Research Methodology

Research Methodology Project

E-Learning System and Students’ Performance

By/ Abdullah Salah

Advised by / Dr. Walid Shaher

Department of IT

College of Computing & Information Technology

University of Science and Technology

2020 – 2019

Date of Submission 1/ SEP/ 2020

 Research Methodology

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

Does attitude positively influences students’ performances toward the implementation )1

?of online learning system

Does readiness positively influences the students’ performances toward the )2

?implementation of online learning system

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

.Study the differences between the genders -3

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

Based on a theory of reasoned action, the technology acceptance model (TAM)

suggests that the acceptance of technology by users is determined by their beliefs regarding
the consequences of that usage [4, 5]. Perceived ease of use and perceived usefulness are
two most important factors that influence users’ acceptance behaviors. Perceived ease of
use can be defined as the degree to which an individual believes that using a particular
system would be free from physical and mental efforts [4]. Meanwhile, perceived usefulness
can be defined as the degree to which an individual believes that using a particular system
will enhance his or her job performance [4]. If users’ perception towards ease of use and
 Research Methodology

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 Performance 2.1

Student performance is well understood to be number of indicators affected by

study habits, prior knowledge, communication skills, time available for study and lecturer
effectiveness [11]. There are no specific factors can influence student outcomes in an online
learning. Beaudoin [12] found that a high level of interaction and participation is desirable in
online learning courses although it participation does not necessarily compromise student
results. Conversely, a study by [13], found that the indicator measurement of student
performances in online classes were discussion board usage. significantly related to overall
course performance. This study examines two factors that can influence student’s
performance in online learning: Readiness and Attitudes. Gender also had been examined as
.a moderator

Attitudes Towards E-Learning 2.2

Attitude can be defined as learners’ impression about performing the target

behaviors [14]. Previous studies indicated that the attitude of learners will positively
influence learners’ satisfaction and acceptance of online learning [15, 16]. Positive attitude
toward online learning can encourage and motivate students to participate in online courses
as well as online activities. Hence, to be success in online learning, students should eliminate
.attitude such as aversion and anxiety

Readiness for Online Learning 2.3

:Readiness refers for online learning in terms of three aspects

students’ preferences for the form of delivery as opposed to face-to-face )1(

.classroom instruction

students’ confidence in using electronic communication for learning and, in )2(

particular, competence and confidence in the use of Internet and computer-mediated
.communication

.ability to engage in autonomous learning [17] )3(

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]

Gender Differences 2.4

Gender differences exist in many disciplines, including in technology. A research

conducted by [20] stated that currently more females than males are enrolling in online
courses. Gender differences in education have been recognized as an important element for
research for a long time ago, especially since increasing number of online female students
[21]. A research conducted by [22], confirmed that gender is one of the factors that
determine students’ use of the web-based learning, as there was a big number of males than
females who were engaged in the dialogue with their peers and lectures. Other than that
research by [23] reported a similar finding where they found that males have higher
computer self-efficacy, perceived ease of use, perceived usefulness and behavioral intention
.to use online learning rather than females

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]

Research Framework and Hypothesis 3

In the process of developing a research framework whereby it examines students’
performance towards the implementation of online learning system, this study posits two
factors: (1) Attitudes and (2) Readiness. Meanwhile, gender is use to examine any difference
in students’ readiness for online learning. The research framework is developed in Fig. 1.
This study hypothesizes that differences in these two factors may influence students’
performance in online learning system. Research findings expect to be able to determine the
relationship between technology acceptance on online learning and performance among
students in University Technology MARA (UiTM) who registers e-PJJ program. This research
also gave benefit to the organization which is UiTM. This research will produce the result of
whether the investment made towards the development of online learning portal will bring
them benefit or not. The result can help the organization to improvise on the section that
need further enhancement. In addition, students also can express their opinion and
perspective towards the online learning and through this, the students will be able to enjoy
the learning in the environment that they always wanted. Consequently, this study proposes
:3 hypotheses
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Independent varable
Dependent variable VARIBLE VVARIABLE

H1 Attitude
Student's
performance
H2 Readiness

Fig. 1: Research Framework

H2: Readiness positively influences the students’ performance toward the

.implementation of online learning system

H3: There is significance difference between genders in student readiness for online
.learning

:Online Sites and Learning 4

An Overview of Research New research on emerging online content creation tools
(e.g., Weblogs, wikis, tagging, and media-oriented services such as podcasting) suggests
these technologies can help learners develop supportive affiliations, develop and circulate
their self-expressions, and collaboratively solve problems (Black, 2005). However, a
research-based discussion of social network sites and education has been virtually
nonexistent to date. A search of five educational databases and table of contents analysis in
several major psychologies, learning sciences, and educational technology research journals
(2004-2008) turned up only a handful of studies that explored the link between SNS use and
education (for a full review see Greenhow, in preparation). That said, recent ethnographic
research from cultural anthropology and media studies perspectives suggest that social
network sites mediate a wide variety of peer social practices with possible implications for
learning (Ito et al., 2009). For instance, researchers outside education have found that teens
engage in identity work, learn social skills, practice copy/paste literacies, and become
subject matter experts through peer teaching in topics that pique their interests (boyd,
2007; boyd, 2009; Horst, Herr-Stephenson, & Robinson, 2009; Perkel, 2009). Furthermore,
Hewitt and Forte (2006) examined how college age students feel about having their
professors on Facebook, and Mazer, Murphy, and Simonds (2007) investigated how faculty
presence on Facebook impacts student-educator relationships, but these studies do not deal
directly with students’ experiences in using online social network sites and how SNS use may
impact their informal learning with its potential ties to formal education, which is the subject
of the work outlined below. To understand how adolescents participated in SNSs(Social
Netwoking Sites) for what purposes and with what results, our research team undertook an
18-month exploratory investigation of online social networking practices among urban high
school students (17-19 years old) from low-income urban families, an adolescent subgroup
of increasing interest but relatively underexplored in the learning sciences literature (Barron,
2006). Today’s schools and colleges are increasingly concerned with developing these
 Research Methodology

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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