efficiently evaluate the success of an e-learning system, success measurement factors must be identified and measured for any university that implements e-learning Systems. This study explores and develops measurement factors model for e-learning Systems success in Ethiopian higher Level Education Institutes (EHEIs). Both qualitative and quantitative research methodologies are used to perform the study. The study is based on the Information System Success (ISS) model and extends the model to investigate e-learning Systems success measurement factors in developing countries such as Ethiopia. Our literature search did not find any study that examines the complete IS success model in order to identify measurement factors of e-learning Systems success in Ethiopia that should be of value to higher learning institutions' management, e-learning Systems designers and providers, and instructors when planning and implementing e-learning projects.
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The adoption of e-learning Systems in low income countries:
International journal for innovation education and research, 2014Co-Authors: Yonas Hagos, Solomon NegashAbstract:This paper presents the Technology Acceptance Model (TAM) to examine the adoption of e-learning system in low-income countries, the case of Ethiopia. The research uses a quantitative research approach to examine Ethiopian tertiary level distance students’ determinant factors for the acceptance of e-learning Systems. A questionnaire-based survey was conducted to collect data from 255 undergraduate distance learners in a higher education institute in Ethiopia. The data were analyzed using the Structural Equation Modeling (SEM) (Hair et al, 2005) technique to examine the causal model. The results indicated that perceived usefulness and perceived ease of use significantly affected distance learners’ behavioral intent to use e-learning system in low-income countries. This study is perhaps one of the first to use TAM model to examine the adoption of e-learning Systems among under-graduate level distance students in Ethiopia. The paper provides initial insights in to factors that are likely to be significant antecedents of planning and implementing e-learning Systems to enhance distance learners’ acceptance in low income countries.
Daniel Y Shee - One of the best experts on this subject based on the ideXlab platform.
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measuring e learning Systems success in an organizational context scale development and validation
Computers in Human Behavior, 2007Co-Authors: Yishun Wang, Hsiuyuan Wang, Daniel Y SheeAbstract:Electronic learning (e-learning) has been widely adopted as a promising solution by many companies to offer learning-on-demand opportunities to individual employees in order to reduce training time and cost. While information Systems (IS) success models have received much attention among researchers, little research has been conducted to assess the success and/or effectiveness of e-learning Systems in an organizational context. Whether traditional IS success models can be extended to investigate e-learning Systems success has been scarcely addressed. Based on previous IS success literature, this study developed and validated a multi-dimensional model for assessing e-learning Systems success (ELSS) from the perspective of the employee (e-learner). The procedures used in conceptualizing an ELSS construct, generating items, collecting data, and validating a multiple-item scale for measuring ELSS are described. This paper presents evidence of the scale's factor structure, reliability, content validity, criterion-related validity, convergent validity, and discriminant validity on the basis of analyzing data from a sample of 206 respondents. Theoretical and managerial implications of our results are discussed. This empirically validated instrument will be useful to researchers in developing and testing e-learning Systems theories, as well as to organizations in implementing successful e-learning Systems.
L. Gilbert - One of the best experts on this subject based on the ideXlab platform.
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An e-learning Systems engineering methodology
Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05), 2005Co-Authors: L. Gilbert, Chu WangAbstract:A methodology for e-learning Systems engineering is offered for use in the development of e-learning materials. The methodology draws upon the practices of software engineering to identify the key stages and steps required for the development of effective e-learning materials.