Study on an Efficient Implementation Strategy for University e-Learning in Cambodia

다국어 초록 (Multilingual Abstract)

Along with the development of information and communications technology, e-Learning has been proposed as an efficient approach to enhance the quality of teaching and learning in higher education sector by using technology. However, the implementation of e-Learning system doesn’t come with success only, but a number of challenges also come along. Therefore, this research aimed to investigate the challenges in Cambodian e-Learning projects. This study developed survey questionnaires based on the literature review which divided into four categories: student, lecturer, technical personnel, and administrator. Data was collected from 75 respondents in a well-known higher institution in Phnom Penh.

Based on the result of literature survey, some factors such as inadequate internet connection, inadequate ICT and e-Learning infrastructure, lack of technical support, unreliable power supply, instructor and student attitude toward e-Learning, lack of motivation, lack of experts in instructional design, lack of experience and skills of faculty, inadequate operational e-Learning policies, financial constraints, lack of government’s support, and language barrier had been proposed to be the challenges affecting the benefits of e-Learning in Cambodian higher institutions. However, the findings showed that only unreliable power supply has no influence on the implementation of e-Learning Cambodian universities. In response to the challenges, this study gave some suggestion on strategies to the success of the e-Learning implementation in Cambodian higher education institutions. Furthermore, an e-Learning platform called C-MOOC NET had been proposed based on the requirements of Cambodia.

국문 초록 (Abstract)

정보 통신 기술의 발달과 함께 이러닝은 기술을 사용하여 고등 교육 분야의 교수 및 학습의 질을 향상시키는 효율적인 접근 방식으로 제안되었다. 그러나 이러닝 시스템의 구현은 성공 만이 아니지만 여러 가지 문제도 발생한다. 따라서 이 연구는 캄보디아 이러닝 프로젝트의 문제점을 조사하기위한 것이다. 본 연구는 학생, 강사, 기술 인원, 관리자의 4 가지 범주로 나뉘어 진 문헌 검토를 바탕으로 설문지 설문지를 개발했다. 프놈펜 (Phnom Penh)의 유명한 고등 교육 기관의 75 명의 응답자로부터 데이터를 수집했다.

문헌 조사 결과에 따르면 부적절한 인터넷 연결, 부적절한 ICT 및 전자 학습 인프라, 기술 지원 부족, 신뢰할 수없는 전원 공급 장치, 전자 학습에 대한 강사 및 학생의 태도, 동기 부족, 전문가 부족 교수 설계 경험 부족, 부적절한 운영 전자 학습 정책, 재정적 제약, 정부 지원 부족, 언어 장벽 등이 캄보디아 고등 교육 기관의 이러닝의 이점에 영향을 미치는 도전 과제였다. 그러나 이 연구 결과는 신뢰할 수없는 전원 공급 장치 만이 캄보디아 이러닝 대학의 구현에 영향을 미치지 않는다는 것을 보여 주었다. 과제에 대응하여 본 연구는 캄보디아 고등 교육 기관의 이러닝 구현 성공 전략에 대한 제안을했다. 또한 C-MOOC NET이라는 이러닝 플랫폼이 캄보디아의 요구 사항을 기반으로 제안되었다.

목차 (Table of Contents)

• I. INTRODUCATION 1
• 1.1 Research Background 1
• 1.2 Statement of the Problem 3
• 1.3 Research Questions 3
• 1.4 Research Objectives 4
• 1.5 Research Contributions 4
• 1.6 Structure of the Thesis 4
• II. LITERATURE REVIEW 6
• 2.1 Introduction 6
• 2.2 e-Learning 6
• 2.2.1 e-Learning Technologies 7
• 2.2.2 e-Learning Standards 8
• 2.2.3 e-Learning Standards Organizations 9
• 2.3 e-Learning in LMV 10
• 2.3.1 e-Learning in Laos 10
• 2.3.2 e-Learning in Myanmar 11
• 2.3.3 e-Learning in Vietnam 12
• 2.4 e-Learning in Cambodia 13
• 2.4.1 National ICT Infrastructure in Cambodia 13
• 2.4.2 Cambodian Education System 16
• 2.4.3 ICT for Higher Education System in Cambodia 22
• 2.4.4 The First e-Learning Center for Higher Education in Cambodia 24
• 2.5 Summary 28
• 2.6 Research model and variables 30
• 2.6.1 Technology 31
• 2.6.2 Attitude 31
• 2.6.3 Course 32
• 2.6.4 Institution 33
• 2.6.5 Government 33
• 2.6.6 Culture 33
• III. METHODOLOGY 35
• 3.1 Introduction 35
• 3.2 Research Design 35
• 3.3 Location of the Study 35
• 3.4 Target Population 35
• 3.5 Instrumentation 36
• 3.5.1 Students’ Questionnaire 36
• 3.5.2 Lecturers’ Questionnaire 36
• 3.5.3 Administrators’ Questionnaire 37
• 3.5.4 Technical Staff’s Questionnaire 37
• 3.6 Validity and Reliability of Research Instruments 37
• 3.6.1 Validity 37
• 3.6.2 Reliability 38
• 3.7 Data Collection Procedures 38
• 3.8 Data Analysis 38
• IV. DATA ANALYSIS, INTERPRETATION OF FINDINGS AND DISCUSSIONS 40
• 4.1 Introduction 40
• 4.2 Characteristics of Respondents 40
• 4.3 Validity Verification 41
• 4.4 Reliability Verification 42
• 4.5 Findings 44
• 4.6 Discussions 63
• 4.6.1 Technology 64
• 4.6.2 Attitude 64
• 4.6.3 Course 65
• 4.6.4 Institution 67
• 4.6.5 Government 68
• 4.6.6 Culture 69
• V. AN IMPLEMENTATION STRATEGY FOR SUCCESSFUL E-LEARNING IN
• CAMBODIAN UNIVERSITIES 70
• 5.1 Introduction 70
• 5.2 Lessons Learn from e-Learning in South Korea 70
• 5.3 e-Learning Strategy for Enhancing the Competitiveness of Cambodian Higher Education 72
• 5.3.1 SWOT Analysis 72
• 5.3.2 Vision 75
• 5.3.3 Strategies 75
• 5.3.4 Action Plan 75
• 5.3.5 Roadmap 78
• 5.4 C-MOOC NET 79
• 5.4.1 Why MOOC? 79
• 5.4.2 Why Moodle? 81
• 5.4.3 Moodle Community Hub 85
• 5.4.4 Proposal of C-MOOC NET Framework 86
• 5.4.5 A Prototype of C-MOOC NET 89
• VI. CONCLUSIONS AND RECOMMENDATION 106
• 6.1 Introduction 106
• 6.2 Conclusion and Recommendations 106
• 6.3 Limitations and Suggestions for Future Research 107
• REFERENCES 108
• APPENDICES 114