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Group I: Bewketu, Feleke, Habti ,Oluwase i and Temes en
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Chapter I: Introduction1.1 Background of the Study
. a emen o e ro em1.3 Objective of the Research1.4 Scope, Justification and
Si nificance f the Research
1.5 Limitation of the Study
. ey erm no og es
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Background of the StudyICT and educationec g e way eac g- ea g
processes taken place ,
improving the quality of education and,
e-Learning in HEI
, , ,learning, anytime and anywhere
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Background Pedagogical benefits of e-learning
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Background Learners Readiness Parameters e ca on an sc p ne or se
learning
Committed study habit
Positive perception and attitude towardse-learningAccess to e-learning resources andfacilities
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Statement of the Problem
Widely The Paradox
in AAU Highly rely on
What needs to be done?
app ica e Part of the
curriculum to deliver
Overwhelming increase in the number of
class room based instruction
Alternative
learning methodolo ies to
Check if
there is a
elearning and
stu ents Expectations
meet the expectations environment
for elearning
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ObjectivesThe research answers to the questionAddis Ababa University are ready to takeadvanta e of e-learnin to o timize theirlearning/knowledge acquiring endeavors.
Define Current effortsAssess Students readinessIdentify Challenges and prospects
npo n appropr a e n erven ons
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Limitations of the ResearchFocuses on only one parameters of e-learnin
Unwillingness of the instructors -
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Key Terminologiese-Learning
Technology
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What is e-learning?
e-Learning as a means of enhancingteaching-learning processWho are responsible for e-learning in HEI
What affects the implementation of e-earn ngAssessing the existence of conducive
s ua on or success u e- earn ngdeployment
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Chapter III: Research Design andet o o ogy
3.1 Sources of Data
3.2 Instruments for data collection .
3.4 Method of Data Analysis3.5 Research Procedure
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Research Desi n and MethodoloQuantitative research design
Cross-sectiona surveyDescri tive and anal tical a roachTarget population of the study-
-campus
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Source of DataPrimary and secondary sources of
Undergraduate students
Direct Observation-
sources of information including books,ournals and research a ers
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Instrument of data collection
Self administrated questionnaire
e-learning assessment tool
four-point Likert scale (Strongly Agree, Agree,Disagree and Strongly Disagree)
Structured Interview (Guiding questions)Observation Checklist
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Methods of Data AnalysisAnalyzed and interpreted based onsimilarity and relevancy
ew se ata groupe an sp ayeInformation from interviews ando serva ons use o u e an ortriangulation
a s a a es o s ay a aStatistical tools such as percentage, mean
Discussion, review and arrangement of all
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Methods of Data Anal sisPenn State Harrisburg University Students-
Suitable for Elearning with no and little intervention Students' readiness for elearning is high
Above 91%
Moderatly suitable for Elearning with the improvement of
some component
Students' readiness for elearning is average71%
90%
Not suitable for elearning. Majorty of elearning component should be improved Students readiness for elearning is fair
51% 70%
Dramatic and overhoul intervention is requared Students' perception and readiness on Elearning is negativeBelow
50%
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Research Procedure
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Chapter IV: Presentation, Analysis &
In r r i n f D 4.1 Demography of Research Sample
4.2 e-Learning Rea iness ParametersSelf- Directedness
u y- aLearning Preference
Perception and Attitude
4.4 Aggregate Analysis
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Data Collection Rate
66 Distributed92% response rate6 invalid and unreturnedNo impact on the analysis and findings
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Demography of Research Sample By Facility and Year
Faculty Class level Total
First year Second year Third Year andabove
Education and Behavioral Studies 4 3 3 10
Social Sciences 9 5 3 17Humanities, Language Studies,Journalism and Communication
8 6 2 16
Business and Economics 2 1 1 4
the sample is comprises of 48.33%, 31.66% and 20% from first
Total 29 19 12 60
,second and third year students respectively.
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Demography of Research Sample By Gender and Facility
13
1716
14
16
18 Law and Governance
Education a ndBehavioural studies
5
8
6
109
8
10
66
8
10
12
Social Science
Humanities,language4
1
34
0
2
4studies,.journalismand communication
Buisness andeconomics
% was male, whilst the remainin %
Female Male TOTAL
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Self Directedness
pos t ve as strong y agree an agree , an t e rcapability as to learn independentlyonly 31.7% of the participants confirm they managetheir time appropriately and rightly.
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Learning Preference
overall ratin of this arameter is ositivel rated ust above avera e
with the score of 51%learn easily and prefer to learn through reading, with the positive scoreof 85% and 88.3% respectively
and critical thinking
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Study Habit
Overall this parameter is rated as below average, where only
par c pan s n ca e a pos vefor planning in advance and tracking assignments and tasks areway below the midpoint i.e. 31.7% and 35% respectively
to working(studying) in distractive area effectively
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Awareness and Skills
only 41% of the participants revealed their readiness in
a t e e ements.skills on searching the internet, installing and configuringcomputer software, and know-how on e-learning) graded
e ow average i.e. 28%, 31.7 % an 31.7% respective y.
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Perception and Attitude
only 35% students showed positive indicators to havingsupporting attitude and perception towards e-learningNone of the elements of students erce tion and altitudeabove average.
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Comparative Analysis (M & F)
e all sho commonalties i.e. their res onse on learninpreference where they positivelye-learning awareness and IT skills parameter (71% to 29%)where as female participants are supportive in terms theirperception and altitude towards e-learning (65% to 35%).
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Harrisburg University Standard
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Chapter V: Conclusion and Recommendation
5.1 Major Findings5.2 Conclusion
5.3 Recommendation
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Major Findingse-learning readiness is rated below average where threeout of five major e-learning readiness parameters
- -,
skills, and e-Learning perception and attitude.The positive indicator of 71% which requires themp emen a on o mprovemen s n erven ons a e ps
to create a fully-fledged independent e-learning
atmosphereThe five e-learning readiness parameters are differentlyrated by male and female participantsThe o erall readiness assessment of Addis AbabaUniversity undergraduate students for e-learning scorebelow average i.e. 49%.
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ConclusionThere is no suitable e-learning readiness whereundergraduate students of the university score belowaverage n a e- earn ng rea ness aspectsThe university will face multidimensional challenges
e-learning aspects need a dramatic and
comprehensive intervention to improve the situation.T e prospect or e- earning oo s g oomy anpremature as the learners exhibited unfavorablesituations that re uire the universit thorou hlwork on alternative to improve the conditions.
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RecommendationsDevelop and implement e-learning policyapplicable at university-wide level,e -up a au or a ve cen ra o y a s
responsible for e-learning by taking full ownership
sensitization programme to first year students thatcreates awareness on e-learning and its benefits,Put a standard and benchmark of ICT entry levelskills and include ICT skills evaluation as a
cr ter a to recru t new un ergra uate stu ent,
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Lessons Learnt
Learnin b doin
Learning from others
Exploring other researchable areas
Working as a team
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