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Figure-7 (a): Box plot displaying the ELr scores of faculty members; (b)
Distribution of ELr scores of faculty members

Dimensions of eLearning readiness scored more than the mean score of A
and the 50th percentile score of PR (vide
Table-2 shows the descriptive statistics
of dimension wise mean score of ELr. table 2) shows that around 50percent of
Technological skills/components and the faculty members scored less than
pedagogical skills play a very important 49. In this dimension, around 64percent
role in successful implementation of of faculty members scored more than
eLearning (Lloyd, 2012; Muhannad the mean score. From figure 8, it can
Anwar Al-Shboul, 2019; Oketch, 2014; be interpreted that the median score
Soong et al., 2001; Tarus & Gichoya, of TR dimension is highest followed by
2015). In the present study it was the median score of RR, A and PR. The
observed that faculty members scored scores of PR are skewed towards the
highest in the TR dimension and least lower side and the outliers in PR indicate
in the PR. Joseph, 2010 ; Adiyarta et al., the presence of very least scores in this
2018; Edumadze et al., 2014; Nisperos, dimension. The outliers in each of these
2014 emphasized that technological dimensions are mild and hence it can be
skills need to be improved to improve the said that the influence of these outliers
effectiveness of eLearning. Eslaminejad on overall ELr score is not strong (vide
et al., 2010 suggests that pedagogical figure 7 (a)).
innovations are required to improve
the effectiveness of eLearning. Around
50percent of the faculty members
scored more than the mean score of
TR (vide table 2). The 50th percentile
score of RR (vide table 2) indicates
that 50percent of the faculty members
scored more than the mean score of
RR. Similarly, the 50th percentile score
of A (vide table 2) shows that around
50percent of the faculty members

Indian Journal of Educational Technology 131
Volume 3, Issue 2, July 2021