Introduction of E-Learning in Information Management (IM) Education in Sri Lanka: The Influence of Social and Cultural Factors

2014 ◽  
Author(s):  
Namali Suraweera ◽  
Chern Li Liew ◽  
Jocelyn Cranefield
Keyword(s):  
Sri Lanka ◽  
Information Management ◽  
Cultural Factors ◽  
E Learning ◽  
Social And Cultural Factors

The Influence of Cultural Factors on the Adoption of E-Learning: A Reference to a Public University in Sri Lanka

2012 ◽  
Vol 263-266 ◽  
pp. 3424-3434
Author(s):  
Mohamed Hussain Thowfeek ◽  
Azizah Jaafar
Keyword(s):  
Sri Lanka ◽  
Ethnic Groups ◽  
Public University ◽  
Cultural Factors ◽  
Learning System ◽  
Factors Influencing ◽  
E Learning ◽  
Adoption Model

The study investigated the factors influencing e-learning adoption behavior of instructors of a public university in Sri Lanka. The analysis of various models used to study the adoption behavior reveals that cultural factors were neglected. Therefore an e-learning adoption model was proposed considering cultural factors and the model was tested among instructors. The findings of this research have significant effects on the suitability of adopting an e-learning system at this university. However it is recommended that this study should be extended to include instructors belonging to multi-ethnic groups in all universities in Sri Lanka.

scholarly journals E-Learning in Information Management (IM) Education in Sri Lanka: An examination of contextual issues

2021 ◽  
Author(s):  
◽  
Namali Suraweera
Keyword(s):  
Sri Lanka ◽  
Information Management ◽  
Educational Change ◽  
Change Theory ◽  
Cultural Dimensions ◽  
Tertiary Level ◽  
Sri Lankan ◽  
Full Time ◽  
Theoretical Understanding ◽  
E Learning

<p>Information is considered a fundamental resource for improving the quality of governance and promoting socio-economic development in developing countries. In Sri Lanka, under the government’s vision of higher education, Information Management (IM) education is seen as important for fostering the development of a high quality market-oriented and knowledge-based society. However, a number of barriers currently restrict access to IM education by Sri Lankan information workers: the provision of education is limited to face-to-face teaching at three institutions in the Colombo (capital city) area, and the country’s physical infrastructure makes it difficult for full-time workers to attend classes without missing substantial work time. This results in IM employer reluctance to support education. Hence there is a growing need to provide equity of access to IM education.   In response to World Bank reports (2007, 2009) the Quality Assurance and Accreditation Council (QAAC) of Sri Lanka aims to foster transformative change in IM education with the goal of increasing equality of access to IM education through the use of e-learning. A number of early attempts to implement e-learning in Sri Lanka have already failed (Anderson, 2008). There is no rigorous research that investigates what factors have an impact on the introduction and use of e-learning in tertiary-level IM education in the Sri Lankan context and what the barriers or enablers to doing so might be. Understanding of the cultural context is known to be critical for the success of e-learning (Siritongthaworn et al., 2006).   This research fills these gaps in the literature. It was guided by two questions: (i) what are the contextual factors that affect the introduction and use of e-learning in tertiary-level IM education in Sri Lanka? and (ii) how do these factors affect the introduction and use of e-learning? An interpretive case study research was conducted. Thirty semi-structured interviews were conducted with information management education providers, existing e-learning providers and relevant stakeholders, and three focus group discussions were conducted with information workers and academics. Relevant documents were also analysed: (i) official government documents, e.g. policies, reports, and announcements; (ii) official documents from private sources, e.g. administrative documents, proposals, progress reports, and other internal records; and (iii) relevant internet resources. Fullan’s (1991) educational change theory and Hofstede, Hofstede, and Minkov’s (2010) cultural dimensions provided a basis for a conceptual model to guide the process of data collection and analysis in this study to gain an understanding of factors affecting the introduction and use of e-learning in tertiary-level IM education in Sri Lanka.  Factors that are perceived to have an impact on the introduction and use of e-learning in tertiary-level IM education in Sri Lanka were found at different levels. Macro-level factors included social and cultural factors, governmental factors, and technological factors. Meso-level factors included resistance to pedagogical change, lack of human and other resources, lack of collaboration/partnership among stakeholders and collective perception of e-learning acceptance.   A key outcome of this study is the development of a contextual framework to guide the introduction and use of e-learning in tertiary-level IM education in Sri Lanka. This study extends education and sociology research (including socio-technological innovation research) involving Fullan’s educational change theory and Hofstede, Hofstede, and Minkov’s cultural dimensions into a developing country context. In addition to the study contributing to theoretical understanding in education and sociology research, the findings of this study have implications for IM educators and practice in the forms of development of policies, implementation of e-learning, and prioritization and allocation of resources.</p>

The Socio-Cultural Dimensions of E-Learning in Turkish Higher Education Institutions

2014 ◽  
pp. 237-252
Author(s):  
Zerrin Ayvaz Reis ◽  
Sevinc Gulsecen
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Cultural Factors ◽  
Value Systems ◽  
Design Strategies ◽  
Adoption Of Technology ◽  
E Learning ◽  
The Individual ◽  
Social And Cultural Factors ◽  
Learning Factors

Any individual is in constant communication with the society and cultural environment surrounding him/her. An active and productive interaction between the individual and society is attained through the studies in the field of education. At a time when information and technology is of paramount importance, education is not only limited to providing jobs for the young. The current circumstances have destined education to be multidimentional in such a way that individuals can strengthen their personality traits (Gulsecen & Alaca, 2004). Cultural factors such as individual beliefs, value systems, and attitudes towards information sharing play a significant role in adoption of technology. In addition, social factors predispose students to the use of e-learning. Factors like infrastructure and underdevelopment of society sometimes hinder e-learning. According to some research, instructional design strategies must consider cultural differences and their effect to promote successful e-training experiences. In Turkey, distance education projects have recently been carried out in several educational institutions, most of which are at the higher education level, and they do not provide educational access to learners in elementary and secondary schools. In this chapter, the authors identify those social and cultural factors that aid or impede e-learning in higher education institutions in Turkey.

scholarly journals E-Learning in Information Management (IM) Education in Sri Lanka: An examination of contextual issues

2021 ◽  
Author(s):  
◽  
Namali Suraweera
Keyword(s):  
Sri Lanka ◽  
Information Management ◽  
Educational Change ◽  
Change Theory ◽  
Cultural Dimensions ◽  
Tertiary Level ◽  
Sri Lankan ◽  
Full Time ◽  
Theoretical Understanding ◽  
E Learning

<p>Information is considered a fundamental resource for improving the quality of governance and promoting socio-economic development in developing countries. In Sri Lanka, under the government’s vision of higher education, Information Management (IM) education is seen as important for fostering the development of a high quality market-oriented and knowledge-based society. However, a number of barriers currently restrict access to IM education by Sri Lankan information workers: the provision of education is limited to face-to-face teaching at three institutions in the Colombo (capital city) area, and the country’s physical infrastructure makes it difficult for full-time workers to attend classes without missing substantial work time. This results in IM employer reluctance to support education. Hence there is a growing need to provide equity of access to IM education.   In response to World Bank reports (2007, 2009) the Quality Assurance and Accreditation Council (QAAC) of Sri Lanka aims to foster transformative change in IM education with the goal of increasing equality of access to IM education through the use of e-learning. A number of early attempts to implement e-learning in Sri Lanka have already failed (Anderson, 2008). There is no rigorous research that investigates what factors have an impact on the introduction and use of e-learning in tertiary-level IM education in the Sri Lankan context and what the barriers or enablers to doing so might be. Understanding of the cultural context is known to be critical for the success of e-learning (Siritongthaworn et al., 2006).   This research fills these gaps in the literature. It was guided by two questions: (i) what are the contextual factors that affect the introduction and use of e-learning in tertiary-level IM education in Sri Lanka? and (ii) how do these factors affect the introduction and use of e-learning? An interpretive case study research was conducted. Thirty semi-structured interviews were conducted with information management education providers, existing e-learning providers and relevant stakeholders, and three focus group discussions were conducted with information workers and academics. Relevant documents were also analysed: (i) official government documents, e.g. policies, reports, and announcements; (ii) official documents from private sources, e.g. administrative documents, proposals, progress reports, and other internal records; and (iii) relevant internet resources. Fullan’s (1991) educational change theory and Hofstede, Hofstede, and Minkov’s (2010) cultural dimensions provided a basis for a conceptual model to guide the process of data collection and analysis in this study to gain an understanding of factors affecting the introduction and use of e-learning in tertiary-level IM education in Sri Lanka.  Factors that are perceived to have an impact on the introduction and use of e-learning in tertiary-level IM education in Sri Lanka were found at different levels. Macro-level factors included social and cultural factors, governmental factors, and technological factors. Meso-level factors included resistance to pedagogical change, lack of human and other resources, lack of collaboration/partnership among stakeholders and collective perception of e-learning acceptance.   A key outcome of this study is the development of a contextual framework to guide the introduction and use of e-learning in tertiary-level IM education in Sri Lanka. This study extends education and sociology research (including socio-technological innovation research) involving Fullan’s educational change theory and Hofstede, Hofstede, and Minkov’s cultural dimensions into a developing country context. In addition to the study contributing to theoretical understanding in education and sociology research, the findings of this study have implications for IM educators and practice in the forms of development of policies, implementation of e-learning, and prioritization and allocation of resources.</p>

The Path of Standard Albanian Language Formation

2018 ◽  
Vol 5 (2) ◽  
pp. 106-115
Author(s):  
Sindorela Doli Kryeziu
Keyword(s):  
Single Unit ◽  
Cultural Factors ◽  
Language History ◽  
Whole Process ◽  
History Of ◽  
Social And Cultural Factors ◽  
Cultural Body ◽  
Over Time ◽  
Language Literature

Abstract In our paper we will talk about the whole process of standardization of the Albanian language, where it has gone through a long historical route, for almost a century.When talking about standard Albanian language history and according to Albanian language literature, it is often thought that the Albanian language was standardized in the Albanian Language Orthography Congress, held in Tirana in 1972, or after the publication of the Orthographic Rules (which was a project at that time) of 1967 and the decisions of the Linguistic Conference, a conference of great importance that took place in Pristina, in 1968. All of these have influenced chronologically during a very difficult historical journey, until the standardization of the Albanian language.Considering a slightly wider and more complex view than what is often presented in Albanian language literature, we will try to describe the path (history) of the standard Albanian formation under the influence of many historical, political, social and cultural factors that are known in the history of the Albanian people. These factors have contributed to the formation of a common state, which would have, over time, a common standard language.It is fair to think that "all activity in the development of writing and the Albanian language, in the field of standardization and linguistic planning, should be seen as a single unit of Albanian culture, of course with frequent manifestations of specific polycentric organization, either because of divisions within the cultural body itself, or because of the external imposition"(Rexhep Ismajli," In Language and for Language ", Dukagjini, Peja, 1998, pp. 15-18.)

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