Critical Analysis about E-Learning Success - Coursework Example

E – Learning Table of Contents 3. Critical Analysis about E-Learning Success 3 3 Research Model 5 3 Section Introduction 5 3.2 Theorising the Research Model 6 1.3.3 The Research’s Model 10 References 17 1.3. Critical Analysis about E-Learning Success The term, Critical Success Factor (CSF), is principally referred as an integrated part within the field of management. With regard to various scholar researches, the concept of CSF is defined as a set of individual or personal factors. This network of personal factors acts as a crucial aspect for an organisation to ensure successful achievement of its wide range of operational and commercial goals. Hence, to be precise, the CSFs of a particular organisation define a set of specific areas that are essential to achieve its desired business objectives successfully (Rahman, 2012). In relation to the e-learning mechanism, the CSFs can be characterised into multiple aspects. The concept of CSFs, in the context of e-Learning, can be regarded as a set of organisational or individual determinants that ensure providing adequate learning materials to the target group of learners (Selim, 2007). More significantly, the CSFs of an e-Learning mechanism generally attempt to form an effective process within a particular educational environment. In this regard, identifying goals perceived by the learners through the process of analysing their needs can be considered as an effective CSF for a particular e-Learning mechanism. The process of identifying and measuring, whether the learners are able to achieve their individual goals also acts as a key success factor, applicable for a particular e-learning mechanism (Nah & Delgado, 2006). In addition, in the assessment stage focused on measuring if the learners have achieved their predetermined goals from their current positioning, is also a major CSF for an e-Learning tool. In this context, the organisation or a particular e-Learning unit can specify the learners’ capability and analyse their competencies in accordance with their predetermined objectives. Therefore, it can be stated that the key stages associated within an e-Learning mechanism are also identifiable as an effective set of CSFs for any organisation or educational institution to achieve success (Xaymoungkhoun & et. al., 2012). Correspondingly, the CSFs of the e-Learning mechanism, as applicable within a particular educational program in general, may also be characterised into different other determinants. According to the observations of different unconventional research studies, it has been identified that the well-built infrastructure of the organisation or unit is one of the major CSFs for a particular e-Learning mechanism (Romiszowski, 2004). In this regard, enabling advanced technological, aspects such as use of modern internet facilities and wide number of social media websites, can also be considered to provide a major support to the organisations towards achieving continuous success through the e-learning mechanism. The integration of advanced internet based infrastructure often helps both the learners and the e-learning institutions to achieve success in the educational field. Moreover, the process also tends to provide a wide range of beneficial aspects in terms assessing or measuring the successive levels of the learners emphasising their personal and professional goals (Pakseresht & Asgari, 2012). Beside the exceptional role of well-built infrastructure, the continuous process of developing curriculum and/or instructional practices can often be observed to play a critical role for the modern e-learning mechanisms. The process of developing curriculum structure herewith facilitates the educators to specify the competency levels of the learners towards achieving their personal and professional objectives. Similarly, the continuous focus on designing clear instructions of the e-Learning module also forms a major part of the CSFs for the organisations (Bhuasiri & et. al., 2012). 1.3 Research Model 1.3.1 Section Introduction The model, e-Learning, refers to the process of acquiring knowledge as well as skills through the mediation of information along with different training and developmental abilities from distant locations. The mechanism also encompasses a wide range of technological tools and elements that enables individuals to gain adequate knowledge and skills on the considered subject matter, from different global sources. In this regard, the mechanism incorporates a number of driving factors to deliver quality-based learning facilities and enable the learners to achieve their predetermined educational goals. Moreover, the mechanism also tends to involve a major set of attributes or driving factors enabling both the learners and educators to accomplish their desired professional and personal objectives successfully (Ali & et. al, 2003). The primary purpose of this particular section is to assess the key driving factors or the primary CSFs of e-Learning system from a critical perspective that can enable the organisations or educational institutions to gain success. In this regard, the discussion will also provide an-in-depth theoretical understanding of the method used to gain continuous success through e-Learning, by using a number of academic researches. The discussion of this section will also stress upon the significance of these factors on the success of e-Learning mechanisms in Saudi Arabia, referring to relevant examples. In order to provide evidence regarding the role of CSFs in e-Learning, the discussion will also provide a table explaining how each reference use this theory in connection with e-Learning and conclude the final form of the theory and the model. 1.3.2 Theorising the Research Model CSF was primarily introduced in the literature studies during the 1980s, promoted with the increasing interests of understanding the reasons of factors responsible behind some organisations who seek to achieve greater success than its rivals, while some fall back and decide to follow the one in the leadership position. Over the few past years, a number of academic research studies have been conducted with the aim of identifying the key drivers of the organisations, contributing towards the ultimate achievements of continuous success in comparison to other organisations within the similar or supporting business industries. The research studies conducted by different scholars, herewith explores that the CSFs, in the distance-learning module, provide a major assistance to the educators and the educational institutions to develop an effective e-Learning environment. In this regard, the successful drivers in the e-Learning model may include intellectual property, suitable curriculum relating to the course, along with effective maintenance and continuous measuring of the efficacy of e-Learning, which are few of the major influencing factors leading to the success of the organisations (Selim, 2007). CSFs in the e-Learning process are defined a set of major drivers leading to the overall improvement of an organisation to successfully achieve its desired e-Learning goals. Moreover, the concept tends to provide a critical understanding about the key determinants of the e-Learning mechanism that are likely to enable the educators in motivating learners towards achieving their personal and professional goals aligning those with that of the organisation (Bhuasiri & et. al., 2012). With regard to the continuous evolution of the e-Learning mechanism, the model has also observed a number of strong driving factors, influencing the successful implementation of the e-Learning system. In this regard, the drivers, identifiable in terms of appropriate planning for the e-Learning readiness, developing sustainability plans along with effective adaptation of best practices and training activities can also be considered as few of the key success factors responsible for the successful implementation of the e-Learning mechanism (Odunaike & et. al., 2013). In the similar context, the effective collaboration of e-Learning mechanism along with continuous maximisation of the Learning Management System (LMS) have also been observed to play a key role towards the successful implementation of a particular e-Learning model. In the context of e-Learning collaboration, the process enables to insist upholding a strong partnership of the educational institutions within the communities and help in sharing extensive range of research ideas, knowledge and best practices that significantly influences the performance of the e-Learning mechanism (Vovides & et. al., 2007). On the other hand, the wider usage of LMS, which is highly effective for student administrations along with providing learners to access quality based study materials, can also be regarded as a key determinant factor of a successful e-Learning mechanism. The system also helps the e-Learning environment by providing students to conduct valuable assessments and to provide scope for appropriate interactions along with obtainment of feedbacks to each individual and group of learners. In this regard, taking measures to strengthen collaboration and to increase the usage of LMS also imposes major influences towards the successful implementation of e-Learning (Govindasamy, 2002). Continuous development in the curriculum designing processes along with formulating effective online content of the course and study materials has also been witnessed to play an essential role for the educators towards influencing successful implementation of the e-Learning mechanism (Mungania & Reio, 2005). The wider execution of advanced technological features in terms of developing online course contents have undoubtedly helped the educators and learners to manage quick interactions, share knowledge, and incorporate best practices associated with academic assessments. In this process, the effective execution of technological features in developing curriculum and contents of the distance courses have been found to enable the e-Learning mechanisms and achieve continuous success thereupon (Haney, 2002). Reference Table Concluding the Final Form of the Theory and Model Based on the above discussion, drawing references from different academic scholars and authors, it has been identified that a number of key influencing drivers play distinguished roles in leading to the successful implementation of the e-Learning mechanism. Based on an in-depth understanding of the CSFs, the success of an e-Learning mechanism can be observed as primarily depended on a few key drivers including readiness of the institutions to implement e-Learning, execution of best practices along with development of content and curriculum structure that in turn assists learners to achieve their personal and professional goals with efficiency. In addition, there are certain other essential factors responsible for ensuring continuous development of infrastructure in the modern distance learning courses, which have also been recognised to play a major role in determining the success potentials behind implementing the practice of e-Learning mechanism. Furthermore, conducting strong collaboration of the e-Learning mechanism along with broadening the usage of LMS have also been considered as two of the major CSFs responsible for the successful implementation of e-Learning model. 1.3.3 The Research’s Model The discussion regarding the identification and critical analysis of the CSFs have been widely accepted to impose major influence on the successful implementation of an e-Learning mechanism. However, the factors can be recognised to be highly influence by few major determinants that can further be identified to have a major impact on the successful implementation of the model in the real life context. In this regard, the key determinants associated with the CSFs of an e-Learning mechanism can be characterised into four major aspects including the financial factor, personal factor, administrative factor and technical factor. Correspondingly, a detailed elaboration of each CSF has been provided in the following sections. It is worth mentioning in this context that in order to gain an in-depth understanding about the major drivers of e-Learning, the assessment of a relevant model can provide a major insight to define the major roles of the CSFs. The following model of CSF herein defines the major driving factors of e-Learning mechanism that can provide adequate support to the organisations while educating learners online. Fig: 1. CSF Model of E-Learning The mechanism also encompasses a wide range of technological tools and elements that may enable the individuals to gain adequate knowledge and skills from different global sources. In this regard, the mechanism incorporates a number of driving factors to deliver quality based learning and enable the learners to achieve their predetermined educational goals successfully. Moreover, the mechanism also tends to involve a major set of attributes or driving factors enabling both the learners and the educators to accomplish their desired professional and personal objectives. In this regard, the following discussion critically examines the roles and significance of each determinant from the perspective of e-Learning development initiatives undertaken in Saudi Arabia. 1. Financial Factor The financial factor can be considered as one of the key and primary aspects responsible behind a successful practice and implementation of the e-Learning mechanism. It is one of the major pillars of e-learning module, which imposes a considerable influence on determining the success of each e-Learning determinant distinguishably. In relation to the modern day practice of e-Learning, the financial resources of the organisations or the educational institutions intend to perform a particular e-Learning mechanism effectively. Appropriate allocation of the financial resources and determining financial investment activities associated with each e-Learning tool also imposes strong influences on the successful implementation of the mechanism. In this context, the strategic decisions undertaken regarding the development of the infrastructural facilities and their effective allocation, which is one of the primary practices of the e-Learning mechanism towards the attainment of continuous success (Levy, 2003). Studying the current financial performance of the educational organisations, the educational sector in the KSA can be observed to deliver utmost significance towards ensuring consistent increase in their annual investment towards the successful execution of e-Learning mechanism. In this regard, the organisations are often viewed to make appropriate allocation of financial resources in response to the effectiveness of the mechanism encompassing its different technological and academic areas. The abundant and relatively strong financial performance of the country has also been witnessed to play a key role in improving the performance of the organisations while allocating financial strategies for each e-Learning mechanism tool. Thus, continuous improvement in the financial performance of the country can also be considered as one of the major factors to determine the success potentials of the e-Learning mechanism. In this regard, the factor has been observed to facilitate both the learners and the educators to share their best practices and knowledge successfully, with the deployment of advanced electronic tools (Nassuora, 2013). 2. Personal Factors In relation to the recent phenomenon in the educational sector, the personal factors have also been witnessed to have major bearing upon the success of e-Learning mechanism. In this regard, the personal factors can be characterised into few major types that are likely to have major impacts on the success potentials of e-Learning. The individual interests, individual attitude and different other socio-environmental factors can be observed to impose considerable impacts on the successful implementation of e-Learning. Comparatively, the factors associated personal attitude and behavioural characteristics have been observed to impose greater impacts on the successful implementation of e-Learning. In this context, the behavioural aspects associated with the acceptance process of the learners or the educational services of the educators have been considered to influence the success potentials of a particular e-Learning mechanism. Furthermore, inappropriate knowledge regarding the significance of the e-Learning model or less information and skill regarding the usage of different online learning systems can also be considered as few of the major personal factors to influence the success of e-Learning model in the current phenomenon (Borotis & et. al., 2008). With the current phenomenal growth of advanced technological tools, the e-Learning environment in the KSA has also achieved major success across the country. The continuous development of the model has accordingly been witnessed to achieve continuous success due to the consistently changing personal factors of both the educators and the learners across the nation. In addition, adequate openness among the community members and growing interests of the majority of population has been observed to promote acceptance of the online learning mechanism to attain the varying personal and professional goals, gaining access to the global sphere. Moreover, the unabated usage of advanced computer equipments and other internet based tools by the majority of Saudi adults have also been observed to get involved in the e-Learning model due to their changing behavioural characteristics under the influence of globalisation (Al-Mobaideen & et. al., n.d.). 3. Administrative Factor A broader perspective to the phenomenon reveals that the role of administrative departments and/or agencies strongly influences the potentials of continuous success of the e-Learning mechanism. In the context of administrative roles, the development of regulatory norms along with numerous provisions towards increasing the efficiency of e-Learning model can be considered as one of its major success factors. In relation to the current scenario of the developed nations, countries are often observed to establish or include different policies associated with the curriculum and the contents of the online educational systems. The majority of developed countries have also been witnessed to reform various policies emphasising the collaboration of the model, with the aim of increasing the efficiency of the e-Learning mechanism. The practice of establishing or rearming of administrative policies in this regard can also be considered as a major successive factor of the e-Learning model, essential towards achieving success (Nassuora, 2013). In KSA, the administrative agencies of the country have recently established a strong set of policies in order to increase the efficacy of the e-Learning mechanism. Being participants in one of the major developing countries, the administrative departments and agencies in the KSA can be observed to build an effective set of regulatory norms with the aim of increasing the quality along with reliability of the country’s e-Learning environment, which in turn is expected to rejuvenate its global positioning as well. Moreover, there are a number of e-Learning projects introduced by the administrative departments, which are observed to achieve major success across the different states of the KSA. In this regard, its can be stated that the administrative factors in the emerging e-Learning environment of the KSA is also a major aspect, which needs continuous emphasis to ensure the continuous success of the country’s e-Learning system (Al-Mobaideen & et. al., n.d.). 4. Technical Factor Technical factors associated with different functions form the major drivers towards the continuous success of e-Learning mechanism. The technical competency of both the learners and educators has accordingly, often observed to increase the efficiency of the model. The process of providing wider accessibility of advanced learning curriculum along with variety of study materials have also been observed to play a crucial role for the educational institutions while implementing e-Learning model and ensuring its ultimate success. Moreover, the recent development in the technological elements associated with the model also enables the formation of a strong relationship between the learners and the educators. With the appropriate use of technical attributes, the educators have further made continuous interaction with each individual or group of learners, to provide major support to improve their knowledge and skills and the most effective manner, as they are able to control appropriate teacher-students ratio through this mechanism. In addition, the technical factors associated with the e-Learning mechanism also enable the educators to ensure accurate management and monitor the learning outcomes of the students more effectively. In this regard, it can be affirmed that the integration of advanced technical tools and equipments is one of the major successive determinants towards the success of e-Learning (Romiszowski, 2004). In this context, KSA has been observed to increase the use of advanced technical tools extensively in the e-Learning mechanism. These technical features have been witnessed as one of the key integrated parts of the e-Learning environment of the country. The educators are often observed to make continuous interaction and share wide range of educational materials to each group or individual learners across the nation. Moreover, the success of e-Learning in the KSA can also be measured with the increasing use of advanced internet by both the learners and the educators. The advanced use of technical equipments has also been witnessed to increase knowledge and skills that has assisted the educators to provide effective support to each individual learner in accordance with their needs and personal goals (Nassuora, 2013). References Al-Mobaideen, H. & et. al., No Date. 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