A framework for a student-centred e-learning system in higher education institutions in Ethiopia

Abstract

Different studies have been conducted by researchers on e-learning in both the developed and developing world. However, in developing countries, particularly in Ethiopia, there are insufficient studies on e-learning systems, which provide an elearning framework that supports the Ethiopian higher educational institutions (HEIs). The aim of this study is to explore students’ e-learning experiences and challenges in Ethiopian higher learning institutions and to develop a student-centred e-learning framework. This study used both qualitative and quantitative research methodology. The qualitative research methodology was used to broadly explore students’ experiences regarding the use of e-learning and the challenges Ethiopian HEIs students’ experience. The study used an exploratory sequential mixed design approach. As a result of this design, the qualitative data was first collected and analysed using ATLAS.ti. From this process, nine major e-learning themes were identified: 1) Institutional; 2) technological facility; 3) pedagogical/instructional; 4) resources; 5) functionality; 6) feature; 7) policy; 8) student readiness; and 9) system management. Using these themes, the survey instrument was developed, and the quantitative data was collected and analysed using SPSS. The quantitative result revealed eight validated e-learning framework factors: 1) e-learning management system; 2) technological infrastructure and facility; 3) learner readiness; 4) e-learning resources accessibility; 5) e-learning system features; 6) e-learning services; 7) e-learning communication; and 8) e-learning policy. The descriptive statistics compared factors using frequencies and the correlation between different factors tested using a correlation matrix. Form the finding an e-learning framework was developed, which can be used at HEIs to improve or implement an e-learning system. Conclusions were drawn from the comparison of variables in the correlation matrix. Both positive and negative linear relationships between the two variables were specified. To find out a relationship between the e-learning management system and e-learning policy, Pearson correlation analysis was conducted. The results revealed a positive relationship (r =0.73, N = 413, p <0.0001) which showed that the correlation was strong. This means that greater use of e-learning management systems were associated with a more specific e-learning policy. Therefore, the establishment of an e-learning policy is an important factor in the implementation of an e-learning system.