The challenges of e-learning policy implemtentation of two universities in Malaysia and Vietnam
This thesis is a comparative study aimed at investigating the implementation of the National E-learning policy in a Malaysian and a Vietnamese higher learning institution. The study centered around how the National E-learning policy of both nations were implemented at a higher learning institution....
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English English |
| Published: |
2020
|
| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/43054/1/24%20PAGES.pdf https://eprints.ums.edu.my/id/eprint/43054/2/FULLTEXT.pdf https://eprints.ums.edu.my/id/eprint/43054/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This thesis is a comparative study aimed at investigating the implementation of the National E-learning policy in a Malaysian and a Vietnamese higher learning institution. The study centered around how the National E-learning policy of both nations were implemented at a higher learning institution. The study was conducted to address the issue of many lecturers preferring the use of traditional teaching methods over the use of blended learning. This has contributed to students lack of acceptance towards the E-learning aspect of blended learning lessons. This has affected policy implementation. There are many factors associated to this, one of them is associated with training, culture and infrastructure. Thus, a comparative study between two institutions from different nations would be beneficial as this would help gain insights between the challenges faced by both nations. In addition, the institution in Vietnam was chosen because the country has seen much improvement with regards to blended learning in the classroom. Since both Malaysia and Vietnam are from the same region, the challenges faced are similar. Hence, the insights on steps taken to overcome certain challenges should be relevant to both contexts. The investigation was conducted with the use of Trawler's (2003) implementation staircase framework, Vedung's (1998) taxonomy on policy instruments and the Technology Acceptance Model (TAM). An interview and survey which was based on TAM, was used to investigate the students' acceptance towards technology in the classroom. The implementers, which consists of the policymaker, the administrator and lecturers were interviewed based on Vedung's (1998) taxonomy on policy instruments. Vedung's (1998) taxonomy on policy instruments was used to frame the reasons which contributed to how the objectives and pillars of the policy was implemented. The findings of the study indicated the need for regulatory measures and enforcement to help ensure that the lecturers implement blended learning and this increased the students' level of acceptance in blended learning activities. In addition, the need for adequate infrastructure and assessment were also found to be important factors that contributed to the successful implementation of the policy in each institution. The findings also indicated similarities and differences between the thoughts of both the implementers and students within each institution. One such finding include the need to avoid stereotyping the students as digital natives as such stereotyping decreases the acceptance towards blended learning activities. |
|---|