Assessing the readiness of soft technologies in Iranian universities to implement the e-learning systems

There is a common misconception that technology is limited to physical devices (i.e., hard technology). However, technology also includes soft technology, concerned with human and social factors. The emphasis on hard technology has prevented technology education from widening its scope and thus catering to the needs of a changing society. This paper first briefly identifies the common definitions of soft and hard technologies. It then argues that e-learning systems should emphasize both hard and soft technologies.

Through a case study of Iranian universities, the paper identifies seven dimensions of soft technologies in e-learning systems. Then, readiness data for 12 selected Iranian universities are gathered.

According to the results, the "regulations" dimension has the highest relative importance, while its level of preparation is estimated poorly among the selected universities. the score of the “culture” dimension is "average" and the score of other readiness dimensions, including “policy”, "regulations", "supervision", "digital content", "standards" and "financial resources" is "weak" and "relatively weak". Thus, the overall readiness of selected universities is "weak".

Conclustion: 

This shows the need for policy-making and strategic planning by senior management groups and deans of the universities in order to improve their "e-learning prioritization", "budgeting and allocation", "content standards", "supporting regulations", " monitoring systems"; and "stakeholder awareness of the benefits of e-learning systems".