Measuring E-Learning Readiness in the Forestry Research and Development Agency of Indonesia

This research investigates organisational readiness for implementing organisational elearning systems (OES) in the Forestry Research and Development Agency (FORDA) of Indonesia. The study measures the level of organisational readiness for OES implementation at FORDA; and determines factors that need to be addressed in order to implement successful OES at FORDA, in a context with no prior OES knowledge. A mixed-methods approach was employed in this study. A cross-sectional survey was delivered in two forms: online and paper-based. The survey sample consisted of 288 employees of FORDA (policy makers, researchers, research assistants, and general employees). Statistical measures - reliability analysis, factor analysis, and multiple regression - were conducted using SPSS version 16.0. As a complementary method, 12 semi-structured interviews were conducted with 12 policy makers at FORDA. A comprehensive organisational e-learning readiness instrument (COERI) was developed to assess the level of organisational readiness for OES from the perspective of all target respondents (policy makers, e-learning providers, facilitators, and learners). The study proposes twelve readiness dimensions: technological skills; positive online learning style; negative online learning style; equipment/infrastructure; attitude; human resources; environmental; positive cultural; negative cultural; financial affordability; financial availability; and financial possibility.  Overall, to implement successful OES at FORDA the results show that only five areas are ready but need a few improvements (equipment/infrastructure, attitude, environment, positive online culture, and financial availability); five areas are not ready of which three areas need some improvements (technological skills, positive online learning style, and human resources), and two areas need major improvements (financial affordability and financial possibility). Factors that affect organisational readiness and need to be developed further in order to implement successful OES are: personal characteristics (age, education, gender, and computer experience), Internet access, central support, finance, environment, face-to-face contact, human resources capacity, English proficiency, and prior e-learning knowledge. Further exploration is required to achieve a more reliable instrument and to improve the applicability of COERI to similar research contexts.