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E-learning Readiness Assessment Model: A Case Study of Higher Institutions of Learning in Uganda

机译：电子学习准备度评估模型：以乌干达高等院校为例

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Uganda faces challenges in her efforts to achieve her goal "education for all", as a developing country. E-learning has been suggested as an alternative approach that can overcome these challenges involved in reaching underserved students. It is therefore important for an institution to know if it is ready for e-learning. This study examined the readiness for e-learning by Ugandan institutions of higher learning and proposed ways to encourage the use and development of e-learning systems aimed at up-lifting the education standards of the country. Data collected from eight Ugandan universities on analysis revealed that: awareness, culture, technology, pedagogy and content need to be considered in e-learning readiness assessment. These results together with the review of existing models for e-learning readiness assessment led to the development of a modified model for e-learning readiness assessment. Each layer corresponds to the attribute that is to be used for assessing the institutional e-learning readiness.
机译：乌干达为实现作为一个发展中国家的“全民教育”的目标而面临的挑战。有人建议将电子学习作为一种替代方法，可以克服与服务不足的学生的联系所带来的这些挑战。因此，重要的是要让机构知道它是否准备好进行电子学习。这项研究检查了乌干达高等教育机构对电子学习的准备程度，并提出了鼓励使用和开发旨在提高该国教育水平的电子学习系统的方法。从乌干达八所大学收集的分析数据表明：在进行电子学习准备评估时，应考虑意识，文化，技术，教学法和内容。这些结果以及对现有的电子学习准备状态评估模型的回顾，导致开发了改进的电子学习准备状态评估模型。每层对应于将用于评估机构电子学习准备程度的属性。

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