Assessing e-Learning Readiness of Teachers and Schools in Hong Kong
SO, K. K. T. University of South Australia firstname.lastname@example.org
SWATMAN, P. Solution Forrest email@example.com
Based on the existing e-learning readiness assessment models designed for commercial firms and
higher institutes, this research employs a quantitative method to develop an e-learning readiness model
particularly for primary and secondary school teachers in Hong Kong. The research also finds a set of nine
factors influencing teachers’ e-learning readiness, which is different from those affecting lecturers teaching
in tertiary institutions and people working in commercial organisations. In addition, the variables affecting
the e-learning readiness of in-service teachers in Hong Kong are significantly different from the set of
variables affecting trainee teachers.
Since the 1990s it has become very clear that we are living in an information age and that society is becoming
knowledge-based, rather than manufacturing-based. In the global economy information, distribution and production
of knowledge become increasingly important (Cruz, Moraes, & Barcia, 1998). As a result, there is a growing
demand for continuing education, flexible learning and different forms of professional training through new
technologies. A possible way of achieving these goals is the introduction of Information and Communication
Technology (ICT) and e-learning into education (Fisser & Geloven, 2000).
Hong Kong is not exempt from this global trend and is transforming itself into an Information Society.
However, the use of ICT and e-learning in learning and teaching within Hong Kong schools has not been very
effective to date. Working with IBM, the Economist Intelligence Unit (EIU) studied the e-learning readiness of 60
countries around the world. The study was released in 2003 and, at that time, Hong Kong was ranked as 19th out of
60 countries surveyed (EIU & IBM, 2003). While not disappointing in itself, this ranking was the lowest of the
“Asian Four Small Dragons”, where South Korea, Singapore and Taiwan were ranked 5th, 6th and 16th
As the methods of delivering an online curriculum are new and very different from those used in traditional
teaching, instructors must be trained to make the most of new or updated teaching methods. A significant body of
literature (see, for example, Heinrich, 1995; Fullan, 1994; Wang, 2002) supports the view that the way teachers
teach is a product of their own schooling, training, and experiences. It is unfair to ask teachers to change their
pedagogical approaches if they have not been given sufficient and appropriate training program in how to integrate
ICT and new teaching technologies into their instruction programs.
2. Goal of the Research Project