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研究生: 杜佑舒
Yusupha Touray
論文名稱: Instructional Analysis and Design of e-Learning Skills Training for University of The Gambia
Instructional Analysis and Design of e-Learning Skills Training for University of The Gambia
指導教授: 賴志樫
Lai, Chih-Chien
學位類別: 碩士
Master
系所名稱: 國際人力資源發展研究所
Graduate Institute of International Human Resource Developmemt
論文出版年: 2009
畢業學年度: 97
語文別: 英文
論文頁數: 152
中文關鍵詞: 教學設計ADDIE模式電腦及網路技能電子化學習意願學習理論
英文關鍵詞: Instructional design, ADDIE model, computer and internet skills, e-learning readiness, learning theories
論文種類: 學術論文
相關次數: 點閱:176下載:7
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  • This era of digital technology has evidenced an institutional rush for embracement of e-learning delivery techniques in education. Hence institutions that are digitally disadvantaged are as well wanting in their provision of effective and efficient education to students. The Gambia’s only university that is supposed to train its human capital for national development is still trapped in the traditional face-to-face delivery system. However, the same university has been selected as a pilot site for Pan African e-Network; a project that is supposed to collaborate more than twenty universities in Africa with universities in India through a viable e-learning system. But, is the University of The Gambia (UTG) ready for e-learning implementation? If UTG is ready, what proposed design could be used in this implementation?
    It is against this backdrop that this research looks at the readiness status of the young University in order to propose an instructional design of an e-learning training programme for lecturers. ADDIE model of instructional design has been adopted to analyse readiness and to propose an instructional design or strategy of the proposed content. As such quantitative and qualitative methods have been employed to analyse data from The Gambia through descriptive and nonparametric statistics, and expert interview data on relevance and delivery, monitoring and evaluation of training content, respectively.
    Eventually, UTG’s readiness was revealed at marginal levels for three of the support systems; infrastructure, training and human capital, and material and financial capacity, and has been found wanting in incentives for promotion of e-learning. The researcher thereafter draws a strategic map for delivery of a thoroughly analysed e-learning content.
    This research study therefore does not only reveal UTG’s e-learning readiness status, but also outlined a process that could be utilised by other institutions to appraise their e-learning readiness status. Again, it does not only give UTG a competitive advantage over other institutions, but also provides an ADDIE adopted instructional design of e-learning skills training that is applicable in other institutions and corporate entities for staff training.

    TABLE OF CONTENTS ACKNOWLEDGEMENT ABSTRACT I TABLE OF CONTENTS III LIST OF FIGURES V LIST OF TABLES VII CHAPTER 1. INTRODUCTION 1 Chapter Overview 1 Background of the Research 1 Statement of the Problem 4 Purposes of the Research 4 Questions and Hypotheses of the Research 5 Significance of the Research 11 Delimitations and Limitations 11 Definition of Terms 12 CHAPTER 2. LITERATURE REVIEW 15 Chapter Overview 15 The Gambia’s Higher Education System and its Challenges 15 E-learning Critical Success Factors and Readiness Variables 17 Learning Theories 22 Instructional Design 27 E-learning Training Analysis and Design 32 A Pilot Study Review of Current Research 35 CHAPTER 3. METHODOLOGY 37 Chapter Overview 37 Research Framework 37 Research Methods 38 Population and Sampling 39 Instrumentation 40 Research Procedure 41 Data Analysis 43 Reliability and Validity 46 CHAPTER 4. RESULTS AND DISCUSSIONS 51 Chapter Overview 51 University Culture in The Gambia 51 Instructional Analysis of UTG E-learning Support Systems 52 Instructional Analysis of Lecturers (Trainees) 59 Instructional Analysis of E-learning Training Content 84 Instructional Design/Strategies of E-learning Training Content 95 CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS 105 Chapter Overview 105 Conclusions 105 Recommendations 107 REFERENCES 110 APPENDIX A. PILOT E-MAIL TO UTG LECTURERS 116 APPENDIX B. PILOT QUESTIONNAIRE FOR UTG STUDENTS 117 APPENDIX C. PILOT QUESTIONNAIRE FOR UTG LECTURERS 121 APPENDIX D. PILOT QUESTIONNAIRE FOR UTG ADMINISTRATION 125 APPENDIX E. EMAIL TO UTG GATE-KEEPER 127 APPENDIX F. EMAIL ATTACHED LETTER TO LECTURERS AND MANAGEMENT OF UTG 128 APPENDIX G. EMAIL SAMPLES TO E-LEARNING EXPERTS 129 APPENDIX H. QUESTIONNAIRE FOR UTG LECTURERS 130 APPENDIX I. QUESTIONNAIRE FOR UTG ADMINISTRATION 133 APPENDIX J. QUESTIONNAIRE FOR E-LEARNING EXPERTS 136 APPENDIX K. UTG LECTURERS DEMOGRAPHIC CODES 137 APPENDIX L. SUMMARY RESULTS FOR CHI-SQUARE TESTS 138 APPENDIX M. EXPERT INTERVIEW DATA ON RELEVANCE OF E-LEARNING TRAINING CONTENT 144 APPENDIX N. EXPERT INTERVIEW DATA ON DELIVERY, MONITORING AND EVALUATION STRATEGIES ON E-LEARNING TRAINING CONTENT 148 LIST OF FIGURES Figure 2.1. ADDIE model 30 Figure 3.1. Framework of the research study 37 Figure 3.2. Framework showing the research procedure of the three steps/phases of the current research process 43 Figure 4. 1. ICT infrastructural situations in UTG 54 Figure 4. 2. Training and human capital support situations in UTG 56 Figure 4. 3. Graph showing the current budget allocations, material and financial resources capacity/support situations in UTG 57 Figure 4. 4. Graph showing the nature of Administration support for e-learning in terms of incentive for motivation of lecturers 58 LIST OF TABLES Table 2.1. Summary of learning theories and some of the implications 27 Table 3. 1. Coding instruction used in SPSS quantitative data analysis (demographic data) 455 Table 3. 2. Coding instruction used in SPSS quantitative data analysis of dependent variables (Computer and internet Skills Readiness, Administrative and Operational Readiness)45 Table 3. 3. Cronbach’s Alpha scores of the tests for both pilot and actual quantitative items 47 Table 4. 1. Descriptive analysis of lecturers’ readiness in terms of computer and internet skills, computer skills, and internet skills 61 Table 4. 2. Computer skills of lecturers in UTG by % cumulative Likert scales in three levels of skills, and by means and standard deviation, item by item (n = 31) 62 Table 4. 3. Internet skills of lecturers in UTG by % cumulative Likert scales in three levels of skills, and by means and standard deviation, item by item (n = 31) 63 Table 4. 4. The Relationship between age of lecturers and their computer & internet training variables 66 Table 4. 5. The Relationship between lecturers’ duration of stay in UTG and their computer & internet training variables 67 Table 4. 6. The Relationship between lecturers’ highest academic qualifications and their computer & internet training variables 70 Table 4. 7. The influence of lecturers’ gender on their computer and internet, computer, and internet skills 74 Table 4. 8. The influence of age groups of lecturers on their computer and internet skills, computer skills and internet skills 75 Table 4. 9. The influence of the duration of stay as lecturers in UTG on their computer and internet skills, computer skills and internet skills 76 Table 4. 10. The influence of lecturers’ lecture status on their computer and internet skills, computer skills and internet skills 76 Table 4. 11. The influence of lecturers’ departments on their computer and internet skills, computer skills and internet skills 77 Table 4. 12. The influence of lecturers’ academic qualifications on their computer and internet skills, computer skills and internet skills 78 Table 4. 13. The influence of lecturers’ academic qualifications and their computer and internet skills, computer skills and internet skills 79 Table 4. 14. The influence lecturers’ access to teaching websites has on their computer and internet skills, computer skills and internet skills 79 Table 4. 15. The influence lecturers’ access to online journals has on their computer and internet skills, computer skills and internet skills 80 Table 4. 16. The influence lecturers’ access to personal computers has on their computer and internet skills, computer skills and internet skills 81 Table 4. 17. Summary of themes and comments of experts on the content relevance 86 Table 4. 18. Proposed e-learning training content 93 Table 4. 19. Summary of instructional methods and strategies as discussed by expert 96 Table 4. 20. Lesson sequencing showing instructional methods applicable to each lesson 102

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