E-LEARNING IN NWFP: A COMPREHENSIVE STUDY OF PREDICTORS SHAPING HIGHER EDUCATION PRACTICES

Abstract

The development and utilization of e-Learning in higher education institutions (HEIs) have been significantly influenced by the perceptions and theories held by both developers and users, serving as crucial predictors for the practices surrounding e-Learning (Aviram and Tami, 2004). This study recognizes the multifaceted nature of these perceptions, emphasizing their impact on the evolution and implementation of e-Learning practices. Notably, the perception of technology-related changes is explored through the lens of personal challenges rather than social phenomena, as highlighted by Sasseville (2004).

In the broader context of higher education, varying perspectives categorize educational technologies as either 'instrumental/supplementary' or 'substantive/liberal.' The instrumental view perceives information and communication technologies (ICTs) merely as technical tools without significant societal influence. In contrast, substantive theorists argue that ICTs possess the potential to reshape societal culture, exerting a transformative influence by their very existence (Macleod, 2005; Ezer, 2006).

Recognizing the diversity of human factors is deemed essential for the effective design and implementation of e-Learning systems. Walsham (2000) underscores the importance of considering human characteristics, such as gender and age, alongside technical considerations. This emphasis on human diversity aligns with the idea that e-Learning systems tailored to learner perceptions and learning styles yield greater benefits, as opposed to generic approaches (Graff et al., 2001; Cagiltay, Yildirim, and Aksu, 2006).

Aviram and Tami (2004) contribute valuable frameworks by identifying seven approaches or perceptions and five attitudes guiding the development and use of e-Learning. Approaches include administrative, curricular, didactic, organizational, systemic, cultural, and ideological perspectives. Attitudes are categorized as agnostic, conservative, moderate, radical, and extreme radical, reflecting the diverse spectrum of practical behaviors related to e-Learning.

This study addresses the critical need to delve into the intricate interplay between perceptions, attitudes, and practical behaviors in the realm of e-Learning development and utilization. By examining these dimensions, the research aims to provide insights that can inform more effective design strategies, ensuring that e-Learning aligns with the diverse needs and contexts of users, ultimately contributing to a more inclusive and impactful educational technology landscape.