How ready are our students for e‑learning? Evidence from Ethiopia  – Behavioural and Social Sciences at Nature Research 13:22 

Published in Education

Dec 20, 2024

Wondifraw Dejene

Associate Professor of Education, Dire Dawa University

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How ready are our students for e-learning? Evidence from Ethiopia – Discover Education

In the realm of higher education, e-learning has emerged as a game-changer, reshaping the way students engage with their studies. The purpose of this study was examining readiness of higher education students for e-learning. Accordingly, a quantitative research design was employed. The population of the study was higher education students admitted to postgraduate programs. Accordingly, total of 1321 students selected using stratified and simple random sampling techniques participated in the study. A questionnaire consisting of items measuring students’ readiness was employed to collect the data relevant to the study. Descriptive data analysis techniques were employed. The overall results of the study revealed that Ethiopian higher education students were unprepared (M = 2.5 and SD = 1.33) to engage in e-learning system. They preferred the conventional classroom teaching over virtual learning. Furthermore, most of the students were found to be technically poor and had no access to electronic devices which are significant for success in e-learning. They were far behind in most personal and professional requirements. This suggests that Ethiopia has a long way to go to get its postgraduate students ready for an e-learning system.

It is on e-learning readiness among postgraduate students in Ethiopian higher education.

The study reveals that #Ethiopian higher education students face challenges in adapting to e-learning due to factors like limited access to electronic devices and inadequate technical skills. The study emphasizes the importance of improving students’ digital literacy through training and support to enhance their preparedness for technology-driven learning environments. The findings highlight the necessity for institutions to provide resources and guidance to empower students for successful engagement in e-learning platforms. This research sheds light on the current state of e-learning readiness in Ethiopia and suggests strategies to bridge the gap for a more effective implementation of digital learning solutions.

Furthermore, the study underscores the significant contribution it makes as e-learning approaches are still in their infancy within Ethiopian higher education. It highlights the imminent shift towards blended learning anticipated by the Ministry of Education in Ethiopian higher education. This research brings to light the crucial need to address the current gaps in e-learning readiness among postgraduate students to pave the way for a successful transition to blended learning models in the near future. The findings offer valuable insights to support the effective integration of digital learning solutions in Ethiopian higher education, ensuring a smooth and productive transition towards a more technology-enhanced educational landscape. #BlendedLearning #DigitalTransformation #EducationalInnovation #ResearchImpact #eLearning #HigherEducation #Ethiopia #DigitalLiteracy #ResearchInsights

Wondifraw Dejene(He/Him)

Associate Professor of Education, Dire Dawa University

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Dr. Wondifraw Dejene is an Associate Professor of Education working as a teacher-educator at Dire Dawa University, Dire Dawa, Ethiopia, since 2007. His research areas of interest include teacher education, academic integrity, instructional technology, and multicultural education. He has published scholarly research articles in internationally reputable journals. He aspires to work on international comparative research projects on a collaborative basis with interested researchers.