Investigating the e-readiness of subject supervisors to adopt e-learning in the State of Kuwait

196 Pages·2017·2.68 MB·English

Investigating the e-readiness of subject supervisors to adopt e-learning in the
State of Kuwait

By

Munif Alrashidi

Supervisor: John Schulz
Supervisor: John Woollard

A thesis submitted for the degree of MPhil /PhD

Southampton Educational school
University Of Southampton
United Kingdom

June2017
1
Abstract

The focus of this research is to investigate the e-readiness of subject supervisors to adopt e-learning
in schools in the State of Kuwait. Subject supervisors, who were appointed to oversee teachers and
bring about change in e-learning beliefs and practices in Kuwaiti schools, lacked adequate skills in
using technologies, and did not have adequate training or professional development to train or assess
teachers. Therefore, this thesis investigated the factors that influenced the perceptions of teachers and
subject supervisors, as well as their readiness for the adoption of e-learning practices.
A critical realist approach was taken to apply a mixed methods research design for this study. A
qualitative case study approach was adopted to better understand the perspectives of subject
supervisors and teachers. The participants were selected from schools in Kuwait that had adopted e-
learning or were in the process of implementing it. Questionnaire data was analysed using factor
analysis, descriptive statistics and multiple regression. Statistical analysis were be performed using
SPSS 23.0 while semi-structured interviews were analysed thematically by using NVIVO. The
quantitative results show that attitude and culture, confidence, equipment or infrastructure and
technological skills were key factors for e-learning implementation. The subject supervisors did not
have the confidence or confidence to support teachers. Although there was adequate equipment or
infrastructure there were areas that were not ready, such as attitude and culture and teachers’
technological skills.

On the other hand, the qualitative findings show that there was a lack of operational e-learning
policies, a lack of professional training programmes, and a lack of policy maker’s commitment to
motivate schools and teachers to be ready for e-learning implementation which is essential for
its sustainability.

2
Acknowledgement

Writing this thesis has had a big impact on me. It has been a period of intense learning for me. I would
like to reflect on the people who have supported and helped me so much throughout this period.
I would first like to thank my research supervisors for their valuable feedback and wonderful
collaboration. Dr. John Schulz and Dr. John Woollard supported me greatly and were always willing
to help me. In addition, I would like to thank my tutors for their valuable guidance. You definitely
provided me with the tools that I needed to choose the right direction and successfully complete my
thesis.
I would also like to thank my father for their wise counsel and sympathetic ear. You are always there
for me. Finally, there are my friends. We were not only able to support each other by deliberating
over our problems and findings, but also happily by talking about things other than just our papers.
I would like to thank my wife, for her enormous help and support. Without whom this effort would
have been worth nothing. Her love, support, and constant patience are highly appreciated. She was
always there cheering me up and standing by me through the good and bad times.
This dissertation is dedicated to my parents, wife and my children.
Thank you very much, everyone!

3
Contents
Chapter One .......................................................................................................................................... 6
1.1. An overview of e-learning ......................................................................................................... 6
1.2. Purpose of the study .................................................................................................................. 8
1.3. Study aim/research questions ................................................................................................... 9
1.4. Expectations of the Study........................................................................................................ 10
1.5. Structure of the Thesis ............................................................................................................ 10
Chapter Two ....................................................................................................................................... 12
Research Background: Overview of e-learning in the State of Kuwait ......................................... 12
2.1. E-Learning in Kuwait and the state of readiness of educational institutions .................... 12
2.2. Key stakeholders of e-learning in Kuwait’s schools ............................................................. 16
2.3. Defining the role of subject supervisors ................................................................................ 16
2.4. Summary .................................................................................................................................. 19
Chapter Three ..................................................................................................................................... 20
Literature Review ............................................................................................................................... 20
3.1. The nature of e-learning.......................................................................................................... 20
3.2. What is E-Learning? ............................................................................................................... 23
3.2.1. Definitions that focused on E-Learning .......................................................................... 23
3.2.1.1. Technology based definitions ............................................................................................ 23
3.2.1.2. Definitions based on constructivist learning ................................................................... 26
3.3. Models and theories of e-learning .......................................................................................... 30
3.4 Criticisms of e-learning ............................................................................................................ 34
3.5. Preparing for change and e-learning ..................................................................................... 36
3.6. Barriers to the implementation of e-learning ........................................................................ 37
3.7. E-Learning and Readiness ...................................................................................................... 39
3.8. E-Learning Readiness Measurement (through development of surveys) ........................... 47
3.9. Assessing Readiness of Subject Supervisors in E-Learning ................................................ 52
3.10. Role and identify of school or subject supervisors/inspectors: An international perspective 53
3.11. Summary ................................................................................................................................ 66
Chapter Four ...................................................................................................................................... 68
Methodology ........................................................................................................................................ 68
4.1 Introduction .............................................................................................................................. 68
4.2 Philosophy ........................................................................................................................... 68
4.3 A Mixed Methods Approach ............................................................................................. 70
4.3.1 Phase I: Confirmatory – Survey ................................................................................ 75
4.3.1.1 Quantitative Data Collection: Sampling frame ....................................................... 76
4.3.1.2 The Instrument ........................................................................................................... 77
4
4.4 Assumptions of this study .................................................................................................. 83
4.4.1 Paradigmatic assumptions ......................................................................................... 85
4.4.1.1 Quantitative Validation ............................................................................................... 87
4.4.1.2 Quantitative Data Analysis ........................................................................................ 88
4.4.2 Phase II: Exploratory – Semi-Structured Interviews .............................................. 89
4.4.2.1 Qualitative Data Collection ........................................................................................ 89
4.4.2.2 Qualitative Data Analysis .......................................................................................... 90
4.4.2.3 Qualitative Validation ................................................................................................ 90
4.5 The Role of the Researcher ................................................................................................ 91
4.6 Ethical Threats .................................................................................................................... 93
4.7. Ethics approval process in Kuwait ......................................................................................... 99
Chapter Five...................................................................................................................................... 100
Data Analysis .................................................................................................................................... 100
5.1. Introduction ........................................................................................................................... 100
5.2. Phase I – Confirmatory (Questionnaires)............................................................................ 100
5.2.1. Answering research questions ....................................................................................... 105
5.3. Phase II – Exploratory (Semi-structured interviews) ........................................................ 134
5.3.1. Part 1. Teacher interviews ............................................................................................. 135
5.3.2. Part 2. Subject Supervisor Interviews .......................................................................... 145
Chapter Six........................................................................................................................................ 154
Findings, Discussion and Conclusion .............................................................................................. 154
6.1. Introduction ........................................................................................................................... 154
6.2. The research findings: Addressing the research questions ................................................ 154
6.2.1. Main research question: What are the factors that have influenced the e-learning readiness
of subject supervisors in the schools in Kuwait? ................................................................... 154
6.2.2. Sub-research question 1: What are the challenges facing teachers/schools in applying e-
learning? .................................................................................................................................... 155
6.2.3. Sub-research question 2: What are teacher’s perceptions of the role of the subject
supervisors in supporting the application of e-learning strategies in schools? ................... 157
6.2.4. Sub-research question 3: What are the perceptions of subject supervisors towards elements
that can contribute to the development of e-learning in schools .......................................... 158
6.3. Conclusion .............................................................................................................................. 160
Reference List ................................................................................................................................... 165
Appendices ........................................................................................................................................ 186

5
Chapter One

1.1. An overview of e-learning

Educational institutions worldwide are adopting e-learning technologies in order to deal with
shortfalls in education and improve pedagogy (Godwin-Jones, 2014). E-learning does not only
involve the use of information and communications technologies to create unique learning
experiences in formal, informal and flexible learning environments, but also includes a range of
methods, mechanisms, and delivery approaches. It also provides an open venue for learners and
teachers to collaborate and interact (Aparicio, Bacao, & Oliveira, 2016; Olson, Codde, deMaagd,
Tarkelson, Sinclair, Yook, & Egidio, 2011). Whether it is blended or purely online, learning is the
essential component and includes all levels of education, namely, schools and the higher education
system. Recently, emerging technologies such as touch screen mobile devices have changed the e-
learning landscape and students are able to interact with learning (for example: content) in a better
way. These technologies are not only changing the expectations for e-learning globally and making
learning independent of location, but also having a significant impact on the strategies of educational
institutions (Corbeil & Corbeil, 2015). Besides interactivity, which emerging technologies and e-
learning environments afford, there is more discussion on the 'unmooring' and 'unbundling or
disaggregation' of learning environments (Wiley & Hilton, 2009; Prinsloo & Slade, 2014). The terms
'unmooring' (loosening the foundations of learning), 'unbundling or disaggregation' (differentiating
learning from traditional methods) refer to the disruption caused by the introduction of new
technologies which are prompting educators to rethink traditional educational practices. It is claimed
6
that emerging technologies are enabling participation and collaboration, allowing delivery of content
and information access (Wiley & Hilton, 2009; Prinsloo & Slade, 2014).

With the advent of Massive Open Online Courses, there are claims that students have more
opportunities for learning (Wang & Baker, 2015). The increase in open e-learning opportunities has
led to claims that there is a major shift in the higher education landscape and an increase in
opportunities for lifelong learning (Plenderleith & Adamson, 2009). In such environments learners
deploy social software in order to make the e-learning experience more meaningful and engaging. A
major shift in the delivery of content online, using social software and leaning management systems,
has even led some to believe that emerging technologies, especially disruptive technologies may
represent a threat to educational institutions world-wide (Finkle & Masters, 2014). Nevertheless,
more institutions are implementing e-learning. Therefore, there is the need to understand if
institutions are paying attention as to how technologies and e-learning environments are impacting
teaching and learning. In other words, there is the need to examine the readiness of educational
institutions to support the use of e-learning by students and teachers. The e-readiness of these
institutions may have to be assessed by evaluating the digital literacy skills and technical competency
of the stakeholders to interact with technology (Omoda-Onyait & Lubega, 2011).

In the Middle East, most nations began implementing e-learning just over a decade ago and it
is claimed that educational institutions have achieved various levels of success (Mirza &
Abdulkareem, 2011). The factors influencing the potential of e-learning are the expectations of young
learners, the intention of the countries to reduce dependency on the oil sector, and the priority being
given to the professional development of their citizens (Ramady, 2012). However, only some nations
have been successful. Recent statistics show that the United Arab Emirates is leading the way in
implementing e-learning and ranks 1st among Arab nations and 23rd in the world (Dutta, Geiger, &
Lanvin, 2015). Kuwait ranks a dismal 72nd in the world with all the other Gulf Cooperation Council
7
nations performing better (Qatar - 27th, Bahrain - 30th, Saudi Arabia - 35th, and Oman - 42nd) (Dutta
et al., 2015).
These statistics seem to suggest that there is a lack of a very strong commitment to ICT
development and e-learning implementation by the Kuwaiti government in educational institutions.
Although, the Ministry of Education, which is responsible for e-learning implementation within
schools in Kuwait, has introduced reforms which have focused on technology, this has been largely
superficial (Al-Nakib, 2015). The Ministry had also nominated subject supervisors, who already work
in the school districts supporting various disciplines, and given them the role of supporting e-learning
in schools. However, there is a lack of research on how effective such measures have been in
enhancing the e-readiness of the education system. Therefore, this thesis gathered insight into how
the subject supervisors are supporting the implementation of e-learning and teachers’ perceptions of
the support and training they receive in overcoming the deficits in education.

1.2. Purpose of the study

The Ministry of Education, which sets the educational goals in Kuwait has introduced major
educational reforms and made significant investment in ICT resources and ICT implementation in
schools (Buabbas, 2010). These reforms efforts include, for example, providing easy access to the
Internet and online resources, training teachers, integrating technology with the curriculum reform,
and improving teachers’ ICT proficiency by applying the International Computer Driving License
(ICDL) for all Kuwait in-service teachers. The policy maker has also given subject supervisors the
responsibility of addressing current educational needs, and to change teachers’ e-learning beliefs and
practices (Toumi, 2010). The role of the subject supervisors in Kuwait is similar to that of subject
supervisors in the United Kingdom, who are responsible for the specialised delivery of the curriculum
8
(Ofsted, 2013). These supervisors are accountable for helping teachers to cope with the educational
reforms, and for assessing the content of curricula and ensuring it meets the needs of the students.
However, the subject supervisors, who are responsible for assisting and monitoring teachers,
designing teacher-training programmes, modernizing teaching methods, and ensuring that teachers
remain abreast of the latest changes and technological developments in education, lack adequate skills
in using emerging technologies (Aldhaen, 2012). Moreover, most subject supervisors, who are
expected to train teachers have no training in e-learning and lack professional development (Aldhaen,
2012; Ghaith, 2013). Therefore, there is the need to investigate the factors that have an impact on
educator’s capability and readiness for e-learning. This suggests that the appointment of supervisors
have not had any impact on teacher attitudes toward e-learning, and on teachers’ competence in the
use of ICT as a pedagogical tool. The study explores the relative factors in subject supervisors’ e-
learning readiness and how they are influencing the adoption of e-learning in schools. Given the
significant investment made to implement e-learning, there is an urgent need to understand the
integration of e-learning in schools.
1.3. Study aim/research questions

This aim of the study is to investigate the e-readiness of subject supervisors to support e-learning in
schools in the State of Kuwait. The study is guided by the following research questions:

Main Research Question:
What are the factors that have influenced the e-learning readiness of subject supervisors in schools?
Sub Research Questions:
Q1: What are the challenges facing teachers/schools in applying e-learning? (explored through
interviews/ questionnaire)
9
Q2: What are teacher’s perceptions of the role of the subject supervisors in supporting the application
of e-learning strategies in schools? (explored through interviews/ questionnaire)
Q3: What are the perceptions of subject supervisors towards elements that can contribute to the
development of e-learning in schools? (explored through interviews/ questionnaire)

1.4. Expectations of the Study

The expectations of the study are to
1. Bring a better understanding of the present situation with regard to the way in which
schools have adopted e-learning in Kuwait.
2. Bring to light the perceptions and beliefs of subject supervisors and teachers about e-
readiness implication on the adoption of e-learning in schools in Kuwait.
3. To reveal to subject supervisors, teachers and educational policy-makers the factors that
can contribute to the development of e-learning in schools.
4. To make recommendations to subject supervisors, teachers and educational policy-makers
based on the findings of the study.

1.4.1. Research contribution
Most of the previous research performed regarding the area of e-learning has focused on identifying
problems related to the diffusion, and on the diffusion of e-learning from a developed country to
developing countries instead of within developing countries. This study is about diffusion of e-
learning in a developing country. As such it is an important knowledge contribution, as it adds new
dimensions to the research area.

1.5. Structure of the Thesis

This thesis portfolio consists of six chapters.
10