READINESS-BASED INTERVENTION STRATEGIES FOR AN E-LEARNING ENVIRONMENT OF THE ALAQSA UNIVERSITY GRADUATE PROGRAM

This study intended to determine the extent of readiness of graduating students, teachers of the graduate program and the institution in the implementation of an e-learning in the graduate program along technological, administrative aspects. The extent of readiness served as respective inputs in the development of intervention strategies which can be classified as pedagogical, technological or administrative.

The study established that the students as well as teachers are ready to engage in e-learning with respect to technology access which was evaluated along computer access, Internet access and access to Internet tools. The results also showed that the students are extremely ready to engage in e-learning considering basic computer skills, basic Internet skills and literacy to
software applications and online resources while the teachers are moderately ready to engage in e-learning along the same aspects. This means that the students have no difficulty in applying the skills necessary as well as advanced features of the applications necessary to engage in e-learning while the teachers have used the basic functions of the application but some difficulty in applying the skills.

While it had been concluded that teachers as well as the students are ready along technology access, the results on some areas show that additional efforts must be exerted to create an environment where access will not pose as a problem. This therefore necessitates technological intervention strategies particularly on Internet access and access to Internet tools.
The study also confirmed that along the pedagogical aspect on learning styles, study habits, abilities and motivation and time management, the students perceived themselves as moderately ready to engage in e-learning as such pedagogical as well as technological strategies through activities, course design and course requirements should be initiated to prepare the students to engage in e-learning as well as facilitate the introduction of e-learning and to possibly change the perspectives of students towards e- learning. On the other hand, the results for teachers established that they are extremely ready to engage in e-learning on pedagogical aspects covering teaching styles, abilities, motivation and time management. Because of the dynamic
nature and demands of e-learning, pedagogical as well as technologic strategies are instigated to take into consideration the development processes surrounding the creation, deployment and maintenance of e-learning resources with the end in view of preparing the graduate teacher to engage in e-learning.

An equally critical element of readiness considered was the status of institutional readiness covering the aspects of administration, specifically the commitment, culture, technology resource support, professional development, financial support and structural processes. All aspects considered the institution along these administrative area is moderately ready to engage in e-learning. Given these results, strategies to support processes surrounding the oversight and management of an e-learning environment as well organizational processes associated with institutional planning and management are presented to accommodate improvement aspects of administration. Technology strategies are likewise presented to streamline process and operations in the event that an e-learning program be implemented. Also considered is the status of institutional readiness along technical aspect.