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Abstract

To benefit from electronic learning (E-learning), organizations should execute considerable upfront analysis to ascertain their E-learning readiness. Studies have demonstrated a range of models that have been adapted, but they are used in developed counties for whom E-learning readiness is elevated. Thus, these models are not valid in growing countries, such as Sudan. Based on a modified model, this research was performed descriptively by applying a questionnaire-based survey method to assess the level of Sudan universities’ readiness in the employment of the E-learning system. This modified model includes social support, technology readiness, attitude toward E-learning, acceptance of E-learning, and individual learners. Furthermore, the adoption and implementation of E-learning involve numerous challenges and constraints. Therefore, in this study, the challenges that could be faced in applying E-learning in Sudan from students’ perspectives are investigated. The results show that the most prepared factor is individual learners at Sudanese universities. However, this factor still needs a few improvements for E-learning with an overall mean (3.59). Given that the learners are willing to collaborate and share information and knowledge, they can manage time for their learning, and they are also motivated and enthusiastic about using computers. Moreover, attitude toward E-learning is the least prepared factor among all factors (mean = 3.16), which means that this factor is not ready and needs some work. The study recognizes serious barriers that constrain the effective incorporation of E-learning in higher education institutes (HEIs) in developing countries.

Bahasa Abstract

Menilai Kesiapan E-learning Perguruan Tinggi di Negara Berkembang dan Hambatan yang Diharapkan. Organisasi harus melakukan analisis awal yang cukup untuk memastikan kesiapan pembelajaran elektronik (E-learning) mereka agar mendapatkan manfaat dari E-learning. Penelitian telah menunjukkan berbagai model yang telah diadaptasi, tetapi mereka digunakan di negara maju yang kesiapan E-learning mereka meningkat. Dengan demikian, model-model ini tidak berlaku di negara berkembang, seperti Sudan. Berdasarkan model yang dimodifikasi, penelitian ini dilakukan secara deskriptif dengan menerapkan metode survei berbasis kuesioner untuk menilai tingkat kesiapan universitas-universitas di Sudan dalam penggunaan sistem E-learning. Model yang dimodifikasi ini meliputi dukungan sosial, kesiapan teknologi, sikap terhadap E-learning, penerimaan E-learning, dan peserta didik. Selain itu, adopsi dan implementasi E-learning melibatkan banyak tantangan dan kendala. Oleh karena itu, tantangan yang dapat dihadapi dalam menerapkan E-learning di Sudan dari perspektif siswa diselidiki dalam penelitian ini. Hasil penelitian menunjukkan bahwa faktor yang paling siap adalah peserta didik di universitas-universitas Sudan. Namun, faktor ini masih memerlukan beberapa perbaikan untuk E-learning dengan rata-rata keseluruhan (3,59). Mengingat bahwa peserta didik bersedia untuk berkolaborasi dan berbagi informasi dan pengetahuan, mereka dapat mengatur waktu belajar mereka, dan mereka juga termotivasi dan antusias untuk menggunakan komputer. Selain itu, sikap terhadap E-learning adalah faktor yang paling tidak siap di antara semua faktor (rata-rata = 3,16), yang berarti bahwa faktor ini belum siap dan perlu diperbaiki. Penelitian ini mengakui hambatan serius yang membatasi penggabungan efektif E-learning di perguruan tinggi di negara berkembang.

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