Measuring teachers' readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey

Implementing e-learning in higher education institutions (HEIs) is influenced by various barriers and drivers. The majority of barriers are related to the challenging issue concerning the integration of e-learning into universities. Hence, it is deemed relevant to understand whether different stakeholders in HEIs tend to embrace or ostracize e-learning for their work. This study investigates the extent to which the HEIs associated with the science of electricity in Turkey are ready for e-learning. It also examines two factors that presumably affect the perceptions of academic staff on e-learning: first, the degree to which teachers believe that e-learning would be free of effort and would enhance their teaching; second, whether teachers need training on e-learning before embarking on it. To address these issues, a web-based survey was distributed to 417 programs in 360 HEIs in Turkey. More than 1206 active academic staff were invited to participate in the survey with 289 answering all the questions and 53 some of them. Descriptive and inferential statistics were computed. Overall, the findings indicate that the academic staff in the HEI associated with the subject of electricity in Turkey generally show positive experiences, confidences and attitudes towards e-learning. In spite of the fact that their readiness seems to be sufficient, their attitudes towards e-learning must be strengthened in order to facilitate effective adoption of e-learning.