Case Study about Academic Staff Perceptions of ICT and E-Learning
This paper examines the issues affecting the implementation of eLearning at a university in Bangkok. eLearning and the use of ICT is playing key role in shaping teaching and learning in Thailand. Its implementation is providing innovative and creative opportunities for knowledge development and ICT technology transfer. This aper shows that there will be a need to engage in higher levels of eLearning systems development in order to create an overall integrated ICT vision and eLearning strategy for the university. The present study draws data from an anonymous questionnaire administered in the International programmes of study at graduate level in a university in Bangkok. There were a total of 22 returns. The data suggests that eLearning is not widely used at the university as it is perceived as less effective; whereas traditional pedagogic practices as well as being widely used is also perceived as being the most effective method. The theoretical and practical implications of the results are discussed.
This is a study of the issues relating to ICT and its use in influencing the development of eLearning practices in the university sector, Thailand. Much research has been carried on in the area of eLearning which continues to be one of the hottest research topics in higher education today (Chan, Chow, and Jia (2003); as a long-term solution to the issue of lifelong learning (Zhang et al., 2004); and is a growing trend internationally (Bates, 2005). Consequently, the perceived rapid growth of the Internet and other developing ICT technologies – product/software and structural – brings a new era of eLearning possibilities to higher education as eLearning developments continue to radically change education (McPherson, 2003a). Internationally, many researchers perceive that eLearning is a technology driven by itself for its own purpose (James, 2008), rather than being viewed as a pedagogical driver (Carnaby, 2005). Further, the “e” in eLearning doesn’t necessarily make learning easier, simpler, more effective or ore cost effective than traditional pedagogical methods (Hildebrandt and Teschler, 2006). Keep reading…