Technically Ready but Technologically Limited:

Insights into Higher Education Instructors’ E-Learning Readiness

Abstract

E-learning has gained increasing popularity in higher education over the past two decades due to its flexibility, accessibility, and cost-effectiveness. The purpose of this study was to examine the readiness of higher education instructors for e-learning in Ethiopia. To achieve this objective, a quantitative research design was employed. A total of 394 instructors were selected using stratified and simple random sampling techniques and participated in the study. A questionnaire was utilized to collect relevant data for the study. Descriptive data analysis techniques were employed to analyze the data. The overall results of the study revealed that instructors are ready (M=3.67 and SD=1.26) to engage in the e-learning system. However, it was found that they require some interventions to reach the required level of readiness. Instructors were found to be technically prepared and optimistic about the virtual learning approach. On the contrary, their access to reliable internet connections and electronic devices (such as laptops, tablets, and/or smartphones) was poor and below the expected level. The findings were discussed, and implications were suggested for further consideration.