International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2015, Vol. 11(1) 173-194

The Exploration of Models Regarding E-learning Readiness: Reference Model Suggestions

Ömer Demir, & Halil Yurdugül

pp. 173 - 194   |  Manu. Number: ijpe.2015.033

Published online: February 15, 2015  |   Number of Views: 4  |  Number of Download: 26


Abstract

Many studies have been conducted about readiness for e-learning, yet it is quite hard to decide which work of research from the literature to use in a specific context. Therefore, the aim of this study is to identify of which components models consist and for which stakeholders they were developed by investigating the most comprehensive and prevalent models in the related literature. Thus, the methods for both implementers and researchers were shown. A literature review was employed as the method  of the present study. Thirty models or measurement tools were explored in the scope of the study. The findings of the study show that competency in technology usage, access to technology, content, culture, human resources, finance, management and leadership, self-directed learning, motivation, and time management components of models pertaining to readiness for e-learning became prominent. Further findings and implications are discussed in the main text of the study.

Keywords: E-learning, e-learning readiness, readiness, literature review


How to Cite this Article?

APA 6th edition
Demir, O. & Yurdugul, H. (2015). The Exploration of Models Regarding E-learning Readiness: Reference Model Suggestions . International Journal of Progressive Education, 11(1), 173-194.

Harvard
Demir, O. and Yurdugul, H. (2015). The Exploration of Models Regarding E-learning Readiness: Reference Model Suggestions . International Journal of Progressive Education, 11(1), pp. 173-194.

Chicago 16th edition
Demir, Omer and Halil Yurdugul (2015). "The Exploration of Models Regarding E-learning Readiness: Reference Model Suggestions ". International Journal of Progressive Education 11 (1):173-194.

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