**2. Research framework**

An e-readiness framework was first proposed in the late 1990s to evaluate the depth and breadth of the digital divide between developed and developing countries [27]. The framework used for this study was adapted from two previously tested models [22, 28]. This model tests the effect of e-readiness (a) at course orientation when the student first accesses the course and evaluates the quality of the ELS, initial course materials, and support services, (b) during course delivery when students regularly use and become satisfied with the ELS, and (c) at course completion where the students' experiences influence their decision about registering for another blended or online course. **Figure 1** illustrates the proposed framework comprising student e-readiness and the six contributing factors at the course orientation, delivery and completion phases.

**Figure 1.** Conceptual framework for student e-readiness at course orientation, delivery and completion.

#### **2.1. Student e-readiness**

of the course, and during course delivery. The findings could be used to compare these characteristics among various groups of students in order to implement measures for improving

An e-readiness framework was first proposed in the late 1990s to evaluate the depth and breadth of the digital divide between developed and developing countries [27]. The framework used for this study was adapted from two previously tested models [22, 28]. This model tests the effect of e-readiness (a) at course orientation when the student first accesses the course and evaluates the quality of the ELS, initial course materials, and support services, (b) during course delivery when students regularly use and become satisfied with the ELS, and (c) at course completion where the students' experiences influence their decision about registering for another blended or online course. **Figure 1** illustrates the proposed framework comprising student e-readiness and the six contributing factors at the course orientation, delivery

**Figure 1.** Conceptual framework for student e-readiness at course orientation, delivery and completion.

their success.

68 Trends in E-learning

**2. Research framework**

and completion phases.

E-readiness evaluates students' level of preparedness for an ELS though their technical competence, lifestyle aptitude, and learning preference [22]. These factors are described in more detail below:


This section explains the factors associated with the three phases of a course, namely course orientation, course delivery and course completion.

#### **2.2. Course orientation**

At this stage, students access the blended or online course for the first time. It is an important phase since their initial active involvement during these early weeks can influence their persistence in the course [29]. This phase therefore focuses on the interaction between students and the quality of the ELS, information provided in the ELS, and support services:

• **ELS quality:** The quality of the ELS is measured by its stability, ease of use, and responsiveness to students who may not persist if they experience technical problems at this early stage [15, 22, 28]. ELS quality can therefore be hampered by inconsistent connectivity, system crashes, insufficient bandwidth, infrastructure or software maintenance, and accessibility issues [30].

• **Service quality:** Students could become frustrated if assistance is not available when problems arise with the ELS, or if they do not know how to contact technical support [30]. Timely and effective assistance could include an online 'help desk', 'frequently asked questions' forum, and email support [31].

have access to, or lack adequate computer or Internet facilities at home may visit their country site to access resources including microcomputer laboratories and libraries. With the introduction of ELSs, instructors on the main campuses have been trained to offer blended courses (classroom-based or computer laboratory-based with online components). Students in either

Fixing the 'Ready' in E-Learning Readiness http://dx.doi.org/10.5772/intechopen.74287 71

This study analysed students in a blended and an online course pursuing the same secondyear undergraduate core management course at the university. The courses were offered through one campus and the online campus respectively. Both courses had the same instructor and four teaching assistants. All course content, course assignments, and proctored course exams were developed by the instructor using the same criteria and standards. The course content was identical and located on a Moodle-based ELS in both courses comprising digitallearning materials including videos, PDF slides and laboratory exercises. The course assessments were uploaded to each ELS for grading. Once a week, tutorial assistance was provided in computer laboratories on the campus for students in the blended course, while live online sessions and supplementary videos are provided for the online students. No compulsory ELS

A web-based survey instrument was used to capture responses from the students in each course. The items were reviewed by four experienced instructors and pilot-tested before posting in the student forum of each course. The instrument was posted in the ELS of both courses and was set to allow only one submission from each student. Responses were captured over two consecutive semesters. The instrument comprised an e-readiness section, and ELS section,

• The 18-item e-readiness section captured responses on three factors: students' technical competence, lifestyle aptitude, and learning preference when studying. The technical competence items captured responses on computer knowledge and technical literacy, such as whether students knew how to use software applications such as a word processor, had access to a printer, the Internet, a dedicated network connection, or knew how to contact the ELS' help desk. The lifestyle aptitude items captured responses on whether students had a place that could be used uninterrupted for extended periods to study, routinely communicated with other students using electronic technologies such as e-mail, and had either persons or resources nearby who could assist with any technical problems. The learning preference items captured responses on students' self-motivation, eagerness to use new software applications, preference for face-to-face or online courses, and preference for written or verbal feedback. All items used a five-point Likert-type scale, ranging from '1 = strongly-disagree' to '5 = strongly-agree'. • The ELS section comprised 30 items that captured responses on six factors from students' perceptions during the phases of the course. At course orientation, the quality of the ELS, information provided on the ELS, and quality of support services were obtained. During course delivery, students' perceptions on their use of the ELS, and their satisfaction with the ELS, and at course completion their positive or negative experiences of the ELS were obtained. All items used a five-point Likert-type scale, ranging from '1 = strongly-disagree' to '5 = strongly-agree'.

cohort can complete a three-year undergraduate degree with full-time registration.

training was provided for students in either cohort.

and a section to capture demographics:

**3.2. Survey instrument**

• **Information quality:** Once students have accessed the ELS, they are exposed to course content and other information. Poorly designed course materials could also affect their enthusiasm that is necessary for early engagement [13, 27]. Instructional material should therefore be clear, up to date, written at a level that is easily understood, and formatted to cater to different learning styles [21, 26].

#### **2.3. Course delivery**

This active phase evaluates the students' actual use of and satisfaction with the ELS during the course.


#### **2.4. Course completion**

As students evaluate their ELS experiences at course completion, these benefits could influence their overall satisfaction with the ELS and determine whether they will consider taking another blended or online course. Therefore, having a positive experience at course orientation, and enhancing these experiences during the course could increase their confidence and intention to register for more courses in that modality [22, 26]. Online students could benefit from becoming empowered with enhanced online skills, but could also be discouraged by dependence on the technology and feelings of isolation [22].
