Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594193
Title: The benefits and impacts of e-learning and barriers to diffusion in higher education in Hong Kong : through the eyes of teachers and researchers
Author: Wong, Andrew Lap Sang
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2013
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Abstract:
Hong Kong, a populated city, meets all the necessary technological and economic conditions for e-learning to be thriving in higher education. However, online survey results of students and teachers of a major tertiary educational institution over a period of three years showed that e-learning is not nearly as popular as anticipated and traditional face-to-face learning remains the preferred mode of study. Are the benefits and impact experienced in other countries equally applicable to Hong Kong? What are the barriers to e-learning diffusion in Hong Kong? Answers to these questions were sought from the teachers and researchers of e-learning in Hong Kong higher education. The research was based on a grounded theory methodology and used a three stage mixed-method design for data collection and analysis. The key informants were the teacher-researchers in higher educational institutions in Hong Kong. Several potential issues arising from three rounds of large scale online surveys were explored with them through in-depth interviews, which generated a framework for analysis, and based upon which a follow-up questionnaire survey was formulated and conducted. Inferences were drawn from the combined results of the online survey, the interviews, and the follow-up survey. The results from the study showed that the benefits, impact and barriers identified were broadly similar to those experienced in other countries. Whilst some personal and social conditions such as age, gender and, family and home conditions are not perceived to be important factors in hindering diffusion, certain unique social conditions in Hong Kong - such as the two official languages, the popular mixed-code phenomenon, the teacher-centred and assessment-centric culture, are perceived to contribute to some extent to the hindrance of e-Iearning diffusion. However, the teachers and researchers see more serious barriers in the unfavourable perception and negative attitudes of students and teachers towards e-learning and the lack of self-motivation and self-discipline. Based on these findings, certain areas of further study were suggested for future research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.594193  DOI: Not available
Keywords: LB1024 Teaching ; LA History of education ; LC5201 Education extension. Adult education. Continuing education
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