The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.
Background: In many countries, gastric cancer is not diagnosed until an advanced stage. An Internet-based e-learning system to improve the ability of endoscopists to diagnose gastric cancer at an early stage was developed and was evaluated for its effectiveness.
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Methods: The study was designed as a randomized controlled trial. After receiving a pre-test, participants were randomly allocated to either an e-learning or non-e-learning group. Only those in the e-learning group gained access to the e-learning system. Two months after the pre-test, both groups received a post-test. The primary endpoint was the difference between the two groups regarding the rate of improvement of their test results.
Findings: 515 endoscopists from 35 countries were assessed for eligibility, and 332 were enrolled in the study, with 166 allocated to each group. Of these, 151 participants in the e-learning group and 144 in the non-e-learning group were included in the analysis. The mean improvement rate (standard deviation) in the e-learning and non-e-learning groups was 124 (026) and 100 (016), respectively (P
Interpretation: This global study clearly demonstrated the efficacy of an e-learning system to expand knowledge and provide invaluable experience regarding the endoscopic detection of early gastric cancer (R000012039).
As we see now in the world, the COVID-19 pandemic is forcing educational institutions such as universities to shift rapidly to distance and online learning. COVID-19 has forced the universities around the world to adopt online learning. We are now in a state of emergency and must react with different and available ways of learning such as e-learning systems and mobile learning applications. Online learning is not new to learners, nor is distance learning. However, COVID-19 is reviving the need to explore online teaching and learning opportunities.
In fact, e-learning tools are playing a crucial role during this pandemic. E-learning systems can assist learning providers to manage, plan, deliver and track the learning and teaching process. Furthermore, it aims to help instructors, schools and universities facilitate student learning during periods of universities and schools closure. In addition, most of these system are free which can help ensure continuous learning during this Coronavirus pandemic.
The rest of this paper is organized as follows: in the first section, we discuss related studies of e-learning system adoption, e-learning system challenges. This will be followed by a presentation of the research methodology, data collection process and data analysis method. Then discussion of the findings and finally, limitations and conclusions.
Although numerous studies exist on e-learning adoption, the current study aims to add new contribution to the existing literature on investigation of the main challenges and factors influencing e-learning successful adoption in new context, which is Jordan, which may set an example for other developing countries.
E-learning usage and adoption among users is a challenging issue for many universities, both in developed and developing countries, but it is likely to be less of a concern in developed countries over the willingness of their students to accept and use the e-learning system, as significant progressive steps have already been taken, according to literatures, in this regard (Almaiah et al. 2016b). Eltahir (2019) indicated that the challenges of adopting e-learning system in developing countries, however, remain a reality due to the digital divide with the developing countries.
Our existing literature review identified several challenges related to adopting the e-learning system. After this review, we noted that these challenges could be classified into four categories namely (1) technological challenges, (2) individual challenges, (3) cultural challenges and (4) course challenges. We found also that these challenges are very different from one country to another country, due to different culture, context and readiness. For example, lack of ICT knowledge, poor network infrastructure and weakness of content development were the main challenges of e-learning system adoption in developing countries (Aung and Khaing 2015). Another study revealed that system characteristics, internet experience and computer self-efficacy were the main issues that impede the successful adoption of e-learning system in Pakistan (Kanwal and Rehman 2017). A similar study conducted in Kenya identified three main challenges of e-learning are inadequate ICT infrastructure, lack of technical skills and financial constraints (Tarus et al. 2015). A study by Kisanga and Ireson (Mulhanga and Lima 2017) identified that poor interface design; inadequate technical support and lack of IT skills are the primary barriers that hinder the successful implementation of existing e-learning projects. Mulhanga and Lima (Kenan et al. 2013) claimed that cultural, political, and economical constraints are the main reasons to fail the e-learning initiatives in Libya. In the same way, Kenan et al. (Chen and Tseng 2012) classified the challenges that affect the actual use of e-learning into four categories: management challenges, technological challenges, implementation challenges and cultural challenges. Despite these efforts, none of these studies have investigated the actual challenges that face users during the use of e-learning system.
A study conducted by Al-Araibi et al. (2019), which puts the technological issues as the main criteria for the success of e-learning system, indicated that 45% of e-learning projects in developing countries are total failures, 40% are partial failures, while only 15% are successful. Therefore, based on these findings, along with other studies, many researchers in the field of IS/IT have conducted researches in order to look into the challenges to the successful implementation of e-learning system initiatives (Al-Araibi et al. 2019; Esterhuyse and Scholtz 2015; Islam et al. 2015). Table 1 summarizes the common issues that caused the low usage and adoption of e-learning system.
The research methodology framework in this study consists of three main phases as presented in Fig. 1. In phase one, a review of literature on e-learning adoption factors and challenges has been conducted. In phase two, thematic analysis was used for identifying and classifying of e-learning adoption factors and challenges. The qualitative data obtained during the interview was analyzed using the thematic analysis technique using the NVivo software. For conducting the thematic analysis process for this study, five steps was identified according to Braun and Clarke (2006), namely: familiarization with data, generating initial codes, searching for themes, defining and naming themes, and producing the final report. In the third phase, collecting and determining the main challenges and factors of e-learning adoption. In the following sections, we will describe in details the data collection method, sample of the study and the data analysis technique used in this study.
Therefore, this approach allowed the researchers to connect with policymakers, IT experts and faculty members who are currently implementing and supporting the e-learning systems in Jordanian universities. Furthermore, the qualitative approach further allowed the researchers to deeper understanding about the main factors that affect the e-learning system adoption in Jordanian universities, along with the major challenges that the e-learning adoption faces. Thus, this could also yield enough information to answer the research questions.
In this study, we conducted an online interview with 30 students who have non-technical backgrounds in order to make more balanced view for this study. The interview was conducted during online-lecture using Blackboard system. The interview focused on several questions emerging from the main research objectives of this study. The interview questions consisted of several aspect about the usage of e-learning system during COVID-19 Pandemic, the main challenges that faced them through using e-learning system during COVID-19 Pandemic, the main factors that affect the successful usage of e-learning system during COVID-19 Pandemic.
The interview method was conducted, with a total of 61 participants from both technical and non- technical backgrounds in order to make more balanced view for this study. The study sample included of 30 students, 25 faculty members, 4 IT experts and developers at five universities and 2 policy-makers at the Ministry of Higher Education of Jordan. The faculty members were from different departments of Information Technology School such as Information Systems and Software Engineering, who are currently using the e-learning system at five universities, as shown in Table 2. Thus, the participants in this study could help us to answer all questions related to the research questions and objectives, in order to obtain more detailed and meaningful understanding of the research problem from the main source at a particular point of time as suggested by Patton (2014). The interviewees were the right persons, who could answer all questions related to the challenges and factors that affect the usage of e-learning system during COVID-19 Pandemic, and they are well familiar with all issues related to the current e-learning initiative. 0852c4b9a8
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