Input to Model Development

In this section, the input to model development, which has been derived from various dimensions and aspects as shown earlier, like factors, problems, barriers etc… is highlighted and explained.

4.3.4.1 Input Derived from Factors

As indicated above, the factors lead to a number of requirements/inputs to model development. These are:

 Decrease the need to attend face-to-face classes.

 Decrease daily cost for learner to be physically present in campus.  Decrease cost for institution.

 Comply with the current rules and regulations.  Utilize the available infrastructure.

 Improve instructor skills.

 Accommodate learner and instructor characteristics.  Help improve the educational system.

 Improve teaching and learning methods.  Save learner‘s time.

4.3.4.2 Input Derived from Problems & Barriers

As the problems and barriers that have been identified from the survey, do intersect and relate to one or more problems and barriers in the literature, thus they will be considered for the development of the model as such. This is because, as explained earlier, these are more relevant to e-learning than those that were identified in the literature. They have direct influence on the development of the new blended model. These effects are shown in Table 4.12 below in the form of imposed inputs/requirements, which are taken into consideration when developing the model.

4.3.4.3 Inputs Derived from the Needs

Several requirements/inputs can be derived from the above-identified ‗Needs‘ for e-learning. These include the following:

 Keep technology requirements to a minimum.

 Make use of the available bandwidth and connections without overwhelming it with high-demand applications and contents.

 Use small size and simple contents.

 Keep demand for high skills as low as possible.

 Offer mixture of face-to-face and Internet-based settings.

 Offer blended environment of the various components of the model.  Make use of available contents/resources on the Internet.

 Utilize free open source tools and software.  Motivate learners and instructor.

 Encourage self-paced learning.

 Keep the need for extra preparation time to a minimum.  Easy to use.

4.3.4.4 Summary of Inputs Derived from Palestine

Table 4.12 summarizes the inputs to the model development, which have been derived from Palestine through data collected.

Table 4.12: Summary of Inputs from Information from Palestine Problem/

Barrier Input

Lecturer- related problems

Minimize requirement for new skills

Keep technology requirement to the minimum

Simplify and make easy to use with minimum technical skills Improve instructor‘s skills

Require minimum skills from instructor

Minimize time needed for preparation & for course development, Student-

related problems

Provide direct interaction between instructor and learner Make learning comfortable to learner

Improve human interaction and interest

Keep technology requirement to the minimum

Simplify the exploration of all functions with minimum effort Simplify and make easy to use with minimum technical skills Provide support for studies and technical problems

Computers- related problems

Keep technology requirement to the minimum

Offer a mixture of face-to-face setting and Internet-based setting Infrastructure

problems

Keep technology requirement to the minimum

Offer a mixture of face-to-face setting and Internet-based setting Administrativ

e problems

Provide simple and friendly environment Provide for smooth change in the organization,

Offer a mixture of face-to-face setting and Internet-based setting Facilities and

equipments problems

Keep technology requirement to the minimum Balance focus on content, process and setting

Offer a mixture of face-to-face setting and Internet-based setting Cost problems Keep technology requirement to the minimum

Minimize cost for students and institutions Minimize the need for technical expertise

Offer a mixture of face-to-face setting and Internet-based setting Training

problems

Minimize requirement for new skills

Simplify and make easy to use with minimum technical skills Improve instructor‘s skills

Require minimum skills from instructor and learner Provide simple and friendly environment

Minimize the need for technical expertise Expertise/

experience- related problems

Simplify the exploration of all functions with minimum effort Simplify and make easy to use with minimum technical skills Improve instructor‘s skills

Require minimum skills from instructor and learner Provide support for studies and technical problems Minimize the need for technical expertise

Table 4.12, Continue Problem/

Barrier Input

Psychological problems

Provide direct interaction between instructor and learner Provide JIT feedback and interaction

Minimize requirement for new skills

Provide face-to-face contact and social interaction Learner should be self-discipline and responsible person Make learning comfortable to learner and instructor

Simplify the exploration of all functions with minimum effort Simplify and make easy to use with minimum technical skills Require minimum skills from instructor and learner

Provide support for studies and technical problems Provide simple and friendly environment

Motivate learner Pedagogical/

educational problems

Provide face-to-face contact and social interaction Learner should be self-discipline and responsible person Make learning comfortable to learner and instructor Should be applicable to all students and courses Balance focus on content, process and setting Provide for measures against plagiarism, Improve academic practice

Offer a mixture of face-to-face setting and Internet-based setting Technical

problems

Keep technology requirement to the minimum Require minimum skills from instructor and learner Provide support for studies and technical problems Minimize the need for technical expertise

Software problems

Simplify the exploration of all functions with minimum effort Simplify and make easy to use with minimum technical skills Require minimum skills from instructor and learner

Provide simple and friendly environment Legislative

and political problems

Make learning comfortable to learner and instructor Minimize cost for students and institutions

Adopt and adapt to quality standards and issues Comply with the existing legal issues

Offer a mixture of face-to-face setting and Internet-based setting Content

problems

Balance focus on content, process and setting

Minimize time needed for preparation & for course development Make contents available 24/7

Table 4.12, Continue Problem/

Barrier Input

Needs Keep technology requirements to a minimum

Make use of the available bandwidth and connections without overwhelming it with high-demand applications and contents

Use small size and simple contents

Keep demand for high skills as low as possible

Offer mixture of face-to-face and Internet-based settings

Offer blended environment of the various components of the model Make use of available contents/resources on the Internet

Utilize free open source tools and software Motivate learners and instructor

Encourage self-paced learning

Keep the need for extra preparation time to a minimum Easy to use

Simple

Factors Decrease the need to attend face-to-face classes

Decrease daily cost for learner to be physically present in campus. Decrease cost for institution

Comply with the current rules and regulations Utilize the available infrastructure

Improve instructor skills

Accommodate learner and instructor characteristics Help improve the educational system

Improve teaching and learning methods Save learner time