\documentclass[11pt,twoside]{article}\makeatletter \IfFileExists{xcolor.sty}% {\RequirePackage{xcolor}}% {\RequirePackage{color}} \usepackage{colortbl} \usepackage{wrapfig} \usepackage{ifxetex} \ifxetex \usepackage{fontspec} \usepackage{xunicode} \catcode`⃥=\active \def⃥{\textbackslash} \catcode`❴=\active \def❴{\{} \catcode`❵=\active \def❵{\}} \def\textJapanese{\fontspec{Noto Sans CJK JP}} \def\textChinese{\fontspec{Noto Sans CJK SC}} \def\textKorean{\fontspec{Noto Sans CJK KR}} \setmonofont{DejaVu Sans Mono} \else \IfFileExists{utf8x.def}% {\usepackage[utf8x]{inputenc} \PrerenderUnicode{–} }% {\usepackage[utf8]{inputenc}} \usepackage[english]{babel} \usepackage[T1]{fontenc} \usepackage{float} \usepackage[]{ucs} \uc@dclc{8421}{default}{\textbackslash } \uc@dclc{10100}{default}{\{} \uc@dclc{10101}{default}{\}} \uc@dclc{8491}{default}{\AA{}} \uc@dclc{8239}{default}{\,} \uc@dclc{20154}{default}{ } \uc@dclc{10148}{default}{>} \def\textschwa{\rotatebox{-90}{e}} \def\textJapanese{} \def\textChinese{} \IfFileExists{tipa.sty}{\usepackage{tipa}}{} \fi \def\exampleFont{\ttfamily\small} \DeclareTextSymbol{\textpi}{OML}{25} \usepackage{relsize} \RequirePackage{array} \def\@testpach{\@chclass \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else \ifnum \@lastchclass=7 5 \else \ifnum \@lastchclass=8 \tw@ \else \ifnum \@lastchclass=9 \thr@@ \else \z@ \ifnum \@lastchclass = 10 \else \edef\@nextchar{\expandafter\string\@nextchar}% \@chnum \if \@nextchar c\z@ \else \if \@nextchar l\@ne \else \if \@nextchar r\tw@ \else \z@ \@chclass \if\@nextchar |\@ne \else \if \@nextchar !6 \else \if \@nextchar @7 \else \if \@nextchar (8 \else \if \@nextchar )9 \else 10 \@chnum \if \@nextchar m\thr@@\else \if \@nextchar p4 \else \if \@nextchar b5 \else \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi} \gdef\arraybackslash{\let\\=\@arraycr} \def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}} \def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}} \def\abbr{} \def\corr{} \def\expan{} \def\gap{} \def\orig{} \def\reg{} \def\ref{} \def\sic{} \def\persName{}\def\name{} \def\placeName{} \def\orgName{} \def\textcal#1{{\fontspec{Lucida Calligraphy}#1}} \def\textgothic#1{{\fontspec{Lucida Blackletter}#1}} \def\textlarge#1{{\large #1}} \def\textoverbar#1{\ensuremath{\overline{#1}}} \def\textquoted#1{‘#1’} \def\textsmall#1{{\small #1}} \def\textsubscript#1{\@textsubscript{\selectfont#1}} \def\textxi{\ensuremath{\xi}} \def\titlem{\itshape} \newenvironment{biblfree}{}{\ifvmode\par\fi } \newenvironment{bibl}{}{} \newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par } \newenvironment{citbibl}{}{\ifvmode\par\fi } \newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi } \newenvironment{docDate}{}{\ifvmode\par\fi } \newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi } \newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par } \newenvironment{msHead}{\vskip 6pt}{\par} \newenvironment{msItem}{\vskip 6pt}{\par} \newenvironment{rubric}{}{} \newenvironment{titlePart}{}{\par } \newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}} \newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}} \newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}} \newcolumntype{P}[1]{){\arraybackslash}p{#1}} \newcolumntype{B}[1]{){\arraybackslash}b{#1}} \newcolumntype{M}[1]{){\arraybackslash}m{#1}} \definecolor{label}{gray}{0.75} \def\unusedattribute#1{\sout{\textcolor{label}{#1}}} \DeclareRobustCommand*{\xref}{\hyper@normalise\xref@} \def\xref@#1#2{\hyper@linkurl{#2}{#1}} \begingroup \catcode`\_=\active \gdef_#1{\ensuremath{\sb{\mathrm{#1}}}} \endgroup \mathcode`\_=\string"8000 \catcode`\_=12\relax \usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry} \usepackage{framed} \definecolor{shadecolor}{gray}{0.95} \usepackage{longtable} \usepackage[normalem]{ulem} \usepackage{fancyvrb} \usepackage{fancyhdr} \usepackage{graphicx} \usepackage{marginnote} \renewcommand{\@cite}[1]{#1} \renewcommand*{\marginfont}{\itshape\footnotesize} \def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif} \pagestyle{fancy} \usepackage[pdftitle={Users' Training: The Predictor of Successful eLearning in HEIs}, pdfauthor={}]{hyperref} \hyperbaseurl{} \paperwidth210mm \paperheight297mm \def\@pnumwidth{1.55em} \def\@tocrmarg {2.55em} \def\@dotsep{4.5} \setcounter{tocdepth}{3} \clubpenalty=8000 \emergencystretch 3em \hbadness=4000 \hyphenpenalty=400 \pretolerance=750 \tolerance=2000 \vbadness=4000 \widowpenalty=10000 \renewcommand\section{\@startsection {section}{1}{\z@}% {-1.75ex \@plus -0.5ex \@minus -.2ex}% {0.5ex \@plus .2ex}% {\reset@font\Large\bfseries}} \renewcommand\subsection{\@startsection{subsection}{2}{\z@}% {-1.75ex\@plus -0.5ex \@minus- .2ex}% {0.5ex \@plus .2ex}% {\reset@font\Large}} \renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}% {-1.5ex\@plus -0.35ex \@minus -.2ex}% {0.5ex \@plus .2ex}% {\reset@font\large}} \renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}% {-1ex \@plus-0.35ex \@minus -0.2ex}% {0.5ex \@plus .2ex}% {\reset@font\normalsize}} \renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}% {1.5ex \@plus1ex \@minus .2ex}% {-1em}% {\reset@font\normalsize\bfseries}} \def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt} \@tempdima 1.5em \begingroup \parindent \z@ \rightskip \@pnumwidth \parfillskip -\@pnumwidth \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par \endgroup} \def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}} \def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}} \def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}} \def\l@subparagraph{\@dottedtocline{5}{10em}{5em}} \@ifundefined{c@section}{\newcounter{section}}{} \@ifundefined{c@chapter}{\newcounter{chapter}}{} \newif\if@mainmatter \@mainmattertrue \def\chaptername{Chapter} \def\frontmatter{% \pagenumbering{roman} \def\thechapter{\@roman\c@chapter} \def\theHchapter{\roman{chapter}} \def\thesection{\@roman\c@section} \def\theHsection{\roman{section}} \def\@chapapp{}% } \def\mainmatter{% \cleardoublepage \def\thechapter{\@arabic\c@chapter} \setcounter{chapter}{0} \setcounter{section}{0} \pagenumbering{arabic} \setcounter{secnumdepth}{6} \def\@chapapp{\chaptername}% \def\theHchapter{\arabic{chapter}} \def\thesection{\@arabic\c@section} \def\theHsection{\arabic{section}} } \def\backmatter{% \cleardoublepage \setcounter{chapter}{0} \setcounter{section}{0} \setcounter{secnumdepth}{2} \def\@chapapp{\appendixname}% \def\thechapter{\@Alph\c@chapter} \def\theHchapter{\Alph{chapter}} \appendix } \newenvironment{bibitemlist}[1]{% \list{\@biblabel{\@arabic\c@enumiv}}% {\settowidth\labelwidth{\@biblabel{#1}}% \leftmargin\labelwidth \advance\leftmargin\labelsep \@openbib@code \usecounter{enumiv}% \let\p@enumiv\@empty \renewcommand\theenumiv{\@arabic\c@enumiv}% }% \sloppy \clubpenalty4000 \@clubpenalty \clubpenalty \widowpenalty4000% \sfcode`\.\@m}% {\def\@noitemerr {\@latex@warning{Empty `bibitemlist' environment}}% \endlist} \def\tableofcontents{\section*{\contentsname}\@starttoc{toc}} \parskip0pt \parindent1em \def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}} \newenvironment{reflist}{% \begin{raggedright}\begin{list}{} {% \setlength{\topsep}{0pt}% \setlength{\rightmargin}{0.25in}% \setlength{\itemsep}{0pt}% \setlength{\itemindent}{0pt}% \setlength{\parskip}{0pt}% \setlength{\parsep}{2pt}% \def\makelabel##1{\itshape ##1}}% } {\end{list}\end{raggedright}} \newenvironment{sansreflist}{% \begin{raggedright}\begin{list}{} {% \setlength{\topsep}{0pt}% \setlength{\rightmargin}{0.25in}% \setlength{\itemindent}{0pt}% \setlength{\parskip}{0pt}% \setlength{\itemsep}{0pt}% \setlength{\parsep}{2pt}% \def\makelabel##1{\upshape ##1}}% } {\end{list}\end{raggedright}} \newenvironment{specHead}[2]% {\vspace{20pt}\hrule\vspace{10pt}% \phantomsection\label{#1}\markright{#2}% \pdfbookmark[2]{#2}{#1}% \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}% }{} \def\TheFullDate{2011-03 2011-03-01 (revised: March 2011 01 March 2011)} \def\TheID{\makeatother } \def\TheDate{2011-03 2011-03-01} \title{Users' Training: The Predictor of Successful eLearning in HEIs} \author{}\makeatletter \makeatletter \newcommand*{\cleartoleftpage}{% \clearpage \if@twoside \ifodd\c@page \hbox{}\newpage \if@twocolumn \hbox{}\newpage \fi \fi \fi } \makeatother \makeatletter \thispagestyle{empty} \markright{\@title}\markboth{\@title}{\@author} \renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@ \belowdisplayskip \abovedisplayskip \abovedisplayshortskip \z@ plus2\p@ \belowdisplayshortskip 4\p@ plus2\p@ minus2\p@ \def\@listi{\leftmargin\leftmargini \topsep 2\p@ plus1\p@ minus1\p@ \parsep 2\p@ plus\p@ minus\p@ \itemsep 1pt} } \makeatother \fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm} \fancyhf{} \setlength{\headheight}{14pt} \fancyhead[LE]{\bfseries\leftmark} \fancyhead[RO]{\bfseries\rightmark} \fancyfoot[RO]{} \fancyfoot[CO]{\thepage} \fancyfoot[LO]{\TheID} \fancyfoot[LE]{} \fancyfoot[CE]{\thepage} \fancyfoot[RE]{\TheID} \hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true} \fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}} \date{} \usepackage{authblk} \providecommand{\keywords}[1] { \footnotesize \textbf{\textit{Index terms---}} #1 } \usepackage{graphicx,xcolor} \definecolor{GJBlue}{HTML}{273B81} \definecolor{GJLightBlue}{HTML}{0A9DD9} \definecolor{GJMediumGrey}{HTML}{6D6E70} \definecolor{GJLightGrey}{HTML}{929497} \renewenvironment{abstract}{% \setlength{\parindent}{0pt}\raggedright \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt \textcolor{GJBlue}{\large\bfseries\abstractname\space} }{% \vskip8pt \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt } \usepackage[absolute,overlay]{textpos} \makeatother \usepackage{lineno} \linenumbers \begin{document} \author[1]{Dr. Allah Nawaz} \affil[1]{ Gomal University, DIK, KPK, Pakistan} \renewcommand\Authands{ and } \date{\small \em Received: 21 January 2011 Accepted: 16 February 2011 Published: 1 March 2011} \maketitle \begin{abstract} Research reveals over and over that the successful development and use of eLearning systems in higher education institutions (HEIs) are squarely anchored on the roles of users in the development and use phases of an eLearning project. At the development level, researchers suggest that all decisions and implementation must be user-centric by constantly scanning the diversity of ever-changing user-needs. While use level requires effective user-training and then sustained technical support that is available 24/7. However, user training is central issue for the project and organizational (university) management in terms of its contents, processes and followup. This paper aims at unfolding the nature and implications of user-training in the background of eLearning practices in HEIs particularly, in developing countries like Pakistan. Extensive literature have been surveyed to bring together diverse ideas, findings and comments of researchers about the nature, problems and solutions of user-training in the background of higher education thereby reducing it into a theoretical model of user-training. \end{abstract} \keywords{eLearning, HEIs, ICTs, eProjects, eUsers, eTraining, eTeachers, eStudents, Net-Genres, } \begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) \textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark} \end{textblock*} \begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) \textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}} \end{textblock*} \let\tabcellsep& \section[{I. INTRODUCITON}]{I. INTRODUCITON}\par The development of innovative competencies in eLearning is rapidly surfacing as the key issue for teacher training \hyperref[b24]{(Gray et al., 2003)}. Within universities, the implementation of eLearning is difficult for many reasons including the hesitance of faculty and staff members: decision makers and academics to change \hyperref[b34]{(Loing, 2005;}\hyperref[b48]{Qureshi et al., 2009)}. Likewise, researchers have documented that many eLearning projects fail due to many reasons but particularly, the lack of adequate training to support the program \hyperref[b62]{(Wells, 2007;}\hyperref[b45]{Nawaz et al., 2007;} {\ref Nawaz \& Kundi, 2010b)}.\par Furthermore, technology means nothing if it is not used \hyperref[b42]{(Mujahid, 2002)} but use depends on the users' motivation towards eLearning \hyperref[b36]{(Lynch et al., 2005)}. For example, people need word processing not to `survive rather to command over the efficient ways of sharing information about livelihoods and employment. Information and Communication Technologies (ICTs) for human development are not about technology, but about people using the technology \hyperref[b25]{(Hameed, 2007)}. Similarly, teachers and students expect better support for lectures, a better access to databases, better support for research, better connectivity with the rest of the world but these high expectations are reported to be in contrast with reality \hyperref[b61]{(Vrana, 2007;} {\ref Nawaz \& Kundi, 2010c)}.\par Depending on the theoretical model used by the developers and users, instrumental (ICTs as a tool) and/or substitutive (ICTs as a change-agent) roles of eLearning are available however; both models emphasize the role of eLearning-users \hyperref[b65]{(Young, 2003)}. Instrumentalists contend that technology is neutral and therefore its impacts and benefits entirely depend on how are they harnessed and used by teacher, student and administrators \hyperref[b37]{(Macleod, 2005)}. The substantive theorists accentuate that instrumental view is an underestimation and they can be used more intellectually and intuitively thereby changing the lifestyle of the society \hyperref[b18]{(Ezer, 2006)}. However, it is notable that no matter whether instrumental or substantive view is upheld, the success of eLearning squarely depends on the quality of "eTraining \hyperref[b9]{(Blázquez \& Díaz, 2006})" available for teachers, students, and administrators.\par Thus, the future of technology in higher education depends on the training of particularly, teachers because it is these teachers who prepare the students as well as administrators to use digital tools \hyperref[b46]{(Oh \& French, 2004}). The adoption of ICTs is a lifelong learning process however, for immediate uses particularly in organizations like universities, the users are supposed to quickly learn using new technologies. So, training is a narrow term than education that aims at preparing a learner for a particular job, function, or profession. Education refers to a long term learning process with high level objectives of developing moral, cultural, social and intellectual dimensions of an individual and society \hyperref[b14]{(Drinkwater et al., 2004;}. \section[{II. E-LEARNING IN HEIS \& E-TRAINING OF E-USERS}]{II. E-LEARNING IN HEIS \& E-TRAINING OF E-USERS}\par Traditionally, transmissive modes of learning were popular, however, now there are shifts from content-centered to competency-based curricula as well as departures from teacher-centered to studentcentered pedagogy in which students drive the learning process \hyperref[b47]{(Oliver, 2002)}. ICTs and particularly the educational technologies (ETS) provide complete support to the innovations of eLearning \hyperref[b13]{(Dinevski \& Kokol, 2005)} for example, its tools are usable in any learning situation including face-to-face, blended or hybrid courses, or virtual learning \hyperref[b1]{(Abrami et al., 2006)}. eLearning can be delivered either through self-managed (asynchronous -offline) and teacher-led (synchronousonline). In asynchronous system, teacher and student are not required to be physically present at the time of communication rather programs are saved on the network, which is accessible at anytime from anywhere. Asynchronous learning is globally accessible, easily maintainable, platform-independent, quickly updatable and entertains a diversity of "learning styles" of the users \hyperref[b38]{(Manochehr, 2007)}."\par The concerns about eLearning practices in HEIs include debates over the best means of integrating technology into teacher-training and preparing them to replicate the same in the classrooms \hyperref[b46]{(Oh \& French, 2004)}. A large body of literature supports the idea that technology training is the major factor that could help teachers develop positive attitudes toward technology and its integration into curriculum \hyperref[b66]{(Zhao \& Bryant, 2006)}. Recent studies on educational technology confirm the necessity of educating teacher candidates in technology-integration into the curriculum as well as the inadequacy of existing education programs \hyperref[b64]{(Willis, 2006)}. Teachers must be kept fully abreast of the new perspectives on learning theories in general and particularly in their area of specialization {\ref (Haddad \& Jurich, 2006)}. \section[{III. USERS OF E-LEARNING}]{III. USERS OF E-LEARNING}\par All users of ICT-based tools use computers however, their use varies from one group to another due to diversity of their functions and their personal attributes. Similarly, nature and extent of use is different under traditional computer-based learning, blended learning and virtual learning facilities \hyperref[b51]{(Sanyal, 2001;} {\ref UNESCO, 2004)}. Teachers are pushed to adopt technology by media, government, educational institutions, professional associations, parents and society at large, but it can be counterproductive therefore, there is need to understand the teacher perceptions of ICTs and their integration into pedagogy and thereby develop training programs accordingly \hyperref[b66]{(Zhao \& Bryant, 2006)}. Researchers have found that most of the educators prefer informal learning-methods than the formal courses of eTraining \hyperref[b12]{(Davey \& Tatnall, 2007;}.\par The new technologies like Internet, web-based applications, and Web 2.0 products -all are reengineering the pedagogic and learning theories and practices. There are shifts from objectivism to constructivism in teaching and learning \hyperref[b65]{(Young, 2003)}, technocratic to reformist and holist paradigms in eLearning development and use \hyperref[b5]{(Aviram \& Tami, 2004)}, and from instrumental uses of ETS to the substantive applications in the education \hyperref[b41]{(Mehra \& Mital, 2007;} {\ref Nawaz \& Kundi, 2010c}).\par 1) Teachers eLearning systems create challenges for the teachers and demands greater preparedness by possessing a wider repertoire of new teaching styles and techniques (UQA, 2001). An eTeacher has to play the roles of a mentor, coach/facilitator as well as perform the following functions:\par 1. Managerial: The teacher has to plan the teaching programs including objectives, timetable, rules and procedures, coursecontents and deciding about the interactive activities. 2. Intellectual: This refers to the fact that teacher knows the syllabus and subject behind it. 3. Social: The teacher creates supportive learning environment, interacts with students and examines their feedback. To perform this function, the eTeacher should motivate, facilitate and encourage the students to use new digital tools \hyperref[b9]{(Blázquez \& Díaz, 2006)}.\par In eLearning, five types of teacher-users have been identified: builders of eLearning tools, tool-users, tool-adapters, tool-abiders and those who are indifferent to the use of computers \hyperref[b28]{(Johnson et al., 2006)}. They further suggest that universities must develop a large body of tool users. Then motivate some creative faculty members to perform as adapters and give them incentives and support from the highest levels of administration. The most important type of teacher users is the 'tool adapters', who are skilled users and can adapt it according to the teaching styles of the faculty. Tool adapters must be those who enjoy teaching and not intimidated by technology.\par The research indicates that decisions made by teachers about the use of computers in their classrooms are influenced by multiple factors including the accessibility of hardware and relevant software, the nature of the curriculum, personal capabilities and teachers' beliefs in their capacity to work effectively with technology are a significant factor in determining patterns of classroom computer use (Albion, 1999). Furthermore, teachers' fear of being replaced by technology or losing their authority in the classroom as the learning process becomes more learner-centered. These apprehensions can only be alleviated if teachers n understand and appreciate their changing roles in education \hyperref[b56]{(Tinio, 2002}). \section[{2) Students}]{2) Students}\par Computers are regarded as beneficial to the students not because these machines can create a better form of learning but mainly because the knowledge and skills needed to operate the new tools are essential for working in new dot.com organizations. The ability to work with this new technology is perceived as an asset for the future success of their pupils \hyperref[b52]{(Sasseville, 2004)}. Even according to researchers, student manipulation of technology in achieving the goals of education is preferable to teacher manipulation of technology \hyperref[b1]{(Abrami et al., 2006)}. The challenge of evolving pedagogy to meet the needs of Net-savvy students is daunting, but educators are assisted by the fact that although these students learn in a different way than their predecessors did, but they do want to learn \hyperref[b6]{(Barnes et al., 2007)}.\par Contemporary eStudents are denoted by several concepts to express their involvement with ICTs: Computer Geeks/Nerds (Thomas \& Allen, 2006); Net-Generation, Net Geners, and Net-Savvy students \hyperref[b6]{(Barnes et al., 2007)}; as well as Millennials \& Electronic Natives \hyperref[b20]{(Garcia \& Qin, 2007)}. Instead of learning from computers, students can learn with computers in new constructivist environments \hyperref[b65]{(Young, 2003)}. Given that most students can access (almost anytime and from anywhere) various forms of information technology -MP3, cell phones, PDAs \hyperref[b0]{(Aaron et al., 2004)}, it is obvious that the Net Generation is different from the previous generations in terms of their technological abilities, teamwork abilities, and openness to participatory learning \hyperref[b20]{(Garcia \& Qin, 2007)}. \section[{3) Administrators/Staff}]{3) Administrators/Staff}\par The actual ICT use fosters logistics and administrative processes, distribution of materials and communication about instructional issues \hyperref[b60]{(Valcke, 2004}). ICT has had more impact on administrative services (e.g. admissions, registration, fee payment, purchasing) than on the pedagogic fundamentals of the classroom \hyperref[b11]{(Dalsgaard, 2006)}. Likewise, ICTs are also facilitating in organizational learning through improved forms of communication and sharing \hyperref[b33]{(Laffey \& Musser, 2006)}. Usually, administration (or management) provides the original momentum to create an IT committee and will be responsible for charging the group with its mission. High-quality IT literacy teaching requires the administration to provide support for faculty by adequately funding the staffing of IT services personnel to levels that can accommodate the demands placed upon them \hyperref[b19]{(Ezziane, 2007)}.\par Top management support defines the success or failure of any project. For ICT integration programs to be effective and sustainable, administrators must have a broad understanding of the technical, curricular, administrative, financial, and social dimensions of ICT in education \hyperref[b56]{(Tinio, 2002)}. The 'yes' from senior administrative level ensures the successful implementation of the strategic plan for educational technology \hyperref[b54]{(Stockley, 2004}) however, university administrators and ICT-departments try to provide the resources for technology integration in isolation from the teachners \hyperref[b29]{(Juniu, 2005)}. Administrators must balance the needs of all stakeholders \hyperref[b1]{(Abrami et al., 2006)}. \section[{IV. MODELLING THE E-TRAINING FOR HEIS}]{IV. MODELLING THE E-TRAINING FOR HEIS}\par The design and development of eLearning is not simply a matter of selecting a technology and a team of content and instructional experts, it also includes choosing educationalists with pedagogical and ICT skills required to handle online learning \hyperref[b40]{(McPherson \& Nunes, 2004)}. The technology-integration should not be based on technologically deterministic approach rather founded on broader social, cultural, political and economic factors \hyperref[b37]{(Macleod, 2005)}. In India, for example, most ICT education is ineffective because it is too technical and not at all concerned with local contexts and real world problems \hyperref[b18]{(Ezer, 2006)}. There is also increasing acknowledgement that it is not just technical skills needed by the eLearning developers rather soft skills' are more critical \hyperref[b27]{(Jewels \& Ford, 2006;} {\ref Nawaz \& Kundi, 2010b} {\ref , 2010c)}.\par Research tells that the ideal method for developing teachers' self-efficacy is effective training and support to work with computers in the classrooms (Albion, 1999). Educators are need resources, teaching techniques, greater cultural sensitivity, and ability to adjust with new teaching and learning structures (UQA, 2001). Likewise, effective teaching strategies \& pedagogy, appropriate curriculum, faculty development and consistent updating are the most important considerations in teacher education \hyperref[b46]{(Oh \& French, 2004}). In the eLearning environments, eTeacher works as a mentor, coach or facilitator and is expected to perform managerial, intellectual and social functions with the help of modern technologies, which definitely demands continuous teacher-training \hyperref[b9]{(Blázquez \& Díaz, 2006;} {\ref Nawaz \& Kundi, 2010c)}.\par Similarly, the students with no computerbackground, like those from natural sciences and social sciences need training in those tools which are needed in their own field of learning. This training is mostly conducted by the computer-personnel \hyperref[b18]{(Ezer, 2006)}. However, research shows that such trainers fall short of educating the students in how to use computers in a particular field of study except the general uses of the technology. Researchers have therefore suggested to use non-computer training personnel for the purpose of preparing non-computer students in practical use of computers in the real world \hyperref[b24]{(Gray et al., 2003;}\hyperref[b9]{Blázquez \& Díaz, 2006;} {\ref Nawaz \& Kundi, 2010c)}.\par Thus, both the decision-making and implementation staff has to understand ICTs. Decision makers' knowledge of computers and related technologies definitely help in making real-world decisions \hyperref[b2]{(Afghan, 2000)}. In most of the universities, administrators and administrative staff is given training in the use of computers for performing administrative functions like office automation tools particularly MS-Office \hyperref[b39]{(Marcella \& Knox 2004}) however, in the advanced countries, administrative staff is also trained in using EMIS, EDSS, LMS, CMS, and other eLearning software (UNESCO, 2006). In developing countries, there is still need to train administrators in the basic and preliminary use of computers in automating the routine administrative functions in an educational institution \hyperref[b41]{(Mehra \& Mital, 2007)}. Administrative staff handles data about the university resources, operations, results, projects and correspondence with the external institutions \hyperref[b63]{(Wikipedia, 2009}). \section[{1) Continuous Users' Need/Problems Analysis}]{1) Continuous Users' Need/Problems Analysis}\par Recent research shows that technology properly deployed in the classroom can make the learning process more interactive and enjoyable if curriculum is customized to learners' needs and personal interests \hyperref[b49]{(Radosevich \& Kahn, 2006)}. The multiplicity of perceptions about the nature and role of ICTs in HEIs can be grouped into two broader views. Each of these views determines the contents for eTraining.\par 1. Instrumental View: It is the most popular belief, which views technology as a 'tool' without any inherent value rather its value lies in its use so a single digital model fits every situation \hyperref[b37]{(Macleod, 2005;}\hyperref[b49]{Radosevich \& Kahn, 2006)}. Instrumental education is based on the argument that education serves society therefore emphasis is on relevance and utility of education. The risk of this approach is that students simply meet some identified need, rather than think critically with the purpose of achieving broader intellectual advancement \hyperref[b18]{(Ezer, 2006}). 2. Substantive Role: This is a determinist or autonomous approach which argues that technology is not neutral rather exerts positive or negative impacts. Technological determinism encourages the idea that: the mere presence of technology leads to familiar and standard applications, which in turn bring about social change \hyperref[b37]{(Macleod, 2005;}\hyperref[b49]{Radosevich \& Kahn, 2006)}. The substantive theory matches with the 'liberal theory' of education \hyperref[b18]{(Ezer, 2006)}, which views learning not as a mere recollection of facts rather an interconnected experience.\par Results show that promoters of technology view ICTs as a way of transforming education (substantiveapproach) whereas most of the teachers view it only as a means to an end (instrumental conception). The advocates of technology base their vision on broader social changes; the other group considers only the student-requirements and the practical ways to meet them \hyperref[b52]{(Sasseville, 2004}) therefore, the developers must balance the needs of all stakeholders \hyperref[b1]{(Abrami et al., (2006)} by getting academic computing staff, faculty, and administrators together \hyperref[b30]{(Kopyc, 2007;} {\ref Nawaz \& Kundi, 2010c)}. \section[{V. DISCUSSIONS}]{V. DISCUSSIONS}\par The research reveals that contemporary teacher training does not match the educational needs partly because administrators and technologists disallow faculty in the decisions about the design and development of technology-integration \hyperref[b29]{(Juniu, 2005)}. For example, there is no prescribed national syllabus for ICTs for teacher training in UK however, Ghana has a standard curriculum for ICTs in initial teacher training \hyperref[b10]{(Cawson, 2005)}. Anyhow, teachers need that kind of eTraining, which can be reproduced in the classrooms and not a training which makes them expert in merely using one or another software application or digital gadget \hyperref[b64]{(Willis, 2006)}.\par Besides, emotional and behavioral aspects of attitude, the 'informational component' is on the top in the sense that it creates the belief and perceptions of the person, therefore sets forth the foundation for practical attitude. Given this, attitudes can be changed by providing correct, complete and timely information to the users about ICTs, educational technologies, eLearning development and use practices and benefits for the user {\ref (Luthans, 2005:124)}. There is need to change the roles of both teachers and learners. The eTeacher is no more a 'sage on the stage' rather a 'guide on the side' in the new learning environments. Likewise, an eStudent is no more passive receiver of contents rather collaborating partners in the learning process .\par There is no denial that in the contemporary eLearning environments, a teacher's role for students has changed from providing well-cooked teacher's knowledge for passive students to self-cooked inputs by the students themselves. For this purpose, the students have to be self-disciplined, self-motivated and at the most mature in the field of ICTs and their applications \hyperref[b26]{(Hvorecký et al., 2005)}. However, it is notable that like teachers, the learners' preferences for their learning path depends on their personal characteristics of age, gender, perceptions about ICTs, and familiarity with the computer applications \hyperref[b41]{(Mehra \& Mital, 2007;} {\ref Nawaz \& Kundi, 2010a)}. \section[{VI. CONCLUSIONS}]{VI. CONCLUSIONS}\par Given the indispensability of computers in the educational environments, there is no option with the teachers, students and administrators except finding some way out for their digital literacy. They all have to understand their changing roles and responsibilities and make efforts to get knowledge and skills for play them effectively. The research tells that eLearning users mostly acquire their knowledge of computers either formally or informally from friends and fellows. However, there is need for a structured formal eTraining of users that is based on a thorough analysis of the requirements for technology, institution, individual users and society at large.\par The training contents and the process must be user-centric meaning that eTraining has to be designed in accordance with the teaching styles of teachers and learning styles of the students and administrators. This is possible if a comprehensive research project is first initiated to collect data about different aspects of eLearning environments and then designing the systems, the results can be promising. However, implementation of such an ideal system should not be the immediate rather long term objective. Attitude management takes sometime but if consistent efforts are not make for eTraining, most of the institutions continue using ICTs for low level applications.\begin{figure}[htbp] \noindent\textbf{1}\includegraphics[]{image-2.png} \caption{\label{fig_0}Figure 1}\end{figure} \footnote{March 2011©2011 Global Journals Inc. (US)} \footnote{March 2011©2011 Global Journals Inc. (US)} \footnote{March 2011©2011 Global Journals Inc. (US)} \footnote{March 2011©2011 Global Journals Inc. (US)} \footnote{March 2011Users Training: The Predictor of Successful eLearning in HEIs ©2011 Global Journals Inc. (US)} \footnote{March 2011} \backmatter \begin{bibitemlist}{1} \bibitem[ / ]{b3}\label{b3} \textit{}, / . \bibitem[Luthans ()]{b35}\label{b35} \textit{}, F Luthans . 1995. McGraw-Hill. \bibitem[Graff et al. ()]{b22}\label{b22} \textit{}, M Graff , J Davies , M Mcnorton . 2001. \bibitem[Drinkwater et al. ()]{b14}\label{b14} \textit{}, P M Drinkwater , C M Adeline , S French , K N Papamichail , T Rickards . 2004. \bibitem[Bataineh and Abdel-Rahman ()]{b7}\label{b7} \textit{}, R F Bataineh , A A Abdel-Rahman . 2006. \bibitem[Wikipedia (2009)]{b63}\label{b63} \textit{}, Wikipedia . \url{http://www.Wikipedia.org/accessed} 2009. 10 February, 2009. \bibitem[Abrami et al. (2006)]{b1}\label{b1} ‘A Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions’. P C Abrami , R M Bernard , A Wade , R F Schmid , E Borokhovski , R Tamim , M A Surkes , G Lowerison , D Zhang , I Nicolaidou , S Newman , Wozney , A Peretiatkowicz . \url{http://www.cjlt.ca/} \textit{Canadian Journal of Learning and Technology} 2006. May 14, 2007. 32 (3) . \bibitem[Blázquez and Díaz (2006)]{b9}\label{b9} ‘A Training Proposal for e-Learning Teachers’. F E Blázquez , L A Díaz . \url{http://www.eurodl.org/} \textit{European Journal of Open, Distance and E-Learning} 2006. April 10. 2007. \bibitem[Adopting a Web-Based Collaborative Tool to Support The Manchester Method Approach to Learning Electronic Journal on e-Learning (2007)]{b15}\label{b15} ‘Adopting a Web-Based Collaborative Tool to Support The Manchester Method Approach to Learning’. \url{http://www.ejel.org/volume-2/vol2-issue1/issue1-art23-drinkwater.pdf} \textit{Electronic Journal on e-Learning} April 19. 2007. 2 (1) p. . (Retrieved) \bibitem[Young (2003)]{b65}\label{b65} ‘Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments’. L D Young . \url{http://www.cjlt.ca/} \textit{Canadian Journal of Learning and Technology} 2003. May 14, 2007. 29 (3) . \bibitem[Hvorecký et al. (2005)]{b26}\label{b26} ‘Can E-learning break the Digital Divide’. J Hvorecký , V S Mana?mentu , P Cesta . \url{http://www.eurodl.org/} \textit{European Journal of Open, Distance and E-Learning} 2005. April 10. 2007. \bibitem[Zhao and Bryant (2006)]{b66}\label{b66} ‘Can Teacher Technology Integration Training Alone Lead to High Levels of Technology Integration? A Qualitative Look at Teachers' Technology Integration after State Mandated Technology Training’. Y Zhao , F Bryant . \url{http://ejite.isu.edu/Volume5No1/} \textit{Technology in Education} 2006. April 10, 2007. 5 p. . (Retrieved) \bibitem[Wells (2007)]{b62}\label{b62} ‘Challenges and opportunities in ICT educational development: A Ugandan case study’. R Wells . \url{http://ijedict.dec.uwi.edu//} \textit{International Journal of Education and Development} 2007. July 21. 2007. 3 (2) . (ICT) \bibitem[Vrana (2007)]{b61}\label{b61} \textit{Changes required by ICT era are painful sometimes. CAUSE98, an EDUCAUSE conference, online proceedings}, I Vrana . \url{http://www.educause.edu/copyright.html} 2007. Retrieved October 10, 2007. \bibitem[Cognitive Style and Cross Cultural Differences in Internet Use and Computer Attitudes (2007)]{b23}\label{b23} \url{http://www.eurodl.org/} \textit{Cognitive Style and Cross Cultural Differences in Internet Use and Computer Attitudes}, April 10. 2007. \bibitem[Willis (2006)]{b64}\label{b64} ‘Creating a Working Model for Technology Integration Through a Lesson Planning WebQuest’. J Willis . \url{http://ejite.isu.edu/Volume5No1/} \textit{Technology in Education} 2006. April 10. 2007. 5 p. . (Retrieved) \bibitem[Juniu ()]{b29}\label{b29} ‘Digital Democracy in Higher Education Bridging the Digital Divide’. S Juniu . \textit{Innovate Journal of Online Education} 2005. 2 (1) . \bibitem[Nawaz and Kundi ()]{b44}\label{b44} ‘Digital literacy: An analysis of the contemporary paradigms’. A Nawaz , G M Kundi . \url{http://www.academicjournals.org/JSTER(c} \textit{Journal of Science and Technology Education Research} 2010. 1 (2) p. . \bibitem[Mujahid and ; G M Kundi (2002)]{b42}\label{b42} ‘Digital opportunity initiative: for Pakistan. A paper evaluating Pakistani eReadiness Initiatives. National Post Graduate Institute of Telecommunications \& Informatics, PTCL. IT \& Telecom Division, Ministry of Science and Technology, Government of Pakistan’. Y H Mujahid , ; G M Kundi . \url{http://www.most.gov.pk/40} \textit{Pakistan. Electronic Journal of Information Systems for Developing Countries} 2002. May 11. 2007. 2010. 41 (5) p. . (Demographic implications for the eLearning user perceptions in HEIs of NWFP) \bibitem[Educational Decision Support Systems (2006)]{b58}\label{b58} \textit{Educational Decision Support Systems}, \url{http://portal.unesco.org/en/ev.php-URL\textunderscore ID=5559\&URL\textunderscore DO=DO\textunderscore TOPIC\&URL\textunderscore SECTION=201.html} 2006. July 14. 2007. \bibitem[Qureshi et al. ()]{b48}\label{b48} ‘eLearning development in HEIs: Uncomfortable and comfortable zones for developing countries’. Q A Qureshi , S Ahmad , Najibullah , A Nawaz , B Shah . \textit{Gomal University Journal of Research} 2009. GUJR. 25 (2) p. . \bibitem[Kopyc (2006)]{b30}\label{b30} \textit{Enhancing Teaching with Technology: Are We There Yet? Innovate Journal of Online Education}, S Kopyc . \url{http://Innovateonline.info} 2007. December 2006. January 2007. April 10, 2007. 3. (Retrieved) \bibitem[Sanyal (2001)]{b51}\label{b51} \textit{Expert Roundtable on University and Technology-for-Literacy/Basic Education Partnership in Developing Countries}, B C Sanyal . \url{http://www.literacyonline.org/products/ili/pdf/UTLPsanyal.pdf} 2001. 10 to 12 Sep, 2001. April 10. 2007. Paris. (International Institute for Educational Planning) \bibitem[Kundi and Nawaz ()]{b31}\label{b31} ‘From objectivism to social constructivism: The impacts of information and communication technologies (ICTs) on higher education’. G M Kundi , A Nawaz . \url{http://www.academicjournals.org/JSTER} \textit{Journal of Science and Technology Education Research} 2010. 1 (2) p. . \bibitem[Afghan (2000)]{b2}\label{b2} ‘Human resources development in Pakistan’. N Afghan . \url{http://pakistaneconomist.com/issue2000/issue3} \textit{Pakistan Economist} 2000. April 14, 2007. \bibitem[Loing (2005)]{b34}\label{b34} ‘ICT and Higher Education’. B Loing . \url{http://ong-comite-liaison.unesco.org/ongpho/acti/3/11/rendu/20/pdfen.pdf} \textit{General delegate of ICDE at UNESCO. 9th UNESCO/NGO Collective Consultation on Higher Education}, 2005. April 2005. June 24, 2007. \bibitem[Dinevski and Kokol (2005)]{b13}\label{b13} ‘ICT and Lifelong Learning’. D Dinevski , D P Kokol . \url{http://www.eurodl.org/} \textit{European Journal of Open, Distance and E-Learning} 2005. April 10. 2007. \bibitem[Hameed (2007)]{b25}\label{b25} \textit{ICT as an enabler of socioeconomic development}, T Hameed . \url{http://www.itu.int/osg/spu/digitalbridges/materials/hameed-paper.pdf} 2007. June, 24 2007. \bibitem[Valcke (2004)]{b60}\label{b60} ‘ICT in higher education: An uncomfortable zone for institutes and their policies’. M Valcke . \url{http://www.ascilite.org.au/conferences/perth04/procs/valcke-keynote.html} \textit{Proceedings of the 21st ASCILITE Conference}, R Atkinson, C Mcbeath, D Jonas-Dwyer, \& R Phillips (ed.) (the 21st ASCILITE Conference) 2004. 5-8 December. Retrieved April 10. 2007. Perth. p. . (Beyond the comfort zone) \bibitem[Cawson (2005)]{b10}\label{b10} \textit{ICTs in Teacher Education: What do teachers need to learn? International Conference on Teacher Education}, P A Cawson . \url{http://www.fiankoma.org/pdf/ICTs\%20in\%20Teacher\%20Education.pdf} 2005. Ghana, 17-20 August 2005. April 19. 2007. University of Cape Coast (Quality Teacher Education: The Challenges of the 21st Century. Retrieved) \bibitem[Garcia and Qin (2007)]{b20}\label{b20} ‘Identifying the Generation Gap in Higher Education: Where Do the Differences Really Lie?’. P Garcia , J Qin . \url{http://Innovateonline.info} \textit{Innovate Journal of Online Education} 2007. April/May. Retrieved April 10, 2007. 3 (4) . \bibitem[Johnson et al. (2006)]{b28}\label{b28} ‘Improving Computer Literacy of Business Management Majors: A Case Study’. D W Johnson , K W Bartholomew , D Miller . \url{http://jite.org/documents/Vol5/} \textit{Journal of Information Technology Education} 2006. July 14. 2007. 5. \bibitem[Ezer (2006)]{b18}\label{b18} ‘India and the USA: A Comparison through the Lens of Model IT Curricula’. J Ezer . \url{http://jite.org/documents/Vol5/} \textit{Journal of Information Technology Education} 2006. July 14. 2007. \bibitem[Lynch et al. (2005)]{b36}\label{b36} ‘Individual and Organizational Factors Influencing Academics' Decisions to Pursue the Scholarship of Teaching ICT’. J Lynch , J Sheard , A Carbone , F Collins . \url{http://jite.org/documents/Vol4/} \textit{Journal of Information Technology Education} 2005. July 14. 2007. \bibitem[Sirkemaa (2001)]{b53}\label{b53} ‘Information technology in developing a meta-learning environment’. S Sirkemaa . \url{http://www.eurodl.org/} \textit{European Journal of Open, Distance and E-Learning} 2001. April 10. 2007. \bibitem[Ezziane (2007)]{b19}\label{b19} ‘Information Technology Literacy: Implications on Teaching and Learning’. Z Ezziane . \url{http://www.ask4research.info/} \textit{Journal of Educational Technology \& Society} 2007. April 10. 2007. 10 (3) p. . (Retrieved) \bibitem[Sasseville (2004)]{b52}\label{b52} ‘Integrating Information and Communication Technology in the Classroom: A Comparative Discourse Analysis’. B Sasseville . \url{http://www.cjlt.ca/} \textit{Canadian Journal of Learning and Technology} 2004. May 14, 2007. 30 (2) . \bibitem[Mehra and Mital (2007)]{b41}\label{b41} ‘Integrating technology into the teaching-learning transaction: Pedagogical and technological perceptions of management faculty’. P Mehra , M Mital . \url{http://ijedict.dec.uwi.edu//} \textit{International Journal of Education and Development using ICT} 2007. October 11. 2007. 3 (1) . \bibitem[Jordanian EFL students' perceptions of their computer literacy: An exploratory case study International Journal of Education and Development using ICT (2007)]{b8}\label{b8} ‘Jordanian EFL students' perceptions of their computer literacy: An exploratory case study’. \url{http://ijedict.dec.uwi.edu//viewarticle.php?id=169\&layout=html} \textit{International Journal of Education and Development using ICT} April 10, 2007. 2 (2) . \bibitem[Nawaz et al. ()]{b45}\label{b45} ‘Metaphorical interpretations of information systems failure’. A Nawaz , G M Kundi , D B Shah . \textit{Peshawar University Teachers' Association Journal} 2007. 14 p. . \bibitem[Gay et al. (2006)]{b21}\label{b21} ‘Perceptions of information and communication technology among undergraduate management students in Barbados’. G Gay , S Mahon , D Devonish , P Alleyne , P G Alleyne . \url{http://ijedict.dec.uwi.edu//} \textit{International Journal of Education and Development using ICT} 2006. May 11, 2007. 2 (4) . \bibitem[Aaron et al. (2004)]{b0}\label{b0} ‘Planning for Integrating Teaching Technologies’. M Aaron , D Dicks , C Ives , B Montgomery . \url{http://www.cjlt.ca/} \textit{Canadian Journal of Learning and Technology} 2004. May 14, 2007. 30 (2) . \bibitem[Nawaz and Kundi ()]{b43}\label{b43} ‘Predictor of elearning development and use practices in higher education institutions (HEIs) of NWFP, Pakistan’. A Nawaz , G M Kundi . \url{http://www.academicjournals.org/JSTER(b} \textit{Journal of Science and Technology Education Research} 2010. 1 (3) p. . \bibitem[Thurab-Nkhosi et al. (2005)]{b55}\label{b55} ‘Preparing Academic Staff for e-Learning at the University of Botswana’. D Thurab-Nkhosi , M Lee , D Giannini-Gachago . \url{http://Innovateonline.info} \textit{Innovate Journal of Online Education} 2005. Oct/Nov. Retrieved April 10, 2007. 2 (1) . \bibitem[Oh and French (2004)]{b46}\label{b46} ‘Preservice Teachers' Perceptions of an Introductory Instructional Technology Course’. Eunjoo \& Oh , Russell French . \url{http://ejite.isu.edu/Volume3No1/} \textit{Electronic Journal for the Integration of Technology in Education} 2004. April 10. 2007. 3 (1) . (Retrieved) \bibitem[Ehlers (2005)]{b16}\label{b16} ‘Quality in e-learning from a learner's perspective’. U Ehlers . \url{http://www.eurodl.org/} \textit{European Journal of Open, Distance and E-Learning} 2005. April 10. 2007. \bibitem[Albion, P. R (ed.) (1999)]{b4}\label{b4} \textit{Self-Efficacy Beliefs as an Indicator of Teachers' Preparedness for Teaching with Technology}, \url{http://www.usq.edu.au/users/albion/papers/site99/1345.html} Albion, P. R (ed.) 1999. May 10. 2007. \bibitem[Laffey and Musser (2006)]{b33}\label{b33} ‘Shadow netWorkspace: An open source intranet for learning communities’. J M Laffey , D Musser . \url{http://www.cjlt.ca/} \textit{Canadian Journal of Learning and Technology} 2006. May 14, 2007. 32 (1) . \bibitem[Dalsgaard (2006)]{b11}\label{b11} ‘Social software: Elearning beyond learning management systems’. C Dalsgaard . \url{http://www.eurodl.org/} \textit{European Journal of Open, Distance and E-Learning} 2006. April 10. 2007. \bibitem[Stockley (2004)]{b54}\label{b54} ‘Strategic Planning for Technological Innovation in Canadian Post Secondary Education’. D Stockley . \url{http://www.cjlt.ca/} \textit{Canadian Journal of Learning and Technology} 2004. May 14, 2007. 30 (2) . \bibitem[Marcella and Knox (2004)]{b39}\label{b39} ‘Systems for the management of information in a university context: An investigation of user need’. R Marcella , K Knox . \url{http://InformationR.net/ir/9-2/paper172.html} \textit{Information Research} 2004. April 10. 2007. 9 (2) . (Paper 172.) \bibitem[Barnes et al. (2007)]{b6}\label{b6} ‘Teaching and Learning with the Net Generation’. K Barnes , R C Marateo , S P Ferris . \url{http://Innovateonline.info} \textit{Innovate Journal of Online Education} 2007. April 10, 2007. 3 (4) . (Retrieved) \bibitem[Reilly (2005)]{b50}\label{b50} ‘Teaching by Example: A Case for Peer Workshops about Pedagogy and Technology’. C Reilly . \url{http://Innovateonline.info} \textit{Innovate Journal of Online Education} 2005. February/March. Retrieved April 10, 2007. 1 (3) . \bibitem[Jewels and Ford (2006)]{b27}\label{b27} ‘The Development of a Taxonomy of Desired Personal Qualities for IT Project Team Members and Its Use in an Educational Setting’. T Jewels , M Ford . \url{http://jite.org/documents/Vol5/} \textit{Journal of Information Technology Education} 2006. July 14. 2007. 5. \bibitem[Lacour (2005)]{b32}\label{b32} ‘The future of integration, personalization, and ePortfolio technologies’. S Lacour . \url{http://Innovateonline.info} \textit{Innovate Journal of Online Education} 2005. April/May. Retrieved April 10. 2007. 1 (4) . \bibitem[Aviram and Tami (2004)]{b5}\label{b5} \textit{The impact of ICT on education: the three opposed paradigms, the lacking discourse}, R Aviram , D Tami . \url{http://www.informatik.uni-bremen.de/\textasciitilde mueller/kr-004/ressources/ict\textunderscore impact.pdf} 2004. July 14. 2007. \bibitem[Manochehr (2007)]{b38}\label{b38} ‘The Influence of Learning Styles on Learners in E-Learning Environments: An Empirical Study’. N Manochehr . \url{http://www.economicsnetwork.ac.uk/cheer.htm} \textit{Computers in Higher Education and Economics Review} 2007. Retrieved April 10. 2007. 18. \bibitem[Ekstrom et al. (2006)]{b17}\label{b17} ‘The Information Technology Model Curriculum’. J J Ekstrom , S Gorka , R Kamali , E Lawson , B Lunt , J Miller , H Reichgelt . \url{http://jite.org/documents/Vol5/} \textit{Journal of Information Technology Education} 2006. July 14. 2007. 5. \bibitem[Davey and Tatnall (2007)]{b12}\label{b12} ‘The Lifelong Learning Iceberg of Information Systems Academics -A Study of On-Going Formal and Informal Learning by Academics’. B Davey , A Tatnall . \url{http://jite.org/documents/Vol6/} \textit{Journal of Information Technology Education} 2007. July 14. 2007. 6. \bibitem[Oliver (2002)]{b47}\label{b47} \textit{The role of ICT in higher education for the 21st century: ICT as a change agent for education}, R Oliver . \url{http://elrond.scam.ecu.edu.au/oliver/2002/he21.pdf} 2002. April 14. 2007. \bibitem[Mcpherson and Nunes (2004)]{b40}\label{b40} ‘The Role of Tutors as an Integral Part of Online Learning Support’. M Mcpherson , M B Nunes . \url{http://www.eurodl.org/} \textit{European Journal of Open, Distance and E-Learning} 2004. April 10. 2007. \bibitem[Gray et al. (2003)]{b24}\label{b24} ‘The Training of Teachers and Trainers: Innovative Practices, Skills and Competencies in the use of eLearning’. D E Gray , M Ryan , A Coulon . \url{http://www.eurodl.org/} \textit{European Journal of Open, Distance and E-Learning} 2003. April 10, 2007. \bibitem[The University of Queensland Australia (UQA) (2001)]{b59}\label{b59} \textit{The University of Queensland Australia (UQA)}, \url{http://www.tedi.uq.edu.au/largeclasses/pdfs/LitReview\textunderscore 6\textunderscore policies\&trend.pdf} 2001. April 10. 2007. (Policies and trends in higher education. Retrieved) \bibitem[Tinio (2002)]{b56}\label{b56} \textit{UNDP's regional project, the Asia-Pacific Development Information Program (APDIP), in association with the secretariat of the Association of Southeast Asian Nations (ASEAN)}, V L Tinio . \url{http://www.apdip.net/publications/iespprimers/eprimer-edu.pdf} 2002. July 14. 2007. (Presented by UNDP for the benefit of participants to the World Summit on the Information Society. Retrieved) \bibitem[UNESCO Education Position Paper (2004)]{b57}\label{b57} \textit{UNESCO Education Position Paper}, \url{http://unesdoc.unesco.org/images/0013/001362/136247e.pdf} 2004. April 10. 2007. \bibitem[Radosevich and Kahn (2006)]{b49}\label{b49} ‘Using Tablet Technology and Recording Software to Enhance Pedagogy’. D Radosevich , P Kahn . \url{http://Innovateonline.info} \textit{Innovate Journal of Online Education} 2006. Aug/Sep. Retrieved April 10, 2007. 2 (6) . \bibitem[Macleod (2005)]{b37}\label{b37} ‘What role can educational multimedia play in narrowing the digital divide’. H Macleod . \url{http://ijedict.dec.uwi.edu//} \textit{International Journal of Education and Development using ICT} 2005. May 11. 2007. (4) p. 1. \end{bibitemlist} \end{document}