Reviewed By: Jon Andersen, Alisa Brandt, Megan Ginther, Desiree Gordon
Assessment of E-Learning Needs among Students of Colleges of Education
Reviewed by Group 4: Needs Assessment of Embedded Librarianship. Group members: Megan Ginther, Jon Andersen, Alisa Brandt, Desiree Gordon
In this article Azimi (2013) begins by exploring the literature for a definition of e-learning and to identify it as a growing field for higher education in many fields. In addition, he explores the literature for needs assessment articles on which to model his study. This allows Azimi a working understanding of different methods for providing e-learning and different approaches to needs assessments. Azimi (2013) then develops a needs assessment survey to identify the needs of various groups of students in regards to e-learning opportunities. This needs assessment was carried out with students at the University of Mysore. The main idea was that if students were introduced and offered e-learning opportunities it would mean that as educators they would be more comfortable using e-learning in their future classrooms. Azimi (2013) wants to identify areas where students need more support to become comfortable with e-learning both as students and as future educators. He theorizes that differences in gender, government aid status, and subject area of specialization may have an impact on student needs.
The major method used by Azimi (2013) was a qualitative study utilizing a needs assessment survey to identify how e-learning methods could meet the needs of students in a Bachelor of Education program. Azimi (2013) examined the results to identify differences in needs for male and female students, government financial aid students, and students in the Sciences, Arts or Languages. The survey was a paper-based survey distributed randomly to students in the Bachelor of Education program. The survey consisted of two parts. A demographic data section where he collected information about gender, work experience, financial aid standing, and which subject area the student specialized in. The second part was designed to identify the student’s understanding of e-learning system components such as: instructional design; multimedia components; internet tools; computers and storage devices; and connections and service providers. He targeted 374 students with his survey.
Findings and Conclusions:
Azimi (2013) identified that most students were comfortable navigating internet tools and using video streaming and text tools. Areas where students identified the least comfort were with instructional design, mobile technology, asynchronous learning, and mobile technology. There was no noticeable difference between male and female students in these needs or in government-aided versus unaided students. There was also no significant difference between students specializing in Science, Arts or Languages. He did identify a significant correlation between gender and government aid; more female students were in government-aided programs than male students. In addition Azimi (2013) concludes that students need more support in understanding and clarifying the benefits of e-learning. He writes, “Moreover, students (as future teachers) should be made aware of the potential of various e-learning technologies for enhancing the teaching and learning process. Clarification of the incentives and elimination of obstacles to fully integrate e-learning is needed” (Azimi, 2013, p.282).
Unanswered Questions and Future Research:
This study does identify some areas where the colleges can strengthen their instruction regarding e-learning to help students be more comfortable with it and offering it in the future. However, Azimi’s (2013) major theory was not supported by this study and he could not prove that gender, financial aid status or subject area of study had any impact on students’ confidence with e-learning. We believe his theory was not supported by the research he cited in his literature review. Many of the articles he cited spoke more about e-learning confidence being built by explicit teaching about e-learning for educators. A future direction for follow up would be to explore whether students who have taken courses through e-learning are more comfortable than students with no e-learning background. Another factor that could be considered would be whether explicit courses teaching students about e-learning could have an impact on student confidence with e-learning methodology. We suspect that students who are taught about e-learning methods and have taken courses through e-learning would be most comfortable offering e-learning courses in the future. While students with no e-learning courses would be the least comfortable.
While student background had no impact on student’s comfort with and knowledge of e-learning system components Azimi (2013) does identify that there seems to be a link between gender and the need for government aid and in addition between subject area of concentration and government aid. Both of these issues could be explored in more depth although we believe there have been other studies dealing with these issues, especially gender issues. It seems intuitive that women would require more government aid to attend school than men especially, in a developing country where gender equality is still far from achieved. Factors such as less family support and planning for women to attend school would contribute to the need for more government aid. One question we had was whether there were more government aid programs available to encourage women to attend school and whether that would play a factor in the results Azimi (2013) reported.
The link between need for government aid and subject area of study could be an interesting follow up study to try to determine what causes students in the arts to require more financial aid than students in the sciences. We theorize that this may be due to more women going into the arts fields than the sciences so this result may also be tied into the gender issue. However, it could also indicate that students from lower socio-economic stratas are more likely to enroll in Arts fields rather than sciences and we wonder if this could be due to gaps in early science education caused by lack of access to science education tools. There are many questions in this area that could be explored.
Azimi, H.M. (2013). Assessment of e-learning needs among students of colleges of education. Turkish Online Journal of Education, 14(4). Retrieved from https://doaj.org/article/3e8c2b89e99d4157900bcf8c54032b26