Professional Documents
Culture Documents
Research Methodology Project
Research Methodology Project
Department of IT
2020 – 2019
Introduction
E-learning is commonly referred to the intentional use of networked information and
communication technology in teaching and learning. A number of other terms are also used
to describe this mode of teaching and learning. They include; Online learning, Virtual
learning, Distributed learning, Network and web based learning. E-Learning – Definition, the
term e-learning comprises a lot more than online learning, virtual learning, distributed
learning, networked or web-based learning. As the letter “e” in e-learning stands for the
word “electronic”, it would incorporate all educational activities that are carried out by
individuals or groups working online or offline, and synchronously or asynchronously via
.networked or standalone computers and other electronic devices
In this new environment of learning, students will attend a virtual class and it is
flexible because it can be accessed everywhere as long as student has a personal computer
and Internet connection [1]. The new approach of learning gives many benefits to the higher
learning institutions as they can efficiently make use of time towards the productivity and
decreasing the training cost [2]. Moreover, new learning approach can streamline the
process of education by freeing educator’s time to focus on learning transference,
supplemental information development, and learners’ educational needs [3]. Online
environment can make instructors more approachable. Students can talk openly with their
instructor through online discussion, without going to his or her office. This type of
communication can enhance the contact between instructors and students. However, can
the online learning help student learn more effectively compare to traditional learning?
Since, online learning generally lacks weekly face-to-face meetings, it is important for
students to communicate comfortably and confidently with their instructors and virtual
classmates through computer correspondence or discussion, especially those presented in
.writing
Finding from previous research have shown that numbers of students participating in
online learning is not encouraging. The result was moderate in term of readiness and
attitudes towards online learning [1, 3]. If students do not participate and encourage with
the use of online learning portal, it can be seen as wastage of effort in human and capital
investments towards preparing the e-learning portal for distance learners [3]. To encourage
students to participate in online learning, the acceptance of e-learning portals play an
important role. According to the TAM [4], both Perceived Usefulness (PU) and Perceive Ease
of Use (PEOU) influence the attitude of individuals towards the use of a particular
technology, while attitude and PU predict the individual’s behavior intention (BI) to use the
technology. It is important to determine the factors that determine the successfulness of
online learning. To identify online learning success is based on students’ performances.
Therefore, this study is conducted to examine the relationship of readiness and attitude
factor on students’ performance towards the implementation of Online Learning System.
:This study focuses on three main questions which are
Research Methodology
Is there any significance difference between genders in student readiness for online )3
?learning
- :Objectives
.Study readiness of the student to be accommodated to the new online learning system -1
.Study the attitudes of the students towards the new online learning system -2
Review of Literature 2
Online learning is the most extensively used term for describing all the information
communication technology based on learning approaches, although “e-learning”, “distance
learning” and “distance education” have also been used [5]. Online learners can
communicate with their instructors and their peers through e-learning system over the
Internet. Besides, they can access all the learning materials online using the system
application. To conduct online learning, Internet plays a major role. Online learning can be
defined as a process of delivering course content to the end-user by means of a computer
using Internet technology [6]. Katz and Yablon [7] stated that the Internet provides the
potential to deliver efficiently and on a mass scale individualized, highly engaging learning
and instructional content to almost any desktop and make information available to the
teacher and student at any time day or night. Thus, the very essence of the Internet is its
efficiency, effectiveness, and its facilitating qualities that promise a long awaited educational
breakthrough at all education levels. Other researcher defines e-learning as delivery of
training education via networked interactivity and a range of other knowledge collection and
distribution technologies [8]. This is supported by [9] which define e-learning as the creation
and delivery of knowledge via online services in a form of information, communication,
education and training. The interaction tools for this concept of learning can be through
email, conferencing, online tutorial, online class and forums [1]. Two type of interactions
.method was asynchronously and synchronously
usefulness is positive, TAM predicts that users will accept new technology. Lin [10] found
that student’s intention to use technology influences their learning outcomes in the online
.class environment
Student readiness can be divided into two components, which are technical
readiness and self-directed readiness [18]. Technical readiness and self-directed readiness
refers to the requisite knowledge, attitudes, skills and habits in Information Communication
Technology (ICT) components and attitude is the central of components in self-directed
learning readiness and comprises of acceptance of responsibilities for one’s own learning,
creativity and independence in learning, a willingness to seek help and valuing one’s own
.learning [18]
Research Methodology
Researchers have noted that technical skills involving computers and the Internet
are related with learners’ performance in online learning environments [17]. Learners’
perceptions of the Internet shape the learners’ attitudes and online behaviors [19]. Student
should be more active role in their learning in online learning environments and should be
more responsible in their learning, time-management, keeping up with the class, completing
.work on time and active contributors to instruction [17]
In other research conducted by [24] countered back that online female students are
confident independent learners who are academically engaged and may outperform their
male counterparts online. Similarly, male students exam scores and female students’ exam
.score were significantly different with each other [15]
Independent varable
Dependent variable VARIBLE VVARIABLE
H1 Attitude
Student's
performance
H2 Readiness
H3: There is significance difference between genders in student readiness for online
.learning
students’ digital media literacies and 21st-century skills (e.g., capacity for creativity,
collaborative problem solving, research, communication in multiple media, and citizenship)
as innovation and “knowledge creation are fast becoming the most important sources of
new material and intellectual wealth” (Hakkarainen et al., 2006, p. 1;, 2007; NRC, 1999). If
young people are engaging in online social networking, oftentimes for extended periods in
the place of other leisure activities (such as television or game play), what are they learning
from it, if anything? And how do these online behaviors fit within the larger contexts of
?young people’s social lives and lifelong learning
With such questions in focus, the research summarized in this paper was informed
by learning theories that emphasize young people as agents in their own development
shaped by social context (Vygotsky, 1978) who learn in formal and informal learning
environments (Sefton-Green, 2004; Wenger, 1998). Grounded in sociocultural, activity, and
situated learning theories (Cole,1996; Engestrom, 1987; Greeno, 1989; Vygotsky, 1978), a
learning ecology perspective (Barron, 2006) helps conceptualize and bridge learning across
the spaces of home, school, work, and community. For instance, sociocultural theories
assume that learning derives from participation in joint activities, is inextricably tied to social
practices, and is mediated by artifacts over time. Such perspectives honor the contributions,
relationships, and tensions of macrolevel processes (community, society) and microlevel
perspectives (individuals, groups). Barron (2006) defines a learning ecology as the “set of
contexts found in physical or virtual spaces that provide opportunities for learning” (p. 195).
This notion of a learning ecology stipulates that: 1) adolescents are simultaneously involved
in many settings; 2) they create learning contexts for themselves within and across settings;
3) the boundaries between settings can be permeable; and 4) interest-driven activities can
span contextual boundaries and be selfsustaining given adequate time, freedom and
resources (Barron, 2006, p. 199-201). In other words, what is learned outside of school can
shape what is learned in school as students seek out projects based on their interests. In
turn, school projects can stimulate students’ interest which can motivate them to seek more
information, opportunities, and likeminded people with whom to learn on their own terms
(Barron, 2006). Furthermore, this research is informed by social learning and new literacy
theorists who argue that education must not only target young people’s standardsbased
learning about subject matter but also focus on understanding and nurturing young people’s
“social learning,” that is, how they learn and with whom, or their learning to be participants
in a community of learners and contributors to the shaping of local and global society
(Brown, 2008, para. 3; Coiro, Knobel, Lankshear & Leu, 2008; Gee, 2008; 2007). According to
social learning theories (Brown & Duguid, 2002), meaningful learning involves developing a
social identity that shapes what people come to know, feel and do and how they make sense
of their experiences. Understanding better how such identity develops and how learning
occurs in the social and technical contexts young people create for themselves—e.g., how
and with whom expressions are crafted, displayed and utilized; what generic forms and
competencies are valued (Coiro et al., 2008), and how the particularities of media and social
practices interact to suggest powerfully new expressive forms (diSessa, 2000)— might
suggest improvements to how we think about designs for learning and formal educational
.curriculum
Research Methodology
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