Vol-6 Issue-4 2020 IJARIIE-ISSN(O)-2395-4396

Obstacles and Opportunities of E-Learning Implementation in : A case of Public Universities

Mr. Sayed Zabihullah Musawi1, Mr. Massoud Qasimi2, Mr. Sayed Mohammad Ali Mousavi Nizhad3

1,2 Assist Prof, Department of Information Technology, Computer Science Faculty, University, Kunduz, Afghanistan 3Assist Prof, Department of Information System, Computer Science Faculty, , Parwan, Afghanistan

ABSTRACT

During the Covid-19 lockdown, the government implemented the e-learning system for the first time in public universities. This research aims to do a case study research on the obstacles and challenges of e-learning implementation in public universities. This research tried to collect data through questionnaires and interviews among 96 participants (Bachelor students and lecturers) from Kabul, Parwan, Kunduz, Takhar, Ghor, Samangan universities. According to this research, 53.1% of participants were satisfied with e-learning implementation. Of course, some issues and challenges were coming up after involving the students and lecturers using the e-learning platforms. Therefore, this paper will take a look at the common obstacles and opportunities for using e-learning platforms in public universities in Afghanistan.

Keyword: E-Learning, Obstacles of E-Learning, Opportunities of E-Learning, Online learning

1. Introduction The advent of information technology has changed all areas of human life; Its application in the field of education has caused a change in education and we are witnessing the emergence of the phenomenon of e-learning in the world. Contrary to many people's beliefs, e-learning is not the product of a year or two of research, but before e- learning, we have seen the implementation of distance learning in several stages. Distance learning was first implemented using postal services, then the discovery of radio and television, distance learning was done using radio and television technology. The third stage of distance learning was carried out using a computer and the distribution of materials using compact discs (CDs). Implementing distance education using postal, radio, television, and computer services has been a major problem, and that is one-way education. This reduced the quality of teaching. E-learning is a new form of distance learning and can be considered a new chapter, distance learning. The discovery of the Internet and the emergence of the web in 1989 provided a new context for the implementation of e-learning. Because today, the Internet has provided facilities in most areas such as messaging, file and resource sharing, video conferencing, and so on.

1.1 E-Learning

E-learning is not a new phenomenon in our world; Because before the term E-learning, distance learning has long been used in advanced societies. Developed countries have reached the stage of conducting e-learning through distance learning in several stages. Distance learning was initially done through correspondence and skin services, then with the discovery of radio and television, distance learning was done through radio and television programs [1], [2], the first educational program. It was broadcast on television in 1959. In another stage of distance learning, the use of computers as a tool for distance learning, and the preparation of teaching materials using clarity, videos, compact discs has been common. But distance learning, using postal, radio, television, and computer services, was a

12209 www.ijariie.com 309 Vol-6 Issue-4 2020 IJARIIE-ISSN(O)-2395-4396 major flaw, and that was the one-sidedness of education. Because teaching is a two-way process between the student and the teacher, but in distance learning, the teaching was one-way. In this case, it certainly did not have better efficiency and effectiveness. In another step of distance learning, the use of the Internet or the web has been used. Using the Internet and the Web, using its effective tools that provide the context for communication between student and teacher in the form of conferences and meetings, can be considered a new chapter in distance learning. He greatly influenced the distance [3]; Because in this type of training, unlike the previous methods, the student is face- to-face with the teacher and can benefit from the online quasi-face-to-face lessons.

E-learning with the terms of distance learning, network-based education, computer-based education, web-based education have common meanings and concepts [4], [5]. Electronic education can be defined as follows: Electronic education is a set of educational activities that are done using electronic tools such as audio, video, computer, network and virtual, and so on. In other words, all programs that lead to learning through computer networks, especially the Internet, are called e-learning. E-learning is a tool that facilitates the learning process [3], [6], [7].

At present, E-learning has changed the process of e-learning using various tools. The use of E-mail, free video conferencing programs, messaging programs, free file-sharing programs, messaging apps, etc. is a new chapter in distance learning that is common in the sense of e-learning. The use of these technologies has eliminated distances and made teaching more effective than ever.

1.2 E-Learning in Afghanistan

Afghanistan universities interconnected to International universities since the IT Center of (ITCK) establishment in March 2003, and after the establishment of ITCK students and lecturers could access the internet, web accessing, and online chatting with friends [8]. Thus, accessing and finding the chance to chat with their friends after several years war could be a dream for every Afghan citizen especially for students, lecturers, and researchers as well. From 2005 lot of international universities and organizations have been tried to establish the e-learning platform to support teaching and learning in Afghanistan’s Universities[8]. Due to this effort and continuous Afghanistan International partner support, today every Afghanistan universities are interconnected with fiber optic and have already access to the internet. which is located in the north-east of Afghanistan has 40mbps bandwidth of the internet. It could be an example of improvement and success from 2003 to 2020 for Afghanistan.

Today, due to the outbreak of the coronavirus (COVID-19), governments are forced to use E-learning services and platforms so that citizens are not deprived of education. With this in mind, the Afghan government prioritizes E- learning over its programs and strongly supports it. Currently, Afghanistan’s universities implemented the E- Learning in two steps. In the first step, the ministry of higher education with a lack of existence system implemented the e-learning with the assist of Google Classroom and continue the lesson during the COVID19 lockdown. In the second step, the ministry of higher education with the collaboration of Kabul polytechnic university developed the HELMS (Higher Education Learning Management System) to implement and manage e-learning in public universities. Implementing e-learning without considering previous planning cannot be without flaws especially in a country like Afghanistan that has a lot of challenges including lack of electricity, Disconnect telecommunication networks, and so on.

2. Survey Data

The research was conducted using an online questionnaire distributed among 96 participants from Afghan public universities.

Table-1: Gender Gender Frequency Percent Cumulative Percent Female 28 29.2 29.2 Male 68 70.8 100.0

12209 www.ijariie.com 310 Vol-6 Issue-4 2020 IJARIIE-ISSN(O)-2395-4396

Total 96 100

Table-2: Participants’ Age Categories Frequency Percent Cumulative Percent 18-19 7 7.3 7.3 20-25 74 77.1 84.4 26-30 6 6.3 90.6 31-35 4 4.2 94.8 36-40 4 4.2 99.0 41-45 1 1.0 100.0 Total 96 100.0

Table-3: Participants’ Job Job Frequency Percent Cumulative Percent Lecturer 15 15.6 15.6 Student 81 84.4 100.0 Total 96 100.0 Table-4: Participants’ Universities University Name Frequency Percent Cumulative Percent Ghor university 1 1.0 1.0 Kunduz University 43 44.8 45.8 Parwan University 5 5.2 51.0 Samangan Institute of Higher Education 22 22.9 74.0 Shaheed Rabani Education University 21 21.9 95.8 4 4.2 100.0

Total 96 100.0

Table-5: E-learning Participants Option Frequency Percent Cumulative Percent No 45 46.9 46.9 Yes 51 53.1 100.0 Total 96 100.0

3. Data Analysis

The participants in this questionnaire were mostly young people aged 20-25. According to the survey, most professors and students at public universities in the country have used a 46% HELMS system for E-learning. According to the questionnaire, about 53.1% of them were satisfied with the implementation of e-learning, and 46.9% were not satisfied with it for any reason. However, the question about the effectiveness of e-learning was considered by 54 participants to be between 26-50%, 33 to 0-25%, 23 to 50-75%, and only 8 to 76%. 100 knows. The statistic of effectiveness and satisfaction illustrated in table-6 and table-7.

12209 www.ijariie.com 311 Vol-6 Issue-4 2020 IJARIIE-ISSN(O)-2395-4396

Table- 1: E-Learning Effectiveness Categories Frequency Percent Cumulative Percent 76-100% 4 4.2 4.2 51-75% 19 19.8 24.0 26-50% 44 45.8 69.8 0-25% 29 30.2 100.0 Total 96 100.0 Table- 2: E-Learning Satisfaction Option Frequency Percent Cumulative Percent Yes 51 53.1 53.1 No 45 46.9 100.0 Total 96 100.0

4.E-leaning implementation obstacles in Afghanistan’s Public universities

Implementation of e-learning like other programs needs some materials and equipment. Thus, lack of needed equipment could be the most barrier and issues for e-learning implementation in developing and non-developed countries. Al-Azawei et al (2016) stated that the poverty and lack of ITC equipment is the most considered barrier for e-learning implementation[9]. Although, considering the barriers such as poverty and lack of ICT’s infrastructure, the barriers to the implementation of e-learning in different countries are different. According to the interview, the mentioned obstacles are the most considered issues in Afghanistan’s public universities e-learning:

4.1 Lack of Internet Lack of internet, high internet prices, and low bandwidth are the major issues in while using the internet in Afghanistan, as it takes about $ 7 to get a 3GB internet package that may not have 3G speeds. With the use of low internet bandwidth, it needed to wait several hours to upload or download a file. Besides these, lack of access to internet and telephone networks within 6 PM to 6 AM is the other considerable challenges in most North-East provinces of Afghanistan. 4.2 Lack of Electricity Salehi and Hossieni (2020) stated that e-learning is the use of electronic devices in -learning[10]. Therefore, electricity is the most considerable issue while we implement or establish e-learning, but the lack of electricity during 24h is the most considerable issue in a lot of places and villages in Afghanistan. 4.3 Economic Issues Poverty is the most major issue that participants consider during the filling questionnaire. According to Molina et al (2017), about 35.8% of Afghan lives under the poverty line[11], and according to this survey lot of students have not the ability to provide the internet and other electronic devices. For participation of E-learning, every students and lecturer most spend at least more than $7 for 3-5 GB internet for one month.

4.4 Lack of ICT Infrastructure E-learning requires the provision of a wealth of ICT infrastructure; Its absence causes its non-implementation. Most of the country's university students are poor. Among them are students who are not even able to buy the smallest personal belongings. This is one of the main obstacles to the participation of a large number of students in the e- learning process.

12209 www.ijariie.com 312 Vol-6 Issue-4 2020 IJARIIE-ISSN(O)-2395-4396

5. E-learning implementation Opportunities in Afghanistan’s Public universities

Information and communication technologies and e-learning without considering to mentioned obstacles, it provided major facilities and opportunities to developing and non-developed countries. Therefore, the following opportunities are conducted as a result of the survey data.

5.1 Distance learning One of the opportunities provided by e-learning is the provision of distance learning, most university students are from remote areas of the country. E-learning provides the opportunity to communicate with their professors and classmates without traveling and accepting the risk of being abducted, inspecting irresponsible armed individuals, and spending money from a safe place. 5.2 Self-study and research According to the study, participants cited the provision of field research and self-study as one of the opportunities for e-learning; Because they have used e-learning to study and research on their own and have strengthened this feature in them. 5.3 Using new Technologies E-learning was implemented after the outbreak of the coronavirus, which led to the use of E-learning in education, willingly or unwillingly. Teachers and students who were previously unfamiliar with new technologies and teaching tools were allowed to learn about new technologies and use them in the teaching process. 5.4 Easy and costless learning Reducing costs is one of the benefits of e-learning because lecturers and students don't need to pay for travel, accommodation, and so on. This usefulness of e-learning has led to those who do not have the financial ability to benefit from education

6. Conclusion

During three decades of wars, learning and educations were the most vulnerable in Afghanistan. But, after the establishment of temporary governance in 2001 with support of world society learning has begun and education institutes opened. Today, girls participating in learning as some as boys, and the educations system promote day by day. Besides these efforts, governance of Afghanistan is eager to implement e-learning in public universities. Although, implementing e-learning without preplanning could have some barriers and challenges, but during the Covid-19 lockdown, it will be the first and last selection. Implementation of e-learning has been with a lot of obstacles and opportunities in public universities. According to this research, lack of internet, lack of electricity, economic issues and lack of ICT infrastructure were the most obstacles, besides the mentioned obstacles, use of distance learning, self-study and research, using and familiarity with new technologies, easy and costless learning were the most opportunities in e-learning implementation in public universities. Although, e-learning implemented without preplanning because of the outbreak of Covid-19, but based on this research 53.1% of participants were satisfied.

7. References

[1] N. Alruwais, G. Wills, and M. Wald, “Advantages and Challenges of Using e-Assessment,” International Journal of Information and Education Technology, vol. 8, no. 1, pp. 34–37, 2018, doi: 10.18178/ijiet.2018.8.1.1008.

[2] J. G. Ruiz, M. J. Mintzer, and R. M. Leipzig, “The impact of e-learning in medical education,” Academic Medicine, vol. 81, no. 3, pp. 207–212, 2006, doi: 10.1097/00001888-200603000-00002.

[3] M. Babaie, An Introduction to E-Learning, vol. 3, no. 2. Tehran: www.irandoc.ac.ir, 2015.

[4] S. Zandi, D. Abedi, A. Yousefy, T. Changiz, N. Yamani, and P. Kabiri, “Electronic Learning as a New Education Technology and its Integration in Medical Curricula,” http://journals.mui.ac.ir, vol. 11, pp. 61– 72, 2003.

[5] D. Zhang, J. L. Zhao, L. Zhou, and J. F. Nunamaker, “Can e-learning replace classroom learning?,” Communications of the ACM, vol. 47, no. 5, pp. 75–79, 2004, doi: 10.1145/986213.986216.

12209 www.ijariie.com 313 Vol-6 Issue-4 2020 IJARIIE-ISSN(O)-2395-4396

[6] A. Mirzaei and F. Shabani Nia, “Review of E-Learning Modern Systems,” http://mediaj.sums.ac.ir/online, vol. 4, no. 2, pp. 62–74, 2013.

[7] M. Sağlam, “Fundamental Issues and Challenges Facing Women in Distance Education,” FLEPS 2019 - IEEE International Conference on Flexible and Printable Sensors and Systems, Proceedings, vol. 6, no. 1, pp. 1–46, 2019, doi: 10.1016/j.surfcoat.2019.125084.

[8] N. Peroz, “Strategic Framework for the Employment of E-learning Projects in Afghanistan Challenges and Requirements,” 2015.

[9] A. Al-Azawei, P. Parslow, and K. Lundqvist, “Barriers and opportunities of e-learning implementation in Iraq: A case of public universities,” International Review of Research in Open and Distance Learning, vol. 17, no. 5, pp. 126–146, 2016, doi: 10.19173/irrodl.v17i5.2501.

[10] S. J. Salehi and S. M. Hosseini LARGANI, “E-Learning challenges in Iran ’ s higher education system and its implications in the realm of good governance,” Smart Cities and Regional Development Journal, vol. 4, no. 1, pp. 9–21, 2020.

[11] E. Molina, I. Trako, A. Hosseini Matin, E. Masood, and M. Viollaz, “The Learning Crisis in Afghanistan,” 2017.

12209 www.ijariie.com 314