Business Process Reengineering of Digital Learning Ecosystems: Green Strategy for Recovery and Sustainability

Introduction

In today's advanced technological world, the use of information and communication technology for educational purposes has increased, and the spread of network technologies has caused learning practices to develop and change significantly (Kahiigi et al, 2008). With recent development of information technology, e-learning has become one of the important technology’s tools in higher educational institutions today. Electronic learning (E-learning) has become a forefront for Higher education institutions to keep up with the current technology and advanced education. E-learning defines as a learning system or education program that involves the use of information technology such as computers, laptops or smartphones. In order to meet the educational goals and demands of students, the system development of electronic learning has emerged to be a catalyst for today's educational institutions. In the current global competitiveness, the favourable outcome of the country relies heavily on people's knowledge, skills and competencies. E-learning provide significant benefits that include improved access to quality education, electronic communication and collaboration and learning flexibility. In line to Brunei Vision 2035 of well-educated and highly-skilled people, the electronics learning system is an important medium for creation of effective learning and quality education. Even though there are significant benefits in the use of e-learning systems, not all are fully utilized and adopted by students in assisting their study, thus the use of e-learning systems in Brunei is still less than optimal.

E-learning systems enable students to acquire lecture materials, take online quizzes or assessments, submit tutorials or assignments, view results, view course materials, see news and announcements, online interaction, anytime and anywhere without any geographical or time barriers. However, the key to effective e-learning is not from its multimedia, design or user-friendliness, but on how the individuals are engaged by the content. Although the use of e-learning provides notable benefits for students as a whole, the effectiveness of the use of the system depends on the level of acceptance and use of students. The goals of e-learning will not be achieved if there is lag and resistance to the use of new technology. The process of implementing e-learning in the institution might face several factors that constraints the effective use of e-learning as a learning medium, such as infrastructure issues, the willingness and readiness of the institutions and students, the power to use technology.

However, the purpose of this study is to investigate the e-learning acceptance and factors influencing higher institutions students in Brunei Darussalam by determining perceived ease of use and perceived usefulness of e-learning along with the intention to use towards e-learning. The basic framework of the study is the Technology Acceptance Model (TAM), which was appropriate for obtaining the research aims. Additionally, the study is carried out to investigate the external factors such as availability and usage of technology, self-efficacy that may have significant influence on the perceptions of students regarding the adoption of the E-learning system. The scope of this study is limited to assess the acceptance behavior of students in higher institutions in Brunei. This paper concentrates on studying the students’ perception, intention to use and external factors of TAM towards e-learning approach. In the next section of this paper, we will discuss the literature review followed by further explanation of methodology and analysis. Subsequently in the last section, recommendations to overcome the current findings issue will be addressed.

In order to concisely achieve the research study, several research objectives are listed as follow: (1) To investigate whether technology availability and usage and users’ self-efficiency have a significant influence on users’ perceived usefulness and perceived ease of electronic learning systems; (2) To investigate whether users’ perceived usefulness and perceived ease use have a significant influence on the intention to use electronic learning systems; (3) To assess users' perception on ease of use, usefulness, self-efficiency, intention to use and technology availability and usage; (4) To analyse the relationship between perceived ease of use, perceived usefulness, self-efficiency, intention to use and technology availability and usage in the use of electronic learning systems among higher institution stakeholders.