Determining African Students’ E-Learning Readiness To Improve Their E-Learning Experience

Abstract

E-learning connects two elements of education - learning and technology. Technology can become an enabler for learning when correctly applied. However, its success, to a degree, is dependent on the self-motivation of individuals to implement self-directed learning. One way to apply technology in higher education, and to determine if students are engaging in self-directed learning, is by implementing on-line assessments. However, the readiness of students may sometimes be ignored when planning and designing an e-learning assessment. The purpose of this article is to assess the e-learning readiness of engineering and information technology students in order to better support and improve their e-learning experience. The research followed a quantitative approach where about 50% of the students who participated agreed that they are comfortable with performing searches, downloading files and setting bookmarks (this relates to self-efficacy). For self-direction, the majority of the students were neutral when asked if they could set goals and deadlines for themselves. A recommendation is that developers could improve the required programming software platforms to suit all devices by using usability models that include ease of use and perceived usefulness. Additionally, these students need more academic support, especially with regard to developing time management and problem-solving skills.