The problem of using the e-learning system in schools is not about the technology but how to deliver learning contents efficiently via a network. However, the conditions of most existing network infrastructure are not conducive for such a use, which inevitably becomes a huge obstacle to delivering such contents. In particular, such an obstacle is more critical in rural areas where the internet connection is nearly non-existent. Unmitigated, this will adversely affect the government’s effort to bridge the digital divide between urban and rural schools. Premised in this context, the research was carried out with the main aim to propose a new framework for cost-effective e-learning based on embedded technology for rural school with affordable cost. To conceptualize such a framework, the researchers analyzed several existing frameworks that are commonly used in most schools. In addition, a survey was carried out to examine the level of adoption of Internet use among teachers. The main finding of the survey showed that the lack of interest among teachers and insufficient infrastructure were two factors that contributed to the poor level of adoption of e-learning in such schools. In view of this finding, it is therefore important that the proposed framework can be used to improve the use of e-learning in such schools.
Aleman-Meza B., Burns P., Eavenson M., Palaniswami D., Sheth A. (2005) An Ontological Approach to the Document Access Problem of Insider Threat. In: Kantor P. et al. (eds) Intelligence and Security Informatics (ISI 2005), (Atlanta,Georgia, USA, 2005).
Alkharang, M. M., & Ghinea, G. (2013). E-learning in Secondary Educational Institutions in Kuwait: Experiences and Challenges. International Journal of Advanced Computer Science and Applications, 4(4), 1-6.
Ali, G. E., & Magalhaes, R. ( 2008). Barriers to implementing e-learning: a Kuwaiti case study. International journal of training and development, 12(1), 36-53.
Al-Shboul, M. (2013). The level of e-Learning integration at The University of Jordan: Challenges and opportunities. International Education Studies, 6(4), 93-113.
Andersson, A. (2008). Seven major challenges for e-learning in developing countries: Case study eBIT, Sri Lanka. International Journal of Education and Development using ICT, 4(3), 45-62.
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A.P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2),843- 855.
Clark, R. C., & Mayer, R. E. (2003). e-Learning and the Science of Instruction. San Francisco: Pfeiffer.
[8] Cruz-Jesus, F., Vicentre, M.R., Cacao. F., & Oliveira, T. (2016). The education-related digital divide: An analysis for the EU-28. Computers in Human Behavior, 56, 72-82.
Docebo (2014). E-Learning Market Trends & Forecast 2014-2016. Retrieved from http://www.docebo.com
Fieldhouse, M., & Nicholas, D. (2008). Digital Literacy as Information Savvy: The Road to Information Literacy. In A Digital Literacies: Concepts, Policies and Practices (Pp 47-72).New York,NY: Peter Lang.
Goi, C. L. & Ng, P. Y. (2009). E-learning in Malaysia: Success factors in implementing e-learning program. International Journal of Teaching and Learning in Higher Education, 20(2), 237- 246.
Kamba, M. (2009). Problems, challenges and benefits of implementing elearning in Nigerian schools: An empirical study. International Journal of Emerging Technologies in Learning (iJET), 4(1), 66-69.
Khan, B. (2005). Learning features in an open, flexible and distributed environment. AACE Journal, 13(2),137-153.
Kwofie, B., & Henten, A. (2011). The advantages and challenges of e-learning implementation: The story of a developing nation. Paper presented at WCES-2011 3rd World Conference on Education Sciences, Bahcesehir University, Istabul, Turkey.
Keller, C., & Cernerud, L. (2002). Students’ Perception of E-learning in University Education. Journal of Educational Media, 27(1-2), 55-67.
Lakulu, M., Abdullah, R., Selamat, M, H., Ibrahim, H., Nor, M. Z. M. (2012). A Framework of Collaborative Knowledge Management System in Open Source Software Development Environment. Computer and Information Science. 3(1), 81-90.
Lakulu, M. M., Abdullah, R, Zidan, A. A. (2017). An Evaluation of A KMS Framework For An Open Source Software Development In A Collaborative Environment. Science International, 29(2), 137-141.
Mahmud, K. & Gope, K. (2009). Challenges of implementing e-learning for secondary education in least developed countries: a case study on Bangladesh. Paper presented 2009 International Conference on Information and Multimedia Technology, Jeju Island.
Mapuva, J. (2009). Confronting challenges to e-learning in Secondary education institutions. International Journal of Education and Development Using ICT, 5(3),101-114.
Masrom, M., Zainon, O., Rahiman, R. (2008). Exploring the Key Factors in Institutional e-Learning Implementation. In e-learning Issues in Malaysia Higher Education, Mohd Fuad Mohd Salleh (pp. 72-85). Skudai: UTM.
Putih, M. (2008). E-learning concepts and Literature Review. In e-learning Issues in Malaysia Higher Education, Mohd Fuad Mohd Salleh (pp. 72-85). Skudai: UTM.
Norris, P. (2001). Digital divide: Civic engagement information povert
In-Text Citation: (Lakulu, Othman, Panessai, & Amat, 2019)
To Cite this Article:Lakulu, M. M., Othman, M. Z., Panessai, I. Y., & Amat, M. R. (2019). The Framework of Mobile E-Learning Based On Embedded Technology for Rural Schools. International Journal of Academic Research in Business and Social Sciences, 9(6), 735–743.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
