The effects of demographic characteristics of lecturers on individual and course challenges of e-learning implementation in a public University in Yemen

Abstract

Many higher education institutions including universities are adopting the use of e-learning to support the traditional learning approach. However, there are several challenges facing universities in developing countries including Yemen as they seek to implement e-learning. Some of these challenges are associated with the demographic variables of the participants involved in the implementation of e-learning initiatives. Therefore, this paper examines the influence of the demographic factors (age, gender, teaching experience, e-learning experience) on individual and course challenges of e-learning. Four hypotheses were generated from the research questions of the study. A quantitative method was employed to collect the data and 107 participants (lecturers) completed the survey-based questionnaire. T-test and ANOVA analyses were employed as statistical tools. Based on the findings, the effects of demographic characteristics on the individual and course challenges of implementing e-learning at the university were identified. Some significant differences were found in terms of the years of lecturers’ teaching experience. Conversely, no significant differences were found in terms of age, gender, and e-learning technology related experience. Furthermore, it was found that the experience of lecturers in the use of e-learning technologies was low. University teachers need to be provided with the necessary training to bring them in line with latest learning technologies. Decision makers at the university should be aware of the challenges that lecturers may face during the implementation process and provide the necessary support.