Group I: Bewketu, Feleke, Habti ,

Oluwaseyi
y and Temesgen
g

CTDPS601 GroupI

Chapter I: Introduction
1.1 Background of the Study

1.2
1 2 Statement
St t
t off the
th Problem
P bl
1.3 Objective of the Research
1.4 Scope, Justification and
Significance of the Research
1.5 Limitation of the Study
1 6 Key
1.6
K Terminologies
T
i l i

CTDPS601 GroupI

Background of the Study

y ICT and education
Affecting
teaching-learning
Affe ting the way
a tea
hing learning
processes taken place

y
y
y
y

cost of education,
education
improving the quality of education and,
expanding and widening access to education

y e-Learning in HEI
y create,
create foster
foster, deliver
deliver, and facilitate

learning, anytime and anywhere

CTDPS601 GroupI

Background
y Pedagogical benefits of e-learning

CTDPS601 GroupI

Background .
y

e-Learning stakeholders in HEI and its roles

Learners
Governing
body

Infrastructure

CTDPS601 GroupI

Faculty

elearning

Management

Background
y Learners Readiness Parameters
y
y
y
y
y
y

Dedication
and
D di ti
d Discipline
Di i li for
f self
lf
learning
Learning preference
Committed study habit
Awareness and ICT Skills
Positive perception and attitude towards
e-learning
g
Access to e-learning resources and
facilities

CTDPS601 GroupI

Statement of the Problem

Widely
applicable
li bl
Partofthe
curriculumto
deliver
contents

elearningand
itstrendinHE

CTDPS601 GroupI

TheParadox
inAAU
Overwhelmin
gincreasein
thenumberof
d

students
Expectations

Highlyrelyon
g y
y
classroombased
instruction
Alternative
learning
methodologiesto
g
meetthe
expectations

TheGap

Whatneedsto
bedone?

Checkif
thereisa
conducive
environment
forelearning

Objectives
y The research answers to the question
y To
To what extent undergraduate students of

Addis Ababa University are ready to take

advantage
g of e-learning
g to optimize
p
their
learning/knowledge acquiring endeavors.
y
y
y
y

Define Current efforts

Assess Students readiness
Identify Challenges and prospects
Pi
Pinpoint
i t appropriate
i t interventions
i t
ti

CTDPS601 GroupI

Scope, Justification and Significance

y Learners Readiness
y Undergraduate students of AAU in the main

campus
y Quality of education the impact of ICT on
teaching-learning process
y Beneficiaries
y AAU and its management
y Learners and Faculty
y Researchers
CTDPS601 GroupI

Limitations of the Research

y Focuses on only one parameters of e-

g
learning
y Unwillingness of the instructors
y No prior studies on e-learning

CTDPS601 GroupI

Key Terminologies
y e-Learning
y Information and Communication

Technology
y Readiness

CTDPS601 GroupI

Chapter II: Literature Review

y What is e-learning?
y e-Learning as a means of enhancing

teaching-learning process
y Who are responsible for e-learning in HEI
y What affects the implementation of el
learning
i
y Assessing the existence of conducive
situation
it ti
ffor successful
f l e-learning
l
i
deployment
CTDPS601 GroupI

The Conceptual Framework

CTDPS601 GroupI

Chapter III: Research Design and

M th d l
Methodology
3.1 Sources of Data
3.2 Instruments for data collection
3 3 Sampling Technique
3.3
3.4 Method of Data Analysis
3.5 Research Procedure

CTDPS601 GroupI

Research Design
g and Methodology
gy
y Quantitative research design
y Cross-sectionall survey
y Descriptive
p
and analytical
y
approach
pp
y Target population of the study-

undergraduate students of AAU

AAU- main
campus

CTDPS601 GroupI

Source of Data
y Primary and secondary sources of
y
y
y
y

information
Undergraduate students
Instructors
Direct Observation
Published and unpublished-secondary
unpublished secondary
sources of information including books,
journals and research papers

CTDPS601 GroupI

Instrument of data collection

y Self administrated questionnaire
y Penn State Harrisburg University Students
Students

e-learning assessment tool

y
y

Five categories each has four to seven questions

four-point Likert scale (Strongly Agree, Agree,
Disagree and Strongly Disagree)

y Structured Interview (Guiding questions)

y Observation Checklist

CTDPS601 GroupI

Sampling Techniques
y Simple random sampling based on

availability
y 66 undergraduate students for questionnaire
(50% male
a e 50% female
e ae)
y 20 undergraduate students for observation
y 4 instructor purposefully selected for
interview

CTDPS601 GroupI

Methods of Data Analysis

y Analyzed and interpreted based on
y
y

y
y
y

similarity and relevancy

Likewise
grouped
Lik i Data
D
d and
d displayed
di l
d
Information from interviews and
observations
b
ti
used
d tto b
buffet
ff t and
d ffor
triangulation
Charts and Tables to display
displa data
Statistical tools such as percentage, mean
and standard deviation
Discussion, review and arrangement of all
data gathered students
students readiness parameter

CTDPS601 GroupI

Methods of Data Analysis

y
y Penn State Harrisburg University Students

e
learning readiness scoring standard
e-learning
Above91%

SuitableforElearningwithnoandlittleintervention
Students'readinessforelearningishigh

71% 90%

Moderatly suitableforElearningwiththeimprovementof
somecomponent
Students'readinessforelearningisaverage

51% 70%

Notsuitableforelearning.
Majorty ofelearningcomponentshouldbeimproved
Studentsreadinessforelearningisfair

Below50%

CTDPS601 GroupI

Dramaticandoverhoul interventionisrequared
Students'perceptionandreadinessonElearningisnegative

Research Procedure

CTDPS601 GroupI

Chapter IV: Presentation, Analysis &

Interpretation of Data
4.1 Demography of Research Sample
4.2
Readiness
Parameters
4 2 e-Learning
i
R
di
P
y Self- Directedness
y Study-Habit
St d H bit
y Learning Preference
y Awareness and Skills
y Perception and Attitude

4.3 Comparative Analysis

4.4 Aggregate Analysis
4 5 Analysis as per the Standard (Penn State)
4.5
CTDPS601 GroupI

Data Collection Rate

y 66 Distributed
y 92%
92 response rate
y 6 invalid and unreturned
y No impact on the analysis and findings

CTDPS601 GroupI

DemographyofResearchSample
ByFacilityandYear
Faculty

Class level

Total

First year

Second year

Third Year and

above

Law and Governance

13

Education and Behavioral Studies

10

Social Sciences

17

Humanities, Language Studies,

Journalism and Communication

16

Business and Economics

Total

29

19

12

60

thesampleiscomprisesof48.33%,31.66%and20%fromfirst

,secondandthirdyearstudentsrespectively.
CTDPS601 GroupI

DemographyofResearchSample
ByGenderandFacility
17

18
16
12
9

10
5

Education and
Behavioural studies
10

10
8

8
4

16

13

14

Law and Governance

3
1

Humanities,language
studies,.journalism
and communication
Buisness and
economics

0
Female

Social Science

Male

TOTAL

55
55%wasmale,whilsttheremaining45%
g 45

comprisedofmalerespondents
CTDPS601 GroupI

Self Directedness

y 71% positive
i i ((as strongly
l agree and
d agree),) and
d their
h i

capability as to learn independently

y only 31.7% of the participants confirm they manage
their time appropriately and rightly.
CTDPS601 GroupI

LearningPreference

y overall rating
g of this p
parameter is positively
p
y rated just
j
above average
g

with the score of 51%

y learn easily and prefer to learn through reading, with the positive score
of 85% and 88.3% respectively
y only 30% of the students have positive indicators for problem solving
and critical thinking

CTDPS601 GroupI

StudyHabit

y Overall this parameter is rated as below average, where only

50% participants
ti i
t iindicated
di t d a positive
iti
y for planning in advance and tracking assignments and tasks are
way below the midpoint i.e. 31.7% and 35% respectively
y more than 85% of the students manifested a positive indicator
to working(studying) in distractive area effectively
CTDPS601 GroupI

AwarenessandSkills

y only 41% of the participants revealed their readiness in

all
ll the
h elements.
l
y skills on searching the internet, installing and configuring
computer software, and know-how on e-learning) graded
b l
below
average ii.e. 28%, 31.7
1 % and
d 31.7%
1
respectively.
i l
CTDPS601 GroupI

PerceptionandAttitude

y only 35% students showed positive indicators to having

supporting attitude and perception towards e-learning

y None of the elements of students p
perception
p
and altitude
above average.
CTDPS601 GroupI

ComparativeAnalysis(M&F)

y equally show commonalties i.e. their response on learning

preference where they positively

y e-learning awareness and IT skills parameter (71% to 29%)
where as female participants are supportive in terms their
perception and
d altitude
l
d towards
d e-learning
l
(65% to 35%).
CTDPS601 GroupI

AggregateAnalysis

y the aggregate result showed that students readiness for

learning is blow average 49%.

y p
positive indicator in terms of their leaning-preference
gp
(71%)
CTDPS601 GroupI

HarrisburgUniversityStandard

CTDPS601 GroupI

Chapter V: Conclusion and Recommendation

5.1 Major Findings
5.2 Conclusion
5.3 Recommendation

CTDPS601 GroupI

Major Findings
y e-learning readiness is rated below average where three

out of five major e-learning readiness parameters

including study
habits, e-learning
e learning awareness and ICT
study-habits
skills, and e-Learning perception and attitude.
y The positive indicator of 71% which requires the
i
implementation
l
t ti
off improvements
i
t interventions
i t
ti
th
thatt h
helps
l
to create a fully-fledged independent e-learning
atmosphere
y The five e-learning readiness parameters are differently
rated by male and female participants
y The overall readiness assessment of Addis Ababa
University undergraduate students for e-learning score
below average i.e. 49%.

CTDPS601 GroupI

Conclusion
y There is no suitable e-learning readiness where

undergraduate students of the university score below

average in
readiness
aspects
i all
ll e-learning
l
i
di
y The university will face multidimensional challenges
when implementing learning where majority of the
e-learning aspects need a dramatic and
comprehensive intervention to improve the situation.
y The
h prospect for
f e-learning
l
l k gloomy
looks
l
and
d
premature as the learners exhibited unfavorable
situations
o that require
q
the university
v
y thoroughly
o o g y
work on alternative to improve the conditions.

CTDPS601 GroupI

Recommendations
y Develop and implement e-learning policy

applicable at university-wide level,

y Set-up
a authoritative
S t
th it ti central
t l body
b d that
th t is
i

responsible for e-learning by taking full ownership

y Provide orientation session and coordinate

sensitization programme to first year students that

creates awareness on e-learning
g and its benefits,
y Put a standard and benchmark of ICT entry level

skills and include ICT skills evaluation as a

criteria
i i to recruit
i new undergraduate
d
d
student,
d

CTDPS601 GroupI

Recommendations
y Involve instructors of undergraduate

programmes to introduce e-learning as part

of their teaching-methodology
teaching methodology
y Organize periodic forums dedicated to

openly
l brainstorm
b i t
on e-learning
l
i
y Conduct further e-learning related researches

to get a deeper
d
understanding
d
di

CTDPS601 GroupI

Lessons Learnt
g by
y doing
g
y Learning
y Learning
g from others
y Exploring other researchable areas
y Working as a team

CTDPS601 GroupI

Q & A Time

CTDPS601 GroupI