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E-Learning in a Mega Open University: Faculty Attitude, Barriers and Motivators
ARTICLE

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Educational Media International Volume 44, Number 4, ISSN 0952-3987

Abstract

In the distance teaching institutions where e-learning initiatives are underway and where the planners and administrators grapple with effective adoption and deployment of technology-enabled education, faculty attitude and motivation assume considerable significance. Attitudinal pre-dispositions and institutional and allied barriers (including appropriate policy initiatives) are assumed to play a crucial role in making an effective shift from traditional distance education delivery to web-enabled education and training. Such issues are especially critical to single mode mega universities like the Indira Gandhi National Open University (IGNOU). This article reports the findings of a study conducted to examine the attitudes of faculty members from IGNOU towards e-learning, and to identify barriers and motivators of e-learning adoption and use. IGNOU, with about 1.5 million students scattered over 32 countries, has been offering e-learning programs for almost a decade. The findings suggest that extensive use of computers and email has a high relationship with positive attitudes towards e-learning. The most significant barriers perceived by the faculty included poor internet access by students and lack of training on e-learning, followed by institutional policy on and instructional design for e-learning. The important motivators included personal interest to use technology, intellectual challenge, and sufficient provision for technology infrastructure. (Contains 6 tables.)

Citation

Panda, S. & Mishra, S. (2007). E-Learning in a Mega Open University: Faculty Attitude, Barriers and Motivators. Educational Media International, 44(4), 323-338. Retrieved October 19, 2019 from .

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