Project topics and materials
Get Complete Project Material File(s) Now! »
Application and use of e-Learning within a developed and emerging context (How is it achieved?)
In the literature developing countries are classified as countries with a lower average income than the world average. According to the World Bank classification, those are countries with low or middle levels of Gross National Product (GNP) per capita, but could also include high income developing economies (World Bank Group, 2004, p.1). The concept ‘countries with transition economies’ is also referred to as “countries moving from centrally planned to market-oriented economies”.
The term ‘developing’ leads to confusion as more and more countries are also in economic transition. For the purpose of this report, the term ‘emerging countries’ is used. The determinants may vary from country to country even within a developing context. Gulati further claims that some determinants for e- Learning do have the potential to meet the educational needs of many poor people in developing countries, but the potential is still to be exploited.
Regarding characteristics and activities of champions in Australia, Jolly et (2009) provide information applicable to a developed context. Whether there is a difference in the type of activities that champions engage in, and the challenges they face within a developed or emerging context, remains unclear.
CHAPTER ONE INTRODUCTION
1.0 REASON FOR THIS STUDY
1.1 STATEMENT OF THE PROBLEM
1.2 RATIONALE
1.3 PURPOSE OF THE STUDY
1.4 AIM AND RESEARCH QUESTIONS.
1.5 SCOPE OF THE STUDY
1.6 RESEARCH METHODOLOGY
1.7 LIMITATIONS OF THE STUDY
1.8 ETHICAL CONSIDERATIONS
1.9 CLARIFYING KEY CONCEPTS
1.10 DISSERTATION OUTLINE.
1.11 SUMMARY.
CHAPTER TWO LITERATURE REVIEW.
2.1 INTRODUCTION
2.2 E‐LEARNING
2.3. SCALABILITY OF E‐LEARNING PROCESSES
2.4 SUSTAINABILITY OF E‐LEARNING PROCESSES
2.5 TRENDS IN E‐LEARNING.
2.6 CHANGE AND PROGRESS WITH E‐LEARNING IN INSTITUTIONS OF HIGHER EDUCATION
2.7 TYPES OF CHAMPIONS AND CHAMPION ROLES.
2.8 INSTITUTIONAL ROLES IN E‐LEARNING
2.9 CHARACTERISTICS AND ACTIVITIES OF CHAMPIONS
2.10 SUMMARY.
CHAPTER THREE THEORETICAL BASIS AND CONCEPTUAL FRAMEWORK
3.1 INTRODUCTION
3.2 MODELS APPLICABLE TO RESEARCH QUESTION 1: HOW?
3.3 MODELS APPLICABLE TO RESEARCH QUESTION 2: WHY?
3.4 MODELS APPLICABLE TO BOTH RESEARCH QUESTIONS: HOW AND WHY? .
3.5 DERIVING THE CONCEPTUAL FRAMEWORK
3.6 SUMMARY
CHAPTER FOUR RESEARCH DESIGN AND METHODOLOGY
4.1 INTRODUCTIO
4.2 RESEARCH DESIGN.
4.3 RESEARCH POPULATION AND SAMPLING
4.3.1 Research population
4.3.2 Sampling procedure.
4.4 DATA COLLECTION INSTRUMENTS
4.4.1 Interviews and interview guides
4.4.2 Documents
4.5 PILOT TESTING.
4.6 DATA ANALYSIS PROCESS
4.6.1 Preparation of transcripts and documents
4.6.2 Coding
4.6.3 Assigning themes..
4.6.4 Filtering and outputs
4.7 VALIDITY AND RELIABILITY.
4.8 RESEARCH ETHICS
4.9 EVALUATION OF RESEARCH PROCESS
4.9.1 Motivation for research design used .
4.9.2 Challenges encountered as part of the research process
4.10 SUMMARY
CHAPTER FIVE PRESENTATION OF RESEARCH DATA
5.1 INTRODUCTION
5.2 THEME 1: CHAMPIONS AND THEIR ROLE IN E‐LEARNING IMPLEMENTATION
5.2.1 How do champions do what they do?
5.2.2 Why do champions do what they do?
5.2.3 Synthesis of champions and their role in e‐Learning implementation
5.3 THEME 2: E‐LEARNING IMPLEMENTATION
5.3.1 How do champions and institutions engage in e‐Learning implementation?
5.3.2 Why do champions and institutions engage in e‐Learning implementation?
5.3.3 Synthesis of e‐Learning implementation
5.4 THEME 3: INSTITUTIONAL SUPPORT TOWARDS E‐LEARNING IMPLEMENTATION
5.4.1 How institutions support champions or fail to do so?
5.4.2 Why would institutional support motivate or hinder champions?
5.4.3 Synthesis of institutional support towards e‐Learning implementatio
5.5 SUMMARY
CHAPTER SIX DISCUSSION AND FINDINGS
CHAPTER SEVEN SUMMARY AND CONCLUSIONS
REFERENCES
