Importance of Needs Assessment for Implementation of E-Learning in Colleges of EducationImportance of needs assessment in implementation of e learning
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Needs assessment is important for implementing e-learning in colleges of education. It identifies performance areas where training should be applied. A needs assessment survey can help institutions match e-learning courses to learners' needs and analyze short and long-term e-learning strategy needs. It provides information on technological and support services required. Through needs assessment, an institution can establish e-learning goals. Conducting needs analysis on e-learning components and current computer skills of college faculties and students (future teachers) provides vital information about colleges' situations and facilitates decision making on e-learning usage and implementation.
Importance of Needs Assessment for Implementation of E-Learning in Colleges of EducationImportance of needs assessment in implementation of e learning
- 1. Importance of Needs Assessment for Implementation of E-Learning in Colleges of Education H. Md. AZIMI RESEARCH SCHOLAR Oct, 5-6, 2013 UNIVERSITY OF MYSORE DEPARTMENT OF STUDIES IN EDUCATION MANASAGANGOTRI, MYSORE 1
- 2. INTRODUCTION Higher education sector can take greatest advantage of the increased use of technology, especially the Internet, in delivering the educational product. Distance learning via the Internet will drive tremendous growth.
- 3. Usage of new technologies, internet and e-learning in higher education especially in educational programs, can increase speed of development, and educate citizen familiar with ICT and needs of living in 21century.
- 4. E-learning, or electronic learning, has been defined a number of different ways in the literature. In general, e-learning is the expression broadly used to describe “instructional content or learning experience delivered or enabled by electronic technologies” (Ong, Lai and Wang, 2004).
- 5. Some definitions of e-learning are more restrictive than this one, for example limiting e-learning to content delivery via the Internet (Jones, 2003).
- 6. Holmes and Gardner (2006) point out that e-learning provide access to resources that promotes learning on an anyplace, anytime basis.
- 7. He received a B.A. in Chemistry and a Ph.D. in Instructional Systems Technology from Indiana University, Bloomington, IN, USA. Badrul Huda Khan was born and grew up in Chittagong, Bangladesh in the 1970s. E-Learning Framework an Kh ul dr Ba Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation, Information Science Publishing, 2005
- 8. E-LEARNING COMPONENTS Khan (2005) 1. Instructional Design (ID) 2. Multimedia Component 3. Internet Tools 4. Computers and Storage Devices 5. Connections and Service Providers 6. Authoring/Management Programs, Enterprise Resource Planning (ERP) Software, 7. Server and Related Applications
- 9. 1. Instructional Design (ID) (a) Learning and Instructional Theories (b) Instructional Strategies and Techniques
- 10. 2. Multimedia Component (a) Text and Graphics (b) Audio Streaming (e.g., Real Audio) (c) Video Streaming (e.g., QuickTime) d) Links (e.g., Hypertext links, Hypermedia links, 3-D links, image maps, etc.)
- 11. 3. Internet Tools (a) Communications Tools (i) Asynchronous: E-mail, List servs, Newsgroups, and so on. (ii) Synchronous: Text-based (e.g., Chat, IRC, MUDs, messaging, etc.) and audio-video conferencing tools. (b) Remote Access Tools (Login in to and transferring files from remote computers.) (i) Telnet, File Transfer Protocol (ftp), and so on. (c) Internet Navigation Tools (Access to databases and Web documents.) (i) Text-based browser, Graphical browser, VRML browser, and so on. (ii) Plug-ins (d) Search Tools (i) Search Engines (e) Other Tools
- 12. 4. Computers and Storage Devices (a) Computer platforms running Graphical User Interface (GUI) based operating systems such as UNIX, Windows, Macintosh, Linux, and non- GUI based operating systems such as DOS. Mobile devices such as handheld personal digital assistants (PDAs) running Palm operating system, Pocket PC Windows, and other platforms.
- 13. 4. Computers and Storage Devices (b) Hard drives, CD ROMs, DVDs, and so on.
- 14. 5. Connections and Service Providers (a) Modems (b) Dial-in (e.g., standard telephone line, ISDN, etc.) and dedicated (e.g., 56kbps, DSL, digital cable modem, T1, E1 lines, etc.) services (c) Mobile technology (e.g., connected wireless, wireless LAN, wireless WAN, wireless PAN or personal area network) (d) Application Service Providers (ASPs), Hosting Services Providers (HSPs), Gateway Service Providers, Internet Service Providers (ISPs), and so on.
- 15. 6. Authoring/Management Programs, Enterprise Resource Planning (ERP) Software, (a) Scripting Languages (e.g., HTML - Hypertext Markup Language, VRML Virtual Reality Modeling Language, XML – Extensible Markup Language, RSS - Rich Site Summary, is a text-based format, XSL - Extensible Style Sheet language, XHTML – Extensible Hypertext Markup Language, CSS - Cascading Style Sheets, WML-Wireless Markup language, Java, Java scripting, etc.). (b) Learning Management System (LMS) and Learning Content Management System (LCMS) (c) HTML Converters and Editors, and so on. (d) Authoring Tools and Systems (easier to use than programming languages) (e) Enterprise Application or Enterprise Resource Planning (ERP) Software in which e-learning solutions are integrated. (f) Interoperability, Accessibility, and Reusability Standards
- 16. 7. Server and Related Applications (a) HTTP servers, HTTPD software, and so on (b) Server Side Scripting Languages - Java Server Pages (JSP), Active Server Pages (ASP), ColdFusion, Hypertext Preprocessor, Common Gateway Interface (CGI) - a way of interacting with the http or Web servers. CGI enables such things as image maps and fill out forms to be run. (c) Wireless Application Protocol (WAP) gateway - changes the binary coded request into an HTTP request and sends it to the Web server
- 17. NEEDS ASSESSMENT
- 18. Mitchell (1993) describes needs assessment/analysis as "an examination of the existing need for training within an organization". It identifies performance areas or programs within an organization where training should be applied.
- 19. SCOPE OF Community organizations Government agencies Health care facilities As well as Education institutions …..In higher education, the needs assessment process appears in several contexts.
- 20. Needs analysis can help institutions to match the needs of their target audience with the elearning courses and programs they plan to market.
- 21. • Any institution venturing into e-learning should conduct a needs assessment survey to find out its expected customers’ (i.e., learners’) willingness to enroll in its elearning courses. • Needs analysis will help institutions analyze the short-term and long term needs for their e-learning initiatives, and in turn will be instrumental in developing their e-learning strategies.
- 22. Needs analysis can also provide information about the technological and other support services needed for their e-learning initiatives. Through a comprehensive needs assessment process, an institution can establish its e-learning goals. (Badrul Khan, 2005)
- 23. Teachers play a very important role in a student's life. It is, to a great extent, the teachers who decide the shape a student's life will take. So, it is very necessary to be adequately equipped with resources that will make the teacher a perfect role model to the students.
- 24. Integrating of e-learning technology in education and having skilled faculties and students as future teachers should be an integral part of the Teacher Training colleges’ curriculum to developing in IT and Knowledge based societies. Having a clear profile of needs analysis on e-learning components, current level of knowledge in computer skills of faculties and students (as future teachers) of colleges of education and provides vital information about situation of colleges of education.
- 25. The findings of this kind of studies will facilitate the process of decision-making and planning of usage and implementation of e-learning in teacher education colleges. Clarifying potential differences or similarities on gender, work experience, level of education, type of institution, type of subject (learning for students and teaching for faculties) will show a mirror with a full feature of selected sample and finally population of colleges.
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