A Proposed E-learning Technology Management Model for Universities in Response to the COVID-19 Global Crisis
Keywords:
Technology management, e-learning, higher education, COVID19, technology infrastructure
Abstract
The overall purpose of the study is to propose an e-learning technology management model that responds to the outbreak of the coronavirus disease 2019 (COVID-19) and that has led to the closure of almost all the world’s universities in 2020/2021, leading to many complications in arranging for remote teaching and learning processes. The basic design of the study included the analysis of different technology management models in terms of scope and integration. In addition to a survey directed to several international higher education and e-learning experts as well as a thematic analysis for qualitative data obtained from experts’ comments and views. The major findings, from both quantitative and qualitative analysis, structured the design of the model that has the advantage of mobilizing all university resources towards the achievement of intended learning outcomes. It focuses on six domains for elearning technology management: a) planning, b) governance and administration, c) capacity building, d) development, e) interactive teaching and learning, and f) assessment and evaluation. Hence, the proposed elearning technology management model provides better access, and more economic management of resources, and maximizes return on investment with better learning outcomes at higher education institutions.
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References
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2. Abu-Al-Aish, A., & Love, S. (2013). Factors influencing students’ acceptance of e-learning: An investigation in higher education. The International Review of Research in Open and Distributed Learning, 14(5).83-107. DOI: 10.19173/irrodl.v14i5.1631.
3. Aceves, N., Siller, A., Torres, A., & Martinez, O., (2013). Technology based Entrepreneurship: Challenges and Opportunities to Enhance a University Spinoff. ICERI. Proceedings, 370–378.
4. Al Nuaimi, B., Zainal, H., and Marmolejo, F. (2022). University and School Collaborations during a Pandemic - Sustaining Educational Opportunity and Reinventing Education. Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity. Knowledge Studies in Higher Education. (8). https://doi.org/10.1007/978-3-030-82159-3_15.
5. Al-Adwan, A., Al-Adwan, A., & Smedley, J. (2013). Exploring students' acceptance of e-learning using Technology Acceptance Model in Jordanian universities. International Journal of Education and Development using ICT, 9(2). 4-18.
6. Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM). Australasian Journal of Educational Technology, 33(2). 1-23. https://doi.org/10.14742/ajet.274.
7. Al‐Qahtani, A. & Higgins, E., (2013). Effects of traditional, blended and e‐learning on students' achievement in higher education. Journal of computer assisted learning, 29(3). 220–234. https://doi.org/10.1111/j.1365-2729.2012.00490.x.
8. Alshaher, A. (2013). The McKinsey 7S model framework for e-learning system readiness assessment. International Journal of Advances in Engineering & Technology, 6(5), 1948.
9. Alsoud, A., & Harasis, A. (2021). The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan. Journal of Theoretical and Applied Electronic Commerce Research. 16(5). 1404-1414. https://doi.org/10.3390/jtaer16050079
10. Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages, and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
11. Arvanitis, R., & Villavicencio, D. (1994). Transferencia de tecnología y aprendizaje tecnológico. Reflexiones Basadas En Trabajos. Retrieved from: https://www.researchgate.net/profile/Rigas_Arvanitis/publication/46548039_Transferencia_de_tecnologia_y_aprendizaje_tecnologico_Reflexiones_basadas_en_trabajos_empiricos/links/0912f5119012ddfffa000000.pdf. accessed on: 10/3/2020.
12. Ayun, K., Suharso, P., & Kantun, S. (2021). Google Classroom as the Online Learning Platform During the Covid-19 Pandemic for the Management Business Student at SMK Negeri 1 Lumajang. 3rd International Conference on Environmental Geography and Geography Education. IOP Conf. Series: Earth and Environmental Science. 747. 1-7. doi:10.1088/1755-1315/747/1/012025.
13. Bernardt, Y., Meijaard, J., & Kerste, R. (2002). Spin-off start-ups in the Netherlands. EIM Business and Policy Research. Retrieved from: https://www.researchgate.net/publication/5012513_Spin-off_start-ups_in_the_Netherlands. on: 23/4/2022.
14. Bhattacherjee, A. (1998). Managerial Influences on Intraorganizational Information Technology Use: A Principal-Agent Model. Decision Sciences, 29(1), 139–162. https://doi.org/10.1111/j.1540- 5915.1998.tb01347.x.
15. Borges, C., & Jacques Filion, L. (2013). Spin-off process and the development of academic entrepreneur’s social capital. Journal of Technology Management & Innovation, 8(1), 21–34.
16. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101, DOI: 10.1191/1478088706qp063oa.
17. Cabrera, A., & Soto, M. (n.d.). Emprendeduría de base tecnológica: hacia un modelo dinámico.
18. Chimborazo, L., Guevara, P. & Toapanta, E. (2017). Strategies: A Model of University Management. Journal of Service Science and Management, 10, 132-149. https://doi.org/10.4236/jssm.2017.102012.
19. Cole, M., Shelley, D., & Swartz, L. (2014). Online instruction, e-learning, and student satisfaction: A three-year study. The International Review of Research in Open and Distributed Learning, 15(6). 111-131. DOI: 10.19173/irrodl.v15i6.1748.
20. Davis, N., Gough M., & Lorraine L. Taylor. (2019) Online teaching: advantages, obstacles, and tools for getting it right. Journal of Teaching in Travel & Tourism 19:3. 256–263.
21. Day, S., & Schoemaker, H., (2000). Avoiding the pitfalls of emerging technologies. California Management Review, 42(2), 8–33. https://doi.org/10.2307/41166030.
22. Díez Echavarría, F., Valencia Arias, A., & Villa E. (2015). Promoción de la cultura investigative como motor de desarrollo económico y social: Una visión sistémica. Espacios, 36(1).
23. Eraqi, I., Abou-Alam, W., Belal, M., & Fahmi, T. (2011). Attitudes of undergraduate students toward e-learning in tourism: The case of Egypt. Journal of teaching in travel & tourism, 11(4), 325–348.
24. Frehywot, S., Vovides, Y., Talib, Z., Mikhail, N., Ross, H., Wohltjen, H, & Scott, J. (2013). E-learning in medical education in resource constrained low-and middle-income countries. Human resources for health, 11(1), 4.
25. Friedman, J., & Silberman, J. (2003). University technology transfer: do incentives, management, and location matter? The Journal of Technology Transfer, 28(1), 17–30.
26. Gavankar, S., Anderson, S., & Keller, A., (2014). Critical Components of Uncertainty Communication in Life Cycle Assessments of Emerging Technologies. Journal of Industrial Ecology, 19(3), 468–479. https://doi.org/10.1111/jiec.12183.
27. Gaynor, G., (1999). Manual de gestion en Tecnologia. Tomo 1. Retrieved from http://dspace.ucbscz.edu.bo/dspace/handle/123456789/3173. Accessed on: 20/4/2020.
28. Geisler, E. (1995). Industry–university technology cooperation: a theory of inter-organizational relationships. Technology Analysis & Strategic Management, 7(2), 217–229.
29. Gür, U., Oylumlu, S., & Kunday, Ö. (2016). Critical assessment of entrepreneurial and innovative universities index of Turkey: Future directions. Technological Forecasting and Social Change. https://doi.org/10.1016/j.techfore.2016.09.008. Accessed on: 18/1/2022.
30. Howland, K., Good, J., & Robertson, J. (2007). A learner-centered design approach to developing a visual language for interactive storytelling. ACM. Retrieved from http://dl.acm.org/citation.cfm?id=1297286. Accessed on: 15/3/2021.
31. Jiménez, C. N., Castellanos, O. F., & Morales, M. E. (2007). Tendencias y retos de la gestión tecnológica en economías emergentes. Revista Universidad EAFIT, 43(148), 42–61. Retrieved from http://publicaciones.eafit.edu.co/index.php/revista-universidad-eafit/article/view/701. Accessed on: 11/2/2021.
32. Kaufman, R.A. (1970). System approaches to education-discussion and attempted integration. In Piele et al., Part III of Social, and technological change: Implications for education. Eugene, Oregon: University of Oregon.
33. Kaya, P., Erol, T., & Ozbilgin, I., (2017). Defining a technology management framework within a defense enterprise. Journal of Management, Marketing and Logistics (JMML), V.4, Iss.3. 301–309. http://doi.org/10.17261/Pressacademia.2017.492.
34. Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced ‘and how do we know? A critical literature review. Learning, media and technology, 39(1), 6–36.
35. M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-Learning in European Higher Education Institutions: Results of a Mapping Survey Conducted in October–December. European University Association.
36. Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359–374.
37. Morales, A., Nielsen, J., Bacarini, H., Martinelli, S., Kofuji, S., and Díaz, J., (2018). Technology and Innovation Management in Higher Education—Cases from Latin America and Europe. Administrative Science. 8(11).1-34. doi:10.3390/admsci8020011w.
38. Mowery, C., & Shane, S. (2002). Introduction to the special issue on university entrepreneurship and technology transfer. Management Science, 48(1), v–ix.
39. Mtebe, J., & Raisamo, R. (2014). Investigating students’ behavioural intention to adopt and use mobile learning in higher education in East Africa. International Journal of Education and Development using ICT, 10(3).
40. Mukwa, C. W. (1979). Toward a Systematic Approach to Educational Media uses in the Secondary School Education of the Republic of Kenya, A Field Survey of Tools and Techniques for Learning. PhD Dissertation, Michigan State University.
41. National Research Council (1987). Management of Technology: The Hidden Competitive Advantage. National Academy Press, Washington, DC.
42. Naumova, T. & Vytovtova, N. & Mitiukov, N. & Zulfugarzade, T. (2017). Model of Distant Learning Educational Methods for the Students with Disabilities. European Journal of Contemporary Education.. 10.13187/ejced.2017.3.565.
43. Odii, J., Elusoji, W., Akanji, C, Odiketa A, Oladosu, A. (2013). Construction of a web-based learning portfolio system through learning style aware adaptive systems. 1. 94–100. Retrieved from: file:///C:/Users/Dr.%20Mohamed%20Elnagar/Downloads/4-Constructionofawebbasedlearningportfoliosystemthroughlearningstyleawareadaptivesystems.pdf. on: 23/4/2022.
44. Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38–46.
45. Porter, W., Graham, R., Spring, A., & Welch, R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185–195.
46. Reimers, F., & Marmolejo, F., (2022). University and School Collaborations during a Pandemic - Sustaining Educational Opportunity and Reinventing Education. Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020. Knowledge Studies in Higher Education. (8). https://doi.org/10.1007/978-3-030-82159-3.
47. Reimers, F., & Schleicher, A. (2020). Schooling disrupted, schooling rethought. How the Covid-19 Pandemic is changing education. OECD. Retrieved from: https://globaled.gse.harvard.edu/files/geii/files/education_continuity_v3.pdf. on: 1/1/2022.
48. Schleicher, A. (2020). The Impact of Covid-19 on Education Insights from Education at a Glance. OECD. Retrieved from: https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf. On: 21/10/2021.
49. Siegel, S., Waldman, D., & Link, A. (2003). Assessing the impact of organizational practices on the relative productivity of university technology transfer offices: an exploratory study. Research Policy, 32(1), 27–48.
50. Silva, A., & Nuño, P. (2014). Design of an Expert System Model for the Analysis of the Innovation Technology Management Process: A Case Study at the University of Coahuila, México. IIE Annual Conference. Retrieved from: https://api.semanticscholar.org/CorpusID:110106067. On: 2/3/2022.
51. Syryamkin I., Syryamkina G. (2015). Technology Management as a tool of innovative strategy of education and cognitive management. International Conference on Research Paradigms Transformation in Social Sciences. Social and Behavioral Sciences. 166. 468–471.
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Published
2022-04-30
How to Cite
Elnaggar, M. E., & Sharaf, R. S. (2022). A Proposed E-learning Technology Management Model for Universities in Response to the COVID-19 Global Crisis. European Scientific Journal, ESJ, 18(12), 58. https://doi.org/10.19044/esj.2022.v18n12p58
Section
ESJ Social Sciences
Copyright (c) 2022 Mohamed Elsayed Elnaggar, Rasha Saad Sharaf
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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