People have not well prepared for the use of remote communications in education, however the impact of quarantine was effective so that the steps have been taken in weeks could not accomplished in years!

1. Lack of purpose built infrastructure: Most institutions deploy a cumbersome, expensive global approach for all departments. But each discipline has its own requirements in terms of course content, deployment, testing, etc. A good example of this is Moodle. It WAS great, but technology has evolved in the market and needs to evolve within institutions.

2. Lack of awareness in instructors

3. Lack of training in instructors

4. Due to 1,2,3: Lack of willingness in instructors

5. Due to 1,2,3,4: Low institutional motivation to train instructors on newer technologies and platforms.

Therefore, and understandably, due to 1-5,: Lack of motivation and participation on behalf of students.

One other important issue is software licensing. Since we are talking about e-learning, we need to take this into account. Most institutions license software from companies using volume licensing that grants usage rights generally to instructors. This is controlled through domains associated with your university email addresses. E-learning requires the other half of the equation: Students. If licensing is not available to students (since it is expensive) they cannot be brought onto the same platform. For some reason most instructors are reluctant to understand this.

But there is a solution. And it is free and also scalable. We at Teache Online Education and E-Learning Labs have implemented these without paying a single penny in acquisition costs while institutions continue to pay maintenance costs for the old, "cumbersome, expensive" globally deployed LMS's that frankly do not serve their purpose any longer. We must understand how "attitudes and habits" have changed over the past 10 years and even more so in the past 5 years for our end users: the students.

My research is actually about this. I would appreciate it if you would all take the time to read about it. In addition, we are trying to collect more information about E-learning readiness and deployment and would therefore appreciate if you took the time to respond to our questionnaire:

This survey is designed to collect feedback from instructors to develop a better understanding of how they view their institutions overall readiness to launch/deploy/implement an e-learning platform that caters to their teaching styles, methods, and allows them to deliver course content as per the standards set by their curricula.

Please take the time to respond to this survey to help us find better solutions to deliver effective online education and e-learning platforms.

English version: https://form.jotform.com/201183672653051

Turkish version: https://form.jotform.com/201184581533048

Infrastructures plays a vital role here. Most institutes are not prepared and equipped enough. However, the gab in the knowledge consider as an additional factor. Adding to that, connection could be a problem as well.

Yes, currently there is a rapid increase in the use of ICT information technologies, Internet and some Industry 4.0 technologies in the application of teaching processes in a remote form via the Internet. More and more teachers and students use e-learning applications and platforms through which online, real-time online didactic classes are conducted (e.g. ZOOM, Google Meet, Microsoft Teems, ...). Mobile devices enabling access to the Internet, i.e. mainly smartphones, are increasingly used for this purpose. Therefore, the scale of mobile learning is growing.

Greetings,

Dariusz Prokopowicz

Many students are not provided with the high bandwidth or the strong internet connection that online courses require, and thus fail to catch up with their virtual classmates: Their weak monitors make it hard to follow the Course Management System and their learning experience becomes problematic. Moreover, most of them live off campus and find it difficult to keep in tune with the technical requirements of the chosen course. Some of them don’t even own computers and seek help in Learning Resource Centers for technical assistance. The only solution to this problem is knowing exactly what kind of technological support they will need for a certain course before enrolling in it, as well as properly equipping themselves for the course’s successful completion

Poor ICT infrastructural facilities and low level of mobile learning competencies not just among the learners only but also among the instructors in some circumstances.

I think that poor ICT infrastructures are less important than the violent change in terms of the educational procedure itself.

so many hindrance are there...like effect on eyes, poor network and most important for students point of view lacking of peer group feel.

I Agree With Alaa Hussein Fadhil

I appreciate your contributions thus far. The problems faced by technical colleges in developing countries especially Nigeria are multi facet ranging from poor management where general education personnel head technical colleges, mismanagement/corruption of resources alloted by the governing body, inadequate training of the technical teacher to use ICT, in fact most of this institutions are not involved in online teaching. High cost of access to internet by mobile network providers who sees the challenge as an opportunity to exhort subscribers, lack of infrastructures in most technical colleges. In fact its disheartening that most teacher in private institutions are using their personal money to purchase data to teach students without refunding. Its pathetic.

With our different views on the challenges of the use of mobile learning in technical colleges.

What new and unaccessed constructs do you think can be added to enhance the robustness of technology acceptance model (TAM)? Your suggestions are highly accepted

One of the problems of mobile learning in pandemic period in a developing country like Nigeria is electric power outage. The learning can only be more effective when you have constant supply of electricity to charge your electronic gadgets (mobile phone, laptop etc), which might not be available even for days.

In pandemic period, there is lockdown everywhere and most parents have no money power to take care of their families nor get any palliative from government. Parents who are poor couldn't afford the cost of data for their children to learn. Their priority now will be to feed the children first rather than getting data for learning. Also, in the remote areas network are not easily accessible, therefore mobile learning in those areas will be difficult.

In my opinion, it can be divided into subjective factors and objective factors. Subjective factors mainly include learning motivation, learning interest, classroom attraction, persistence, assessment method and teachers' grasp of online classroom.Objective factors mainly include network status, cost, platform ease of use, and way of learning (tablet, computer, smartphone, etc.).