Barriers to E-Learning - Literature review Example

Barriers to E-learning Introduction E-learning is argued to be an effective tool for teaching and learning, given certain dimensions and circumstances (Alenezi, Abdul Karim, and Veloo, 2010; Docherty and Sandhu, 2006), and especially relevant among Muslim students who have cultural and religious beliefs about gender segregation (Weber, 2011). E-learning presents limitless opportunities for learning too among young and adult learners alike, who cannot study in real class settings, as well as those who think that technology should be applied to the efficient asynchronous delivery of education. Despite these strengths and opportunities, e-learning faces several distinct barriers. These barriers will be explored in this paper. Barriers to e-learning: From the Individual to the Institutional Diverse barriers to e-learning can prevent or delay the effective design or implementation of e-learning programs. This section discusses some of the widespread categories of hindrances to e-learning. Table 1 shows the various barriers to e-learning that are arranged according to publication. Table 1: Barriers to E-Learning According to Publication Year Barriers to e-learning Author Specific barriers to learning and explanation Technical Barriers Alsulaimani (2012) Inadequate technological tools, such as lack of computers, and poor or limited Internet availability can impede the adoption of e-learning. Poorly designed e-learning programs are barriers to e-learning too. The learning system for e-learning must be applied to preservice teaching, and if not, there will be problems in the design and implementation of e-learning. Geçer and Özel (2012) Not having enough ICT tools is problematic in Taiwan schools, a problem that can hinder e-learning delivery. Suleman (2011) The basics of e-learning are its various kinds of equipment and without it, e-learning cannot be provided. Nayak and Kalyankar (2010) In India, schools do not have sufficient equipment for delivering e-learning, especially in rural areas, and bandwidth problems are also widespread concerns. The absence of a reliable ICT infrastructure shapes e-learning adoption similarly. Githens (2007) Poorly designed curriculum and interface can frustrate older learners (336). New technologies, such as games, must fit the technological knowhow of students too (336). Wong (2007) Limited internet coverage hinders e-learning. Childs et al. (2005) Some technical barriers are transportability and compatibility concerns, as well as availability of hardware and software (25). Personal barriers Tsai and Lee (2012) When teachers do not see the usability and relevance of e-learning to their curriculum, e-learning may be improperly implemented on classroom levels. Al-Awidi and Alghazo (2012) Students who lack self-confidence in using e-learning systems can impact their attitudes to it, as well as their use. Sherbib Asiri et al. (2012) E-learning attitudes, pedagogical views, and actual ICT skills shape e-learning diffusion among the faculty. Wu and Hwang (2010) Teachers must answer their own pedagogical questions about e-learning to prevent the development of negative beliefs and practices. Alenezi, Abdul Karim and Veloo (2010) Computer anxiety, computer self-efficacy and enjoyment are student factors that shape e-learning adoption. Vrazalic et al. (2009) Negative perceptions of e-learning can hinder the adoption of e-learning. Ali and Magalhaes (2008) Lack of time, employment workload, and language barriers are hindrances to e-learning. Panda and Mishra (2007) Poor knowledge and skills due to poor training, as well as lack of role models, can affect e-learning adoption. Githens (2007) Negative stereotypes against older learners impact the participation of older students in e-learning platforms (334). Lack of ICT knowledge and skills among older students are barriers to e-learning too. Wong (2007) Students must be prepared to use e-learning platforms. Lack of preparation on their part can make e-learning ineffective for them. Docherty and Sandhu (2006) Lack of support and isolation hinders e-learning adoption (347). Availability of time for studying and working on assignments and distractions can deter e-learning effectiveness. Marengo and Marengo (2005) Role models and time to learn are important to being good students in e-learning settings. Tavangarian et al. (2004) Some teachers question the role of e-learning in learning, when it is only a means to teaching. Traditional teaching methods may be preferred by some teachers. Administration barriers Shin et al. (2012) Teachers are more likely to implement e-learning, if it is aligned with public educations policies and standards. KSA must go over the possibility of mandating e-learning across public education levels to enhance its adoption. Alsulaimani (2012) Negative perceptions or poor support from faculty members can result to lower e-learning diffusion. Sherbib Asiri et al. (2012) Differences in policies and implementation because of administrative dimensions can affect e-learning diffusion. Poor professional development toward e-learning can be attributed to the organization because of lack of resources and/or political will and unity. Eugene and Clark (2012) Absence of culturally-sensitive and responsive e-learning language and materials can hinder e-learning adoption. Ali and Magalhaes (2008) Lack of management support for students can deter e-learning. Panda and Mishra (2007) Teachers may not adopt e-learning if they do not see that the administration as supportive to the skills training and other needs of e-learning platform. Poor alignment between e-learning goals and curriculum can hinder e-learning effectiveness. Childs et al. (2005) Absence of technical support and provision of training and resources to technical support team and users can deter the use of e-learning (26). Marengo and Marengo (2005) Lack of professional development and orientation can prevent the faculty from effectively adopting e-learning systems. Financial barriers Alsulaimani (2012) The high costs of e-learning discourage some schools for applying it, especially when financial resources are limited. Docherty and Sandhu (2006) Cost of equipment and services on the end of students can deter e-learning (i.e. buying computer and related software and hardware is difficult for low-income students) (347). Marengo and Marengo (2005) High total costs of e-learning design and implementation can hinder its adoption among schools and organizations. Childs et al. (2005) High costs of e-learning discourage organizations and students. Table 1 shows that several scholars agree in their perceived ideas regarding the hindrances to e-learning, based on their theoretical models and empirical investigations. The table highlights the importance of identifying all barriers to e-learning, so that schools and organizations can prevent these factors from affecting their development and implementation of e-learning programs. Table 2 shows the consolidated answers based on scholarly publications. These answers summarize the various hindrances to e-learning. Table 2: Barriers to Learning Kinds of barriers Examples of barriers Authors Technical barriers Inadequate technology tools Alsulaimani (2012); Geçer and Özel (2012); Nayak and Kalyankar (2010) ; Childs et al. (2005) Poorly-designed e-learning programs/curriculum Alsulaimani (2012); Githens (2007) Internet problems (i.e. bandwidth, access to the Internet, lack of Internet infrastructure) Nayak and Kalyankar (2010); Wong (2007) Technical issues of transportability and compatibility. Childs et al. (2005) Personal barriers Teacher concerns   1) Lack of appreciation of and/or understanding of e-learning significance to teaching and learning Tsai and Lee (2012); Tavangarian et al. (2004) 2) Poor ICT skills Sherbib Asiri et al. (2012) 3) Pedagogical concerns Sherbib Asiri et al. (2012); Wu and Hwang (2010) 4) Workplace conditions (i.e. lack of support and role models among teachers) Panda and Mishra (2007); Docherty and Sandhu (2006); Marengo and Marengo (2005)     Student concerns   1) Poor ICT skills due to inadequate education/training Al-Awidi and Alghazo (2012); Sherbib Asiri et al. (2012); Panda and Mishra (2007); Wong (2007) 2) Poor self-confidence because of lack of ICT knowledge and experience Al-Awidi and Alghazo (2012) 3) Negative e-learning attitudes Sherbib Asiri et al. (2012); Vrazalic et al. (2009) 4) Negative affect regarding ICT tools Alenezi, Abdul Karim and Veloo (2010) 5) Workplace conditions Ali and Magalhaes (2008) 6) Individual conditions (i.e. language barriers, lack of time) Ali and Magalhaes (2008) 7) Lack of role models to enhance motivation in e-learning Panda and Mishra (2007); Docherty and Sandhu (2006); Marengo and Marengo (2005) 8) Negative stereotypes Githens (2007) Administration barriers Poor or lack of alignment between public education goals, strategies, and curriculum Shin et al. (2012) Poor support from faculty members Alsulaimani (2012) Differences between organizational policies for e-learning and implementation Sherbib Asiri et al. (2012) Poor professional development, when preservice ICT training is seen as a main responsibility of organizations Sherbib Asiri et al. (2012); Panda and Mishra (2007); Childs et al. (2005); Marengo and Marengo (2005) Absence of cultural sensitivity that the administration must promote Eugene and Clark (2012) Lack of workplace support for employed students Ali and Magalhaes (2008) No technical support for the e-learning system Childs et al. (2005) Financial barriers Insufficient financial resources for students Alsulaimani (2012); Docherty and Sandhu (2006) Insufficient financial resources for schools/organizations Alsulaimani (2012); Marengo and Marengo (2005); Childs et al. (2005) Table 2 demonstrates the different examples of technical, personal, financial, and administrative barriers. Some personal barriers apply to both students and teachers alike, especially lack of ICT knowledge and skills. It can be seen that some of the examples overlap because of the interaction among these variables too. For instance, technical problems can be due to personal problems, and personal issues regarding ICT can produce administrative or institutional issues. Technical Barriers Inadequate technology tools Some of the technical barriers to e-learning are lack of hardware, software, and related materials. Alsulaimani (2012) examined the barriers of adopting e-learning for Science teachers in Saudi Arabia. He learned that insufficient technological tools is a large problem: “[Participants] reported inadequate ICT equipment limited their ability to use ICT, with over half the respondents reporting that it significantly limited their ability to use ICT in the science classroom” (Alsulaimani, 2012: 149). Indeed, students may even be frustrated if their schools have e-learning programs, and yet they do not even have enough computers to begin with. Nayak and Kalyankar (2010) had the same findings in India and Geçer and Özel (2012) noted similar logistical problems in Taiwan. Nayak and Kalyankar (2010) studied problems and approaches to e-learning in India. They discovered problems in electricity and tools for e-learning. Students need access to hardware for e-learning, such as desktop computers or laptops, but they are limited, especially for rural areas or communities with poor funding for educational technology or ICT (Nayak and Kalyankar, 2010). Geçer and Özel (2012) examined the problems that teachers have experienced, as they communicated their views regarding the effectiveness and functionality of teaching-learning process of Primary Science and Technology curriculum in Turkey. They noted that some of the pressing problems are lack of proper tools in executing e-learning. Suleman (2011) investigated the same problems in Pakistan. Insufficient computers have affected how e-learning is applied across the nation. Childs et al. (2005) studied an e-learning project’s hindrances and opportunities. They realized that inadequate technical tools hinder e-learning. Insufficient supply of this hardware will hinder e-learning, which usually occurs for poorly funded classrooms (Suleman, 2011; Wong, 2007: 56). Wong (2007) reviewed the barriers to e-learning. He stated: “According to World Bank data, there were only about 3 million computers in Malaysia in 2003, for a total population of about 24 million (ICT at a glance Malaysia, 2003),” and so “e-learning may not be widespread in Malaysia yet” (Wong, 2007: 56). Developing countries are particularly vulnerable to technical barriers, especially the accessibility of technical resources for e-learning adoption, due to financial constraints (Nayak and Kalyankar, 2010). One must also not overlook the limitations of e-learning when even desks and chairs are not available. The basics of e-learning are its hardware and software, in terms of equipment and system, and without them, the delivery of e-learning will not only be delayed, but altogether hampered. Internet problems Some of the Internet problems that hinder e-learning are limited bandwidth and access to the Internet, as well as absence of reliable Internet infrastructure. Wong (2007) asserted from his review that limited Internet coverage or poor access to Internet can affect e-learning too (Wong, 2007: 56). Rural communities, for instance, with no reliable Internet service provider, can reduce the demand for e-learning. Weak bandwidth can affect streaming of videos and images which are important to several e-learning subjects. Alsulaimani (2012: 150) observed the same concern in Saudi Arabia: “Dial-up connection is the predominant method of internet connectivity in Saudi Arabia, thus 71 per cent (210 respondents) were quite concerned or highly concerned on the perceived barrier to use through speed of connection and waiting time for screens to load.” Nayak and Kalyankar (2010) pointed out that good bandwidth is important because it is critical in streaming multimedia. Limited bandwidth can frustrate learners and teachers alike. Internet concerns can significantly deter the application and adoption of e-learning, even for places that need it the most (i.e. because rural communities tend to be very far from schools, for instance). Poorly-designed e-learning programs/curriculum Badly designed e-learning systems and tools can encumber e-learning too. In the study of Saudi Arabian schools: “Three-quarters of respondents, 229, reported that insufficient pre-service training affected their ability to use ICT in the science classroom” (Alsulaimani, 2012: 150). For instance, poor training can result to improper or incorrect e-learning use that can result to loading problems, which can aggravate users. These are some of the prevailing technological barriers to e-learning for developing countries. Githens (2007) explored the challenges of e-learning for adult learners. He stated: “Inappropriate sequencing of courses and undesirable course features can result in frustrated students” (Githens, 2007: 336). Learning preferences vary across students because of demographic differences, among others. These differences, when unaccounted for, can result to e-learning curricula and programs that are not responsive or engaging to target students. Technical issues of transportability and compatibility Though teachers and students do not have to be concerned of this problem, technical issues affect the services that e-learning systems can offer to them. Childs et al. (2005) highlighted problems with transportability and compatibility. They stressed: “There is a lack of information about hardware and transportability and compatibility can be a problem” (Childs et al., 2005, p.25). Technical problems that come from these issues can easily de-motivate teachers and learners. Personal Barriers Personal barriers affect teachers and students. Some of these barriers are similar to these groups. Teacher concerns 1) Lack of appreciation of and/or understanding of e-learning significance to teaching and learning Individual-based concerns or beliefs can affect e-learning adoption. Tsai and Lee (2012) studied the proper design for e-learning programs. They learned that some teachers have poor perceptions of e-learning significance to teaching. For them, learning is not always as effective when delivered through e-learning system because of the existence of students who do not have enough motivation to self-study. Self-studying is essential to being successful in e-learning because of the nature of this system. Tavangarian et al. (2004) inquired if e-learning is the answer to individual learning. They aired concerns that educators are not always in line when seeing the importance of e-learning to learning in general. Individual learning entails motivated students, which may not be apparent for all e-learners. 2) Poor ICT skills Poor ICT skills can deter e-learning because of the impact of skills on proper and sufficient usage of e-learning tools. Al-Awidi and Alghazo (2012) studied the impact of student teaching experience on preservice elementary teachers self-efficacy beliefs for technology integration in the UAE. They learned that many teachers lack ICT skills that will enable them to efficiently use e-learning tools for their curriculum objectives. Sherbib Asiri et al. (2012) asserted that ICT skills are important to e-learning diffusion in universities. Panda and Mishra (2007) stressed that poor knowledge and skills due to poor training, as well as lack of role models, can affect e-learning adoption. Kember et al. (2001) emphasized the role of preparation in ensuring that teachers can help students flourish in an e-learning environment (cited in Wong, 2007: 56). 3) Pedagogical concerns Teachers have pedagogical concerns about e-learning, which when unresolved, can impact e-learning adoption. Tavangarian et al. (2004) explored pedagogical questions that examine e-learning’s role in individual learning. They learned that teachers are still studying if e-learning is beneficial to their teaching. Wu and Hwang (2010) expressed from their study that teachers must be prepared for the pedagogical questions of e-learning. This preparation allows them to resolve these issues to enhance e-learning awareness and acceptance. Sherbib Asiri et al. (2012) offered a theoretical framework that studied the underlying factors that affect the utilization of the Jusur Learning Management System (Jusur LMS) in public universities of the KSA. Findings showed that attitudes, pedagogical views, and actual ICT skills impact e-learning diffusion among the faculty. How teachers see e-learning and their skills in using it can affect their application of e-learning in classroom levels. If teachers are already negative in their perceptions of e-learning, these perceptions can delay e-learning diffusion. 4) Workplace conditions (i.e. lack of support and role models among teachers) Aside from poor knowledge, skills, training, and time, absence of support and role models can serve as personal barriers to e-learning (Panda and Mishra, 2007: 327). Docherty and Sandhu (2006) learned from their study that lack of support and isolation hinders e-learning adoption (347). Marengo and Marengo (2005) affirmed that lack of role models and time to learn are important to being good students in e-learning settings. These workplace conditions can deter e-learning because they increase risks for slower adoption or poor implementation. Student concerns 1) Poor ICT skills due to inadequate education/training For students, poor ICT skills can deter e-learning adoption too. Sherbib Asiri et al. (2012) stressed that actual ICT skills shape e-learning diffusion among students. Panda and Mishra (2007) agreed that poor knowledge and skills due to poor training, as well as lack of role models, can affect e-learning adoption, while Al-Awidi and Alghazo (2012) agreed that poor ICT skills can affect acceptance of e-learning program among students. Wong (2007) stressed that students must be prepared to use e-learning platforms. Lack of preparation on their part can make e-learning ineffective for them. 2) Poor self-confidence because of lack of ICT knowledge and experience Poor self-confidence can deter the embrace of e-learning. Al-Awidi and Alghazo (2012) noted from their study that students who lack self-confidence in using e-learning systems can impact their attitudes to it, as well as their use. Students who are new to ICT may feel insecure in using these tools, which can affect their learning confidence and interest too, which is shown in the study of Al-Awidi and Alghazo (2012). Poor confidence can be due to the foreignness of the e-learning system, most likely due to poor ICT skills or e-learning experience. 3) Negative e-learning attitudes Negative e-learning attitudes can affect e-learning adoption too. Sherbib Asiri et al. (2012) explained that negative e-learning beliefs shape e-learning practices. Vrazalic et al. (2009) affirmed that negative perceptions of e-learning can hinder the adoption of e-learning. Some examples of these attitudes are: 1) seeing e-learning as not as valuable as traditional learning and 2) not prioritizing e-learning assignments. These attitudes can affect how students see and do their e-learning tasks. 4) Negative affect regarding ICT tools Negative emotions can impact how students use ICT tools. Alenezi, Abdul Karim and Veloo (2010) noted from their study that computer anxiety, computer self-efficacy and enjoyment are student factors that shape e-learning adoption. Anxiety can reduce e-learning because of troubles in using computers. Poor self-efficacy can result to frustration. Enjoyment is important to e-learning too because it can increase positive attitudes toward e-learning. 5) Workplace conditions Workplace conditions can impact e-learning. Ali and Magalhaes (2008) determined from their study that for working students, employment workload and poor support can lead to e-learning problems. Too much work can be stressful and reduce time for e-learning. Poor group support at work can lessen e-learning motivation and success too. 6) Individual conditions (i.e. language barriers, lack of time) Individual conditions can affect e-learning. Ali and Magalhaes (2008) learned that language barriers and lack of time can impact e-learning diffusion. Demographic factors can shape e-learning. Non-native speakers with weak English proficiency can experience language problems in both e-learning and traditional school settings. 7) Lack of role models to enhance motivation in e-learning Students need role models for successful e-learning too. Panda and Mishra (2007), Docherty and Sandhu (2006), and Marengo and Marengo (2005) emphasized the role of models in enhancing motivation to e-learning. Role models can be teachers or peers who are enjoying e-learning and maximizing its benefits. 8) Negative stereotypes Negative stereotypes about learners can affect e-learning. Githens (2007) learned from his study that negative stereotypes against older learners impact the participation of older students in e-learning platforms (334). These stereotypes result to assumptions that can lead to self-fulfilling prophecies among older students. Administration Barriers Poor or lack of alignment between public education goals, strategies, and curriculum Some of the administration barriers to e-learning are organizational or group-based. Lack of connection between mandated learning outcomes and e-learning outcomes might impede e-learning adoption. Shin et al. (2012) studied the impacts of game technology on student learning in mathematics of grade-school students. They noted that teachers are more likely to implement e-learning, if it is associated with existing educational policies and standards. KSA must consider mandating e-learning across public education levels to enhance its adoption. Poor support from faculty members Aside from institutional changes, the organization may not provide enough support, whether for e-learning or technical support (Panda and Mishra, 2007: 327). Teachers may have apprehensions when they do not see e-learning as significant to learning (Panda and Mishra, 2007: 327), based on how the administration shows support for it, where there might be a difference between policies and implementation of e-learning (Sherbib Asiri et al., 2012). Without full support from the administration, in terms of adequate time and resources for training/implementation and emotional support, teachers might resist e-learning systems and tools and use them as infrequently as possible. Moreover, faculty support can affect e-learning adoption. Negative perceptions or poor support from faculty members can result to lower e-learning diffusion (Alsulaimani, 2012). Group dynamics affect e-learning development too among teachers. Differences between organizational policies for e-learning and implementation Sherbib Asiri et al. (2012) explained that differences in policies and implementation because of administrative dimensions can affect e-learning diffusion. Poor professional development toward e-learning can be attributed to the organization because of lack of resources and/or political will and unity. Poor professional development as a responsibility of organizations Poor professional development can hinder e-learning when organizations do not fulfill their role on this regard. Sherbib Asiri et al. (2012), Panda and Mishra (2007), Childs et al. (2005), and Marengo and Marengo (2005) noted professional development as one of the problems of poor e-learning implementation. This problem includes lack of alignment between curriculum and e-learning goals (Panda and Mishra, 2007: 327). Marengo and Marengo (2005) underscored that professional development and orientation are useful in helping the faculty adopt e-learning systems (335). The absence of professional development can be attributed to the organization, either because of lack of resources, or sometimes, political will and unity in e-learning policy implementation (Sherbib Asiri et al., 2012). Absence of cultural sensitivity as promoted by the administration Eugene and Clark (2012) asserted that the absence of culturally-sensitive and responsive e-learning language and materials can hinder e-learning adoption. Lack of workplace support for employed students Ali and Magalhaes (2008) emphasized that lack of management support for students can deter e-learning. No technical support for the e-learning system Childs et al. (2005) explained that the absence of technical support and provision of training and resources to technical support team and users can deter the use of e-learning (26). Financial Barriers Insufficient financial resources for students Alsulaimani (2012) and Docherty and Sandhu (2006) noted that students have financial problems sometimes that can reduce e-learning adoption. Insufficient financial resources for schools/organizations Financial barriers greatly affect e-learning adoption. For instance, some school administrators do not think that e-learning costs are justified, especially when it includes other costs, such as orientation and training costs and system maintenance costs. Marengo and Marengo (2005) determined the technical costs of e-learning, which included the following: Digital content costs, Maintenance costs for digital content, Content hosting costs, Distribution Costs, Learning Management System costs (LMS), and hardware/software costs (Marengo and Marengo, 2005: 336). The general costs are promotional costs and costs of e-learning support (Marengo and Marengo, 2005: 336). Other costs are costs of e-learning staff, such as tutoring/training costs, consultancy costs, and administration costs (Marengo and Marengo, 2005: 336). These financial barriers may be hindrances for schools with limited budget. They might not also find the return of investment appealing, when they are not prepared for the comprehensive costs of e-learning adoption. In Saudi Arabia, Alsulaimani (2012: 150) noted financial constraints as barriers to e-learning. This is not entirely surprising because the costs of ICT implementation are not always fully ascertained during the planning stages. For instance, when training and preparation costs are not considered, these hidden costs might overwhelm schools during e-learning implementation and decrease their motivation in executing e-learning policies and programs. Further studies on actual e-learning implementation and planning problems must be done on KSA public primary education levels. Bibliography Al-Awidi, H. and Alghazo, I. 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