Underlying dimensions of language lecturer readiness to implement e-learning at UIN Ar-Raniry Banda Aceh

Abstract

The primary objectives of the present study were to examine the prevalence of UIN Ar-Raniry language lecturers’ readiness in implementing e-learning, and establish whether psychological, technological, human resource, equipment and content readiness would constitute valid and reliable dimensions of e-learning readiness. Its secondary objective was to establish whether there was a significant difference in the e-learning readiness of English and Arabic lecturers in the extracted readiness dimensions. Chapnick`s (2000) e-learning readiness model was used as the framework to guide the study. The sample consisted of 200 lecturers from the Language Development Center of UIN Ar-Raniry in Banda Aceh. The study used an e-learning readiness questionnaire adapted from three main sources, namely Teddy (2008), Trayek (2013), and Murphy, Coover, and Owen (1989). Thirty-seven (37) items were utilized to measure five e-learning constructs proposed in this study. The data analysis included descriptive statistics consisting of frequency counts and percentages, Principal Axis Factoring (PAF) to extract the underlying dimensions of e-learning readiness, and independent samples t-test to establish significant differences between English and Arabic lecturers in the extracted dimensions. The results from the mean percentages of agreement indicated that most of the language lecturers are ready with the implementation of e-learning at UIN Ar-Raniry in terms of technological and psychological readiness, but fewer reported readiness in terms equipment, content and human resource. Four factors were extracted as valid and reliable dimensions of the construct, namely content readiness, technological readiness, human resource readiness, and equipment readiness. Arabic and English lecturers were found to differ significantly in three of the extracted dimensions. The results suggested that the language lecturers at the Language Development Centre of UIN Ar-Raniry had the right attitudes and beliefs about e-learning. They also reported having the skills to implement it in teaching and learning, but many did not express the same confidence that the university would be able to provide the human resource and equipment to support an e-learning initiative. The study, therefore, recommended that the university put together their efforts to enhance the knowledge and skills of the lecturers in terms of content, technological, human resource, and equipment readiness.