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The challenges of E-learning system: Higher educational institutions

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Article  in  Journal of Education and Health Promotion · September 2018

DOI: 10.4103/jehp.jehp_39_18

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Original Article
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The challenges of E‑learning system:

Higher educational institutions
Website:
perspective
www.jehp.net
Leila Shahmoradi, Vahid Changizi1, Esmaeil Mehraeen, Azadeh Bashiri,
DOI:
10.4103/jehp.jehp_39_18
Behrooz Jannat2, Mahsa Hosseini

Abstract:
INTRODUCTION: The development of information technology (IT) in education has led to the
expansion of new teaching and learning methods at universities. Implementation of E‑learning
programs at Iran’s universities as well as assessing the prerequisites and level of preparation of
learners to attend E-learning environments require extensive study. Therefore, this study examined
to investigate the challenges of E‑learning system at Tehran University of Medical Sciences.
METHODOLOGY: This study was a descriptive and cross‑sectional one that conducted in 2016_2017.
The statistical populations were all of the students that have an E‑learning course in Tehran University
of Medical Sciences, from whom, 300 were selected to participate in the study using a stratified
random sampling method. The tool of the study was a researcher‑made questionnaire. The data
were analyzed through SPSS software.
RESULTS: According to the findings of this study, about half of the participants (40%) had problems
accessing the technology, and only 26.4% of the participants had good preparation for the use of
E‑learning system. Furthermore, a significant difference was found between the challenges of skill
and culture of the participants (P value = 0.01).
CONCLUSION: Success in the implementation of E‑learning educational system as one of the main
approaches in managing knowledge and educational needs of higher education organization will not
be achieved without identifying the different skill, technical and cultural challenges. To overcome this
challenge, establishing IT infrastructure and standards, using experiences of the leading countries
Department of Health in the field of E‑learning, creating proper culture, and familiarizing learners and teachers to the
Information Management, development and use of E‑learning materials are necessary.
Tehran University of
Keywords:
Medical Sciences,
1
Department of E‑learning, E‑learning preparation, challenges, information technology
Technology of Radiology
and Radiotherapy, Tehran
University of Medical Introduction the complications of traditional methods.[3]
Sciences, 2Halal Research In the other words continuous development

I
Center of IRI, FDA, n the recent years, with the growth of in the field of communication technologies
Tehran, Iran technological expansion, one of the approaches has resulted in more efficient and cost
found helpful to increase the effectiveness and effective methods of learning as compared to
Address for
correspondence: efficiency of education is the use of Information traditional approaches to learning.[4]
Dr. Esmaeil Mehraeen and Communications Technology  (ICT) that
and Dr. Azadeh Bashiri, changed our lives and our perspective of the Commission to technology and adults
Department of Health learning defines E‑learning as the entire
world in an unimaginable way.[1,2] Distance
Information Management,
5th Floor, School of education, E‑learning and Virtual Universities teaching and learning involvements which
Allied Medical Sciences, are the ICT’s new achievements that may are delivered through electronic systems
Tehran University of provide the desired solutions to overcome such as the internet, audio and visual
Medical Sciences, No tapes, satellite broadcasting, computer and
#17, Farredanesh Alley, This is an open access journal, and articles are
Ghods Street, Enghelab distributed under the terms of the Creative Commons
Ave., Tehran, Iran. Attribution‑NonCommercial‑ShareAlike 4.0 License, which How to cite this article: Shahmoradi L, Changizi V,
E-mail: es.mehraeen@ allows others to remix, tweak, and build upon the work Mehraeen E, Bashiri A, Jannat B, Hosseini M. The
gmail.com non‑commercially, as long as appropriate credit is given and challenges of E-learning system: Higher educational
the new creations are licensed under the identical terms. institutions perspective. J Edu Health Promot
Received: 01‑03‑2018
2018;7:116.
Accepted: 02‑07‑2018 For reprints contact: [email protected]

© 2018 Journal of Education and Health Promotion | Published by Wolters Kluwer - Medknow 1
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Shahmoradi, et al.: The challenges of E‑learning system in educational institutions

compact drives.[5] The extent of the increasing E‑learning Table 1: The number of statistical populations from
plans and courses have been started in the mid‑90s, different faculties
and consequently, currently, we hear more about the Faculty N n
enhancement of this method processes rather than Medical 480 120
teaching methods at universities of medical sciences.[6] Paramedical 328 82
E‑learning does not facilitate communication of novel Public health 392 98
medical information, but also it expands the quantity of Total 1200 300
*N: Number of Community, n: number of samples
knowledge and skills, enhances the quality of medical
educating and reduces medical costs.[7] internal consistency reliability (α = 0.87). The questionnaire
consisted of 7 parts and 72 questions: identity information
Based on the findings from similar researches, the (6 questions), determining the challenges of E‑learning
application of E‑learning has been considered as a system policies (9 questions), financial challenges of
strategy at universities worldwide.[5,8] E‑learning has E‑learning system (8 questions), infrastructure challenges
been implemented in Iran universities, too. At Tabriz of E‑learning system (10 questions), challenges of access
University of medical sciences, the understood of to required technology (9 questions), students’ skills
generating electronic education in medical field has challenges for use of E‑learning system (17 questions),
been started in 2003 and from 2008, it has been called and students’ cultural challenges for use of E‑learning
E‑learning system (ELS).[5] However, previous studies on system (8 questions). The data obtained from the
the challenges of E‑learning system suggest that, the use statistical population (n = 300) were analyzed using SPSS
and implementation of this strategy requires considerable version 19 (SPSS Inc., Chicago, Illinois, USA), descriptive
analysis.[6‑12] As the rapidly expanding use of E‑learning statistics (frequency distribution and mean reports) and
technology in medical sciences is realized, analyzing the inferential statistics  (ANOVA variance analysis, t‑test,
problems of this emerging phenomenon becomes kind of and Pearson correlation coefficient). In this way, all of the
necessity.[13] Understanding and facing these problems and questionnaires were completed (response rate was 100%)
issues either reduce their benefits and also considering the and the questions in the questionnaire were scored from 0
approach of changing the traditional education method to to 2 (2 for Yes, 1 for Partly, and 0 for No). After calculating
electronic learning makes universities stronger in stepping the maximum and minimum points for each part of the
to this area.[14] Therefore, to implement an e‑learning questionnaire, the median obtained was divided into
system, an understanding of the facts, circumstances and good, medium and poor points.
challenges of this technology is required. We aimed to
determine the challenges of using the e‑learning system Results
in 2016 at Tehran University of Medical Sciences.
The study participants included 300 students from
Methodology the Tehran University of Medical Sciences who were
studying at medical, health and paramedical schools. In
This study was a descriptive_cross_sectional one that total, 300 questionnaires were completed and returned.
conducted in 2016_2017. The statistical populations Among the students, 47% were studying at bachelor’s
were all of the students that have an E‑learning course degrees, and 53% were Ph.D. students. The evaluated
in Tehran University of Medical Sciences. Sampling indexes were the challenges of using e‑learning systems
was done using the following formula and finally 300 which are shown in Tables 2‑5.
students surveyed. The total number of people in the
research community and the number of samples are According to the findings of this study, the majority
shown in Table 1. of the participants agreed that policies and guidelines
nh to resolve the possible problems that might arise
nh = ∗n during implementation of e‑learning system have been
n
considered and only 22% of the participants disagreed
By reviewing the online resources and using the with that. About half of them  (40%) had a problem
information obtained from the review of similar accessing the technology and 38% of them stated that
studies,[2,5,7-8,11-17] a questionnaire was developed for they have skill challenges including the use of tools
survey of E‑learning challenges from the perspective such as Yahoo Messenger, and the ability to use audio
of the research community. The content validity of the and video tools for online chat. Furthermore, more than
questionnaire was measured by four experts in the half of the participants (57%) did not have any cultural
field of health information technology. To collect data challenge to use the e‑learning system. In this regard, the
and increase the number of participants in the study, a participants believed that, previous experiences in this
face‑to‑face meeting approach was used. To ensure the field and also the encouragement of others are important
reliability of the questionnaire, it was determined by in their e‑learning success.
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Shahmoradi, et al.: The challenges of E‑learning system in educational institutions

Table 2: Statistical populations’ answer on the challenges of E‑learning system policies

Variable Answer Total
Yes No Partly
Existence of policies and guidelines 75(%25) 95(%32) 163(%43) 300(%100)
Existence of financial policies 100(%33) 80(%27) 40(%120) 300(%100)
Existence of educational policies and guidelines 102(%34) 52(%17) 146(%49) 300(%100)
Existence of policies to buy the systems 83(%28) 100(%33) 117(%39) 300(%100)
Existence of policies to replace the failed systems 90(%30) 68(%23) 142(%47) 300(%100)
Existence of policies for high‑speed Internet accessing 101(%34) 75(%25) 117(%39) 300(%100)
Existence of policies for student access to Internet 89(%30) 75(%25) 136(%45) 300(%100)
Existence of policies for culture 88(%29) 105(%35) 107(%36) 300(%100)
Existence of policies for solving problems 110(%37) 66(%22) 124(%41) 300(%100)

Table 3: Statistical populations’ answer on the challenges of e‑learning system’s skills (Original)

Variable Answer Total
Yes No Partly
Having basic computer skills 101(%34) 82(%27) 117(%39) 300(%100)
Having ICDL skills 95(%32) 75(%25) 163(%43) 300(%100)
Having basic internet search skills and access to online information 100(%33) 80(%27) 120(%40) 300(%100)
Having social networking skills such as yahoo messenger 110(%37) 66(%22) 124(%41) 300(%100)
Having the ability to simultaneously type and talk 100(%33) 80(%27) 120(%40) 300(%100)
Having the ability to ask question and make comment in writing 90(%30) 68(%23) 142(%47) 300(%100)
Having the ability to send email and attach file 82(%27) 101(%34) 117(%39) 300(%100)
Having the ability to download audio file 89(%30) 75(%25) 163(%45) 300(%100)
Having the ability to communicate with others via internet 88(%29) 105(%35) 107(%36) 300(%100)
Having the ability to use online video and audio communication 110(%37) 66(%22) 142(%41) 300(%100)
Having the ability to describe the emotions in writing 95(%32) 75(%25) 163(%43) 300(%100)
Having the time management skill to respond as a teacher or a learner 100(%33) 80(%27) 120(%40) 300(%100)
Having the ability to make connection between the content of video 102(%34) 52(%17) 146(%49) 300(%100)
clips, attached information and books
The ability to write note while watching a video 101(%34) 82(%27) 117(%39) 300(%100)
The ability to understand the online lesson through video 90(%30) 68(%23) 142(%47) 300(%100)
The ability to answer classified questions over a limited period of time 82(%27) 101(%34) 117(%39) 300(%100)
The ability to spend time to answer a question 89(%30) 75(%25) 163(%43) 300(%100)

As shown in table  6, the present study showed a to ensure the success of teachers and students. In this
significant relationship between skill and cultural study, challenges of the use of electronic systems in three
challenges of the participants (P value < 0.05). Schools of Health, Medicine, and Paramedical of Tehran
University of Medical Sciences were investigated.
According to the findings of this study, no significant
difference was found between the challenges of using In general, considering policies in an E‑learning
e‑learning system between different universities system as one of the important factors encourages
[Table 7]. students to learn better by creating a competitive
atmosphere. However, according to different studies,
The findings of this study showed that, 26.4% of the the policy‑making for these courses does not have a
participants had a good preparation, 39.7% had medium specific trustee, and this has caused the educational
preparation and 33.9% of the participants had a poor institutions and universities to halt the implementation
preparation to use e‑learning system [Figure 1]. of this technology despite having necessary licenses and
approval regarding required networks, hardware, and
Discussion planning. According to the results of this study regarding
the challenges of e‑learning system’s policy‑making,
E‑learning as a new method is a comprehensive approach the majority of the participants agreed that, necessary
consisting of collaboration, selection, and collection of policies and guidelines to resolve possible problems
electronic resources that support a successful online during the implementation of e‑learning system have
learning experience.[18] Such success will not be achieved been considered, but the problems are the lack of
without identifying the challenges of the environment planning to implement and monitor this policy.[19,20] The
and supporting the best solutions to overcome them results of this study also revealed that, nearly half of
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Shahmoradi, et al.: The challenges of E‑learning system in educational institutions

Table 4: Statistical populations’ answer on the cultural challenges of e‑learning system (Original)

Variable Answer Total
Yes No Partly
Being interested in online learning 82(%27) 137(%47) 81(%26) 300(%100)
Reading the e‑books more 75(%25) 163(%43) 62(%32) 300(%100)
Interested in having online communication with teacher 80(%27) 150(%50) 70(%23) 300(%100)
Having the ability to complete the work even with faulty system 66(%22) 124(%41) 110(%37) 300(%100)
Having the ability to complete the work even with disruptions at home 80(%27) 180(%60) 40(%13) 300(%100)
Like to do homework online 68(%23) 142(%47) 90(%30) 300(%100)
The important of making continuous online communication with teacher‑student in 101(%33) 197(%66) 2(%1) 300(%100)
e‑learning success
The important of technical support and emergency management in e‑learning success 75(%25) 136(%45) 89(%30) 300(%100)
The important of previous experiences in e‑learning success 105(%35) 147(%49) 68(%16) 300(%100)
The important of continuous participation in online classes in e‑learning success 66(%22) 177(%59) 57(%19) 300(%100)
The important of immediate use of educational materials in e‑learning success 75(%25) 163(%43) 62(%32) 300(%100)
The important of continuous e‑learning education in e‑learning success 80(%27) 150(%50) 70(%23) 300(%100)
The important of encouragement of friends to use e‑learning system in e‑learning success 52(%17) 201(%67) 47(%16) 300(%100)

Table 5: Statistical populations’ answer on the

challenges of using e‑learning system (Original)
Variable Answer Total
Yes No Partly
Access challenges 105(%35) 75(%25) 120(%40) 300(%100)
Skill challenges 115(%38) 62(%21) 123(%41) 300(%100)
Cultural challenges 85(%28) 170(%57) 45(%15) 300(%100)

those surveyed had difficulty accessing the technology.

According to various studies, one of the challenges that
Information and communication tools (ICT tools) and
e‑learning program are faced with is internet use and
Figure 1: The level (percentage) of preparation of students to use e‑learning
accessing the technology.[21,22] Olaniran  (2007) stated system (Original)
that the cost of access to the Internet and the World
Wide Web prevents students to access the e‑learning
interaction, and participation through media technology
curriculum.[23] Hence, often in education, a so‑called
and can create challenges for learners with different
digital divide is defined as the gap between those who
cultures. Most e‑learning resources and materials have
have access to technology and those who do not.[24] been developed in western countries, whereas the
However, according to Warschauer  (2003), the digital biggest consumers of these resources and materials
divide is not only determined by physical access to live in eastern countries. For example, students in the
computers and communications but also by access to United States have more open online conversations and
additional resources that will lead to better access to the experience a greater level of satisfaction in relation to
technology. In other words, according to him, the current participation and online messages than the Taiwanese
definition of digital divide had changed from access to and Asian students.[27] Thus, it is necessary for teachers
technology to understanding how to use it.[25] However, and designers of online education to have skills in
accessing the technology is still considered as a challenge order to deliver culture‑based education. This study
particularly in relation to e‑learning. also showed a relationship between skill and cultural
challenges of using e‑learning system.
As e‑learning approaches are becoming more popular
in the world, one of the major issues and concerns is the Conclusion
issue of culture and determining the cultural differences
in global education. Vaughn and Mac‑ Vicar (2004) stated In general, the use of the e‑learning system, as an
that e‑learning is distant to fail if the cultural needs of important approach in managing knowledge and
learners are not considered in detail.[26] In the current educational needs of higher education institutions,
study, less than half of the participants had cultural creates some challenges. Discussion on ways to improve
challenges to use e‑learning system that this was due these challenges requires rules in relation to both teachers
to cultural similarities of the participants. In general, and learners. These rules include the transition from
cultural differences can influence communication, traditional teacher_student relationship to cyberspace
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Shahmoradi, et al.: The challenges of E‑learning system in educational institutions

Table 6: Statistical populations’ answer on the Conflicts of interest

challenges of using e‑learning system (Original) There are no conflicts of interest.
Variable Mean Standard deviation P
Access challenges 11.97 4.18 0.01 References
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