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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：195 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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