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E-learning Readiness of Faculty Members at
Islamic Azad University Andimeshk
A.Amir Afshe,B. Farhad KianFar
Department of Computer, Andimeshk Branch, Islamic Azad University, Andimeshk, Iran
Aafsheh@yahoo.com
Faculty member of Payam nor ,Andimeshk Branche,Andimeshk,Iran
Abstract
Development and application of ICT networks and creating a global village, it has largely been able to transform learning and teaching. Increased PCs in the Internet has led to rapid changes in society. Electronic communications are changing our relation form between us and one of subjects that e-learning is developed by it. E-e-learning is not merely a peripheral device or a new type of technology that it arrives into the curriculum in secret or finally rejected, the representative branches of learning, but also a very different means of communication. Electronic communications technology teeth with different media format of text, image, sound and interactions in their ability to expand the boundaries of time and place, it is not discussion the changes in teaching and learning is unlimited potential for expanding the horizons of e-learning. However, if organizations want to have success experience about e-learning must know about their people ability about it.
Keyword: E-learning, Andimeshk University, Opinion, Mean, Deviation.
I. Introduction
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employee orientations have a primary goal of indoctrinating individuals into the organization. Classes may be one of only a few ways employees can socialize within the company or network to make important contacts. In the extreme, training can be a "rite of passage" for a group; that is, the organization uses a collective experience to cultivate loyalty and shared perspectives among employees. (Think of an "outward bound" adventure, as an example.) For these experiences, organizations rely on more traditional models of training in order to meet all of these disparate goals. Distance learning would be inappropriate as a primary medium, but may serve auxiliary purposes.( Bawden, (2001).)
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II. Levels of e-learning
A. Knowledge databases
While not necessarily seen as actual training, these databases are the most basic form of
e-learning. You've probably seen knowledge databases on software sites offering indexed
explanations and guidance for software questions, along with step-by-step instructions for
performing specific tasks. These are usually moderately interactive, meaning that you can
either type in a key word or phrase to search the database, or make a selection from an
alphabetical list.
B. Online support
Online support is also a form of e-learning and functions in a similar manner to knowledge databases. Online support comes in the form of forums, chat rooms, online bulletin boards, e-mail, or live instant-messaging support. Slightly more interactive than knowledge databases, online support offers the opportunity for more specific questions and answers, as well as more immediate answers.( Fallon,C et al,2003)
C. Asynchronous training
This is e-learning in the more traditional sense of the word. It involves self-paced learning,
CD-ROM-based, Network-based, Intranet-based or Internet-based. It may include access to
instructors through online bulletin boards, online discussion groups and e-mail. Or, it may be
totally self-contained with links to reference materials in place of a live instructor.( Cho,S et
al,2002)
D. Synchronous training
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III. The University of Andimeshk
It is clear from the brief literature review above, that “buy-in” from faculty, support staff, and
students – those who will be using the system – is central to its long-term success. This paper
presents the results of a survey undertaken to gauge how the faculty members of Andimeshk
perceive e-learning. Results of this investigation are anticipated to add an Andimeshk
perspective to current literature on this subject. It is suggested that other educational
institutions in the region, and throughout the world, might also benefit from the findings of
this survey.
IV. Evaluation e-learning
In this paper we did research for evaluation requirement e-learning in Andimeshk University.
Survey society is a collection of individuals or entities that have at least one common trait. Survey Statistics society covers all of university faculty in 1391 that they had worked at ANDIMESHK University. It was The reason of choices because until now to take advantage of e-learning in teaching and learning processes has not been used in the university so this study can evaluate preparation and obstacles to the use of Learning. This research did on statistics society about 56 professors that they are teaching and faculty member at 2012.
V. Professors' attitude about e-learning
Teachers' attitude in relation to e-learning was evaluated using several criteria. According to the results, obtained from the highest index of "e-learning saves time and material resources to be" is (40/4) and the least significant with faculty approval the three indexes, higher education Through e-learning, learning fun by participating in eLearning courses and facilitate communication between teacher and student (02/4).
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TABLE I
Ranking of faculty member's opinions for e-learning (N=40)
Subject M ean Deviat ion Ranking
Saving 4.4 0.63 1
Efficient t o spread of informat ion 4.32 0.82 2
Flexibilit y in t ime and place 4.35 0.80 3
Improve int ellect ual skills 4.1 0.84 4
M ot ivat ion t o learning 4.1 0.84 4
Relat ion bet w een t eacher and st udent 4.02 0.57 5
Pleasurable 4.02 0.69 6
M eaningful 4.02 0.80 7
1-Very Low , 2- Low , 3- middle, 4- high , 5- Very high
According to Table II and figure 2, 60 percent of teachers' attitudes toward e-learning at high levels and 5/7 percent level are very weak.
It should be noted that both low and moderate levels of any of the teachers were not accounted.
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Table II
Classificat ion professors' at t it ude t o t he e-learning
Level Plent y percent age aggregat ion percent
Very w eak 3 7.5 7.5
Good 24 60 67.5
High 13 32.5 100
Sum 100 40
Deviat ion =1.00 M ean=4.10
Figure.2. Classificat ion professors' at t it ude t o t he e-learning
The average age of teachers 38.87 and SD is 6.34. In the sample Surveyed (70%) of professors in the age group 40-34 years and minimum and maximum age 34 years and 52 years. Also, More than 97% of the respondents were male, and only about 3% of the respondents were women.( Maryanne et al,2008)
Mean working 5 years with SD 5.83. 85% were obtained with 1-5 years dossier and 15% had 10-6 years. According to survey 55% attended in e-learning courses and others 45% do not attend.( Panitz,2008)
0 20 40 60 80 100 120
Plent y percent age
aggregat ion percent Very w eak
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VI. Level of skills training to attend in e-learning
According to the results, in terms of teaching skills to participate in e-learning time-management skills of the highest average rate (52/3) and teaching skills of learners in the virtual environment and the ability to interact with student in Virtual environments is lowest average rate (80/2) and 35 percent of the faculty in terms of teaching skills at the intermediate level and 5/7 percent level are very weak.
VII. Attitudes toward e-learning
The findings were identified between the male and female teachers' attitudes toward e-learning, there is no significant difference. The findings confirm the link and Borders (2006). Among the scholars who participated in the e-learning courses with those who did not participate in any significant differences in terms of attitudes to e-learning was at 1% so that professors who had participated in e-learning courses, with a mean 34 professors who did not participate in an average of 33/32 had a better attitude towards e-learning. The findings confirm the link and Borders (2006).
VIII. Conclusion
It is hoped that this study will contribute to a better understanding of faculty opinions towards
introducing e-learning at the University Of Andimeshk College Of Education. Overall, the
results indicate that faculty members tend to view e-learning positively. These findings are
consistent with those found in the current literature. Current literature indicates that training
is necessary before students and teachers are exposed to e-learning. A clear strategy is
therefore required prior to implementing e-learning. The survey also reveals that gradual
implementation is desirable, until faculty members are comfortable using e-learning
technology and convinced of its application as a viable teaching/ learning delivery strategy.
Acknowledgement
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