Challenges for e-learning for university instructors in Taiwan

Abstract

Blended courses that include both face-to-face and e-learning have been offered in many universities in Taiwan but very little research has been undertaken on instructor perspectives of the challenges they faced in their e-learning teaching. This paper explores the challenges faced by university instructors in a national research-based university in Taiwan. An interpretive paradigm utilizing qualitative and quantitative methods was adopted. The paper outlines the findings from 27 e-learning instructors in in-depth interviews and 55 of 69 e-learning instructors who responded to this open-ended question in the questionnaire. Instructors noted they faced pedagogical, personal, and technological challenges. The findings suggested instructors needed to adopt different pedagogical approaches to work with new media in developing their e-learning courses so new curriculum design, new teaching methods, new ways of assessment, and new interaction approaches were needed. The instructors faced personal challenges in time management and role change if they needed to provide course materials online and respond in time. Instructors noted they also encountered four categories of technological challenges: easy access to necessary computer equipment, technical skills to access computer technology and the e-learning system, technical skills for communication, and the quality of e-learning computer facilities and technology. University administrators interested in solving the issue of the under-use of e-learning would be wise to recognize the challenges instructors face and to provide the necessary policy and practical support to help overcome these challenges if they wish to promote the use of e-learning as a part of the blended delivery of courses.