Success factors of recently implemented eLearning methods at higher education institutions in Kuwait

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2022-11-11 DOI:10.1080/13538322.2022.2132702

S. Soleimani, M. Jaeger, Alanoud Faheiman, A. Alaqqad

引用次数: 0

Abstract

This study determines the critical success factors for students and academic staff when applying and evaluating online delivery methods in colleges and universities in Kuwait. The recently implemented eLearning systems and methods in the country, due to the COVID-19 pandemic, are evaluated and the perception of the eLearning system is gauged. Targeted surveys are distributed to a representative sample of undergraduate engineering students and academic staff. The following critical success factors are considered: benefits of the eLearning system, educational system quality, information quality, instructor quality, learner quality, service quality and technical system quality. Results show that there is a correlation between the perceptions of students and academic staff, particularly regarding instructor quality, information quality and benefits of the eLearning system. Both groups of respondents agreed on the high importance of instructor quality and the low importance of benefits. [ FROM AUTHOR]

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最近在科威特高等教育机构实施的电子学习方法的成功因素

本研究确定了学生和学术人员在科威特高校应用和评估在线教学方法时的关键成功因素。由于2019冠状病毒病大流行，对该国最近实施的电子学习系统和方法进行了评估，并衡量了对电子学习系统的看法。有针对性的调查将分发给具有代表性的本科工程专业学生和学术人员。考虑以下关键成功因素:电子学习系统的效益、教育系统质量、信息质量、讲师质量、学习者质量、服务质量和技术系统质量。结果表明，学生和学术人员的看法之间存在相关性，特别是在教师质量、信息质量和电子学习系统的好处方面。两组受访者都同意教师素质的高度重要性和利益的低重要性。[源自作者]

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.