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Perceptions and Viability of Launching LIS e-learning Programs in Developing Countries: A Vietnam Case Study

Perceptions and Viability of Launching LIS e-learning Programs in Developing Countries: A Vietnam Case Study

Sandra Hirsh, Debbie Faires, Alice Hines
Copyright: © 2014 |Pages: 25
ISBN13: 9781466651586|ISBN10: 146665158X|EISBN13: 9781466651593
DOI: 10.4018/978-1-4666-5158-6.ch012
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MLA

Hirsh, Sandra, et al. "Perceptions and Viability of Launching LIS e-learning Programs in Developing Countries: A Vietnam Case Study." Library and Information Science Research in Asia-Oceania: Theory and Practice, edited by Jia Tina Du, et al., IGI Global, 2014, pp. 200-224. https://doi.org/10.4018/978-1-4666-5158-6.ch012

APA

Hirsh, S., Faires, D., & Hines, A. (2014). Perceptions and Viability of Launching LIS e-learning Programs in Developing Countries: A Vietnam Case Study. In J. Du, Q. Zhu, & A. Koronios (Eds.), Library and Information Science Research in Asia-Oceania: Theory and Practice (pp. 200-224). IGI Global. https://doi.org/10.4018/978-1-4666-5158-6.ch012

Chicago

Hirsh, Sandra, Debbie Faires, and Alice Hines. "Perceptions and Viability of Launching LIS e-learning Programs in Developing Countries: A Vietnam Case Study." In Library and Information Science Research in Asia-Oceania: Theory and Practice, edited by Jia Tina Du, Qinghua Zhu, and Andy Koronios, 200-224. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5158-6.ch012

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Abstract

E-Learning is still relatively uncommon in developing countries, but there is growing interest. This case study explores the factors influencing readiness to launch e-learning of a Library and Information Science (LIS) program in a developing country, with a focus on understanding attitudes toward e-learning and the viability of transitioning to an online delivery model in Vietnam. A technology infrastructure assessment was performed to understand whether changes were needed at Vietnam National University to support e-learning, and 5 key informant interviews and 4 focus group sessions with 39 participants were performed with faculty, graduate and undergraduate students, members of the professional community, and administrators to understand their usage of technology and their perceptions and attitudes toward e-learning. Study findings suggest the importance of understanding the cultural context and the need for further e-learning research, as well as the steps needed for e-learning readiness and integration.

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