The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast…
The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR).
This study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity).
This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region.
This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.
There is continual evidence of ineffective e-Learning programmes that are set amid emerging information and communication technology (ICT) tools by higher education (HE…
There is continual evidence of ineffective e-Learning programmes that are set amid emerging information and communication technology (ICT) tools by higher education (HE) providers. While many of the existing accounts outline the potential of integrating such educational technology into their teaching and learning practice, other studies point out the adoption challenges of such programmes. This chapter tackles this dilemma in two respects. Firstly, through an examination of the limitations surrounding the instructional systems design (ISD) models while urging the need for empirical evidence and ratification processes to substantiate these models as they relate to online instructional environments. Secondly, through the investigation of the effectiveness offered by ICT tools under different instructional environments in order to facilitate the effective application of e-Learning. Field evaluation in the form of a series of 2×3 factorial quasi-experiments was conducted at four higher education institutions in Saudi Arabia. The empirical results confirm the validity of the ISD model and reliably captured its effects in improving learners’ performance under three instructional delivery modes. The empirical evidence reveals the extent of effectiveness of the proposed prescriptive ISD model enabling an improved design of ICT-based HE instructional strategies. On a managerial level, the findings facilitate the delivery mode decision making by HE providers in terms of the congruence of technology integration under each of the three learning experiences. The calibrated assessment measures provide a discussion to extend the practical implication of the current e-Pedagogical practice in the e-Learning industry.