ABSTRACT
This paper examines the survey results on e-learning implementation, which covered 726 lecturers from Mongolian universities and
colleges. The authors determined factors that
influence e-learning course classification. We
applied methods such as regression analysis and factor analysis. It revealed that institutional factors such as ownership, LMS, size, and
personal factors such as age, gender, prior training, team, field of
science, qualification, and locations influence the tendency to develop
e-learning courses. The study is beneficial for policymakers and practitioners
by broadening the understanding of institutional
and personal factors influencing e-learning course development. Implications
for practice and policy: 1)
Mongolian higher education institutions primarily
practice web-facilitated courses with few blended and online courses. 2) Institutional
factors such as ownership, LMS, size, and personal factors such as age, gender,
prior training, team, field of science, qualification, and locations influence the tendency to develop
e-learning courses. 3) There is a strong need for faculty development as every third lecturer does not know about the learning theories and does not apply them to the e-learning course development.
4) The higher education management should address challenges faced by the
faculty members. 72.65% of respondents raised environment and faculty
development challenges.
Share and Cite:
Tuul, S. , Sambuu, U. , Banzragch, O. , Mend, N. , Bayarjargal, M. and Pagjii, O. (2023) Factor Analysis on E-Learning Implementation in Mongolian Higher Education.
iBusiness,
15, 38-59. doi:
10.4236/ib.2023.151003.