Kanpur Philosophers

ISSN 2348-8301
International Journal of Humanities, Law and Social Sciences
Published Biannually by New Archaeological & Genological Society
Kanpur India

Vol VIII, Issue V (Winter) 2021

EMPOWERMENT THROUGH ONLINE EDUCATION: PROSPECTS AND BARRIERS

Charu Kapoor
Research Scholar, NIIT University, Neemrana, Rajasthan

Dr. Chandan Medatwal

Assistant Professor, NIIT University, Neemrana, Rajasthan

Dr. Deepak Khanna

Professor, NIIT University, Neemrana, Rajasthan

Dr. Kapil Pandla

Associate Professor, IMI Bhubaneshwar, Orrisa

Abstract

In today's VUCA environment, which is highly unpredictable, unexpected, complex, and ambiguous,
several shades of learning performance and empowerment exist. In the last two decades, technology
has disrupted learning processes across the world. Thanks to technological improvements, the virtual
world has replaced every component of the physical classroom, and online learning (e-learning) has
assumed several forms. There have been debates on the usage of online learning methodologies about
motivation, rigour, continuity, design, and other moderating variables. The purpose of this study is to
examine the history of e-learning, definitions, and past research to determine how continuous
education has become a crucial component of an organization's learning and development goals, which
are linked to its people empowerment growth plan. According to the poll, individual drive combined
with organisational support boosts technology adoption.

The study also examines the many barriers to e-learning that, if solved, can lead to motivation for
working executives to enrol in online programmes. This not only facilitates learning, but it also
empowers the community of learners.

Key Words - Online Learning, Learner Motivation, Barriers, Inspiration, Organization Support,
empowerment
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INTRODUCTION

Internet technology plays an important role to fulfil the online education needs of the students and
whole learner community. The enrolment in MOOC has increased manifolds. India is second after USA
in commanding the worldwide growth in online enrolments. There are many platforms offering online
certifications and courses like: Coursera, Edx, Udemy, NPTEL, LinkedIn Learning etc. and now
AICTE and UGC, the Indian regulatory boards of education have come out with a platform ‘Swayam’
to offer online certification and courses. Several leading institutions and universities are offering online
programs in India. Year 2020 has seen almost every third university either offering or preparing for
online courses.

A third of all students now take at least one online course. Here is a list of the top MOOC providers by
registered users (December 2019)

1. Coursera: 45 million (3800 courses)

2. edX: 24 million (2640 Courses)

3. Udacity: 11.5 million (200 Courses)

4. Swayam: 10 million (1000 Courses)

Enrolment in the courses is determined by several factors that are addressed in the report. The goal of
this article is to examine the motives and barriers to online continuous education for all stakeholders.
Definitions and History of Continuous Education, Dimensions of Online Education, Drawbacks,
Barriers, and Motivation in Online Learning and Empowerment are the five sections of the work.

1. Interchangeable Terms of Online Learning.

Even before e-Learning technologies existed, distance learning was accessible through traditional mail,
which Ann Ticknor had already developed in 1873 (Sharp, 2009). In line with Romano (2003),
internet technology was integrated into the education system in the mid-1990s as teaching and students
considered it to be a powerful teaching and learning support tool.

Many words are interchangeably described by researchers in e-learning. Initially, the common terms
‘distance learning for teachers’ and ‘student distance learning’ were used, which suggested that the
training took place at a distance with or without computer technology (Belanger Jordan, 2000). As the
technology progressed, incremental concepts like Open Distance Learning, Web-based Training
(WBT), Computer-Based Training (CBT), technology-based learning and e-learning, depending on
learning contexts, were used to overlap with e-learning (Hussin, Bunyarit, Hussein, 2009; Rovai,
2008, Rovai Downey, 2010; Sharp, 2009) and e-learning were introduced. The standard meanings for
learning are defined by Allen and Seaman (2014) in the following categories: conventional (full face-

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to-face), web-enabled, mixed/hybrid and entirely on-line. A traditional course is administered without
any online technology; it is offered solely face-to-face.

When online technologies are used between one and 29 percent of the course, they are known as web
enabled. Courses carried out using e-learning technology, including an on-line discussion for 30 to 79
percent of courses, are called hybrid courses. Therefore, if over 79% of the course is completed online,
it is known as completely online. There is no face-to-face meeting in a completely online course;
everything is done through e-learning technologies like online conversation and web conference.

2. Definition of e-Learning.

The description e-learning relates to electronic learning, which was originally believed to be invented
in 1998 by Cross (Dublin and Cross, 2002), but was already published in 1997 by Mori (Clark, 2001).

The World Bank (Badiee, 2009) notes that e-learning applies to the use of computer-based internet,
email, websites and CD-ROM technologies and their frameworks to provide, promote and improve
anytime, anywhere learning activities at any cost.

There is no standard definition for e-learning or structured approach to show the evolution of e-learning.
Since the 1960s, educators across all levels of education, corporate or business, trainings, various
organizations made use of technology and computers in different ways to support and improve
teaching and learning (Nicholson, 2007). For the past four decades, e-learning has evolved in various
ways across sectors. In the school sector, e-leaning refers to the use of both e-learning and software-
based learning, whereas in Business, academic institutions, Higher Education and Training sectors, it
refers to internet-based delivery of content and programs that provide flexible learning for sustaining
particular communities of practice (Campbell, 2004).

3. Dimensions of Online Learning.

A survey of best practice studies in asynchronous or simultaneous online higher education by Sunal et
al (2003) analysed this. The study showed that e-learning has been feasible and that future best
practices have been established. Most student behaviour experiments have been found to be anecdotal
and non-evidential. Researchers today investigate the actions and attitudes of students towards e-
learning. The comportment and behaviour assessment is not well defined and minimal. To understand
student attitudes towards e-learning, important factors are identified, inspired by the need for precise
and reliable assessment tools. The aspects of e-learning influence the perceived result of the learning
behaviours, intrinsic and external motivation.

Affect refers to a specific activity feeling of joy, elation, pleasure, depression, distaste, discontent or
hate (Triandis 1979). The students’ expectations of using technology in previous research have been
mixed up as part of the course-learning process (Piacciano, 2002, Kum, 1999). Some students were
dissatisfied with student-centred nature and suppressed by increasing demand for computerised

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training, decreased the motivation of students and student achievement (Lowell, 2001). Students’
perceived results are described as the results observed in the use of learning tools. Three elements
assessing expected learning results:

1. Improving performance.
2. Enhancing grades.
3. Meeting needs for learning

Much of the online literature focuses on attitudes towards e-learning among students and instructors
(Sunal et. al., 2003). Marzano and Pickering, 1997, pointed out that the mind-set of the students would
affect their learning. Researchers have researched behaviour comprehension motivational viewpoints.
The impetus for understanding behavioural purpose and foresight of technological adoption was
promoted by Davis et al (1992). The main drivers of behavioural intent were intrinsic and alien
motives (Venkatesh 1999, Vallerand 1997). Inherent motivation was described by Wlodkowshi (1999)
as an evocation, an energy generated by circumstances connecting people with cultural significance.
Deci and Ryan (1987) described external motivation as conducting to obtain a certain reward. For
students, international incentive to learn may involve graduating from tests, given scholarships, prizes,
etc.

4. Drawbacks of e-Learning

Although the prospective benefits of e-learning are attractive, there are a specific number of participants
to use e-learning and successful implementation requires considerable preparation and commitment.
There are also possible disadvantages- most common being premium prices and substantial investment
in both IT and personnel. There is cost of designing the specific programs as well as hardware and
software costs for users to access the courses (Welsh et al., 2003).

Moreover, as participants are not limited by time, the class is available 24X7, this flexibility with no
physical attendance minimises the engagement between the learning student community being
socially cut off. The students may feel unsupported during their studies, as teachers and guidance are
not always available. Without interactions, they can be bored (Keller, 2006).

For the learning process the technical challenges of e-learning become a problem because learners must
necessarily have access to a learning environment which has resources like computers, the internet,
online course material and software. They will need technical skills, including word processing,
Internet surfing, document management and e-mail programmes (Collins et al., 2003). Most
drawbacks are minimised by the advance of communications technology and applications. Therefore,
most find that the strong advantages and benefits of e-learning play a great role and ensure overall
learning process (Pongpech, 2013).

5. Barriers to e-Learning Adoption.

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An analysis of the e-learning literature demonstrates that the role of ICTs in today's learning
environment is widely recognised (Lytras et al. 2002). Most companies have realised that e-learning
should not be seen of as a separate learning and training process, but rather as an inherent part of
students' and employees' daily activities (academics and managers) E-learning has also become a
competitive benefit in the execution of the competitive organisation strategy (Magalhes, 2004). In a
study undertaken by the Illinois Community College Board, the variables that influence completion
of Online Community College Courses were determined. The main reasons for online education
dropouts were personal/time constraints, technological obstacles, concerns with Course Design and
Communication (quality of course design, teacher response, etc.), institutional issues (advice,
enrolling, class cancellation), and learning preferences. Many participants have shared that due to lack
of face-to-face interaction over a period of time the motivation goes down (Esra, M. E. Ş. E., &
Sevilen, Ç., 2021)

5.1. Personal Barriers

The most frequently listed barriers are those of time management issues where finding time to study is
disrupted by many distractions like ease of studying from course material in the local language, e-
learning attitudes and styles of learning and choices for learners to choose passive or active learning
(Mungania, 2003).

5.2. Technical Barriers.

Technical obstacles include installation and improvement of infrastructures, maintenance of

connectivity and bandwidth which is required for downloading the course documents which can be
heavy files and time taking. This could lead to loss of interest in the course and accessibility and
usability. Also, websites where there is restricted access to the training materials affects the learning
process. Technical barriers also include the learners’ personal comfort and skill to use technology and
devices in addition to lack of technical support where students often fail to register for online courses
or to learn a new set of skills (use of online resources, effective communication) and manage specific
processes, such as passwords and allowances (Baldwin-Evans, 2004; Mungania, 2003).

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Personal Barrier
Time Management
E-Learning Attitude
E-Learning Style
Resources in Local Language
Digital skills and comfort
Feeling of loneliness,
unsupported

Organisational Barrier Technical Barrier

Lack of support from supervisors Construction & Improvement
Lack of knowledge of e learning, of infrastructure
Infrastructure, Culture Connectivity & Bandwidth
Lack of policy & Strategy issues
Non-aligned development goals Lack of technical support
Lack of incentives/financial aid Managing specific processes (
lack of eleaning material
password allowance etc)
Lack of flexibility for employees Cost of Implementation
No recognition Lack of technical skills

Figure 1: Barriers to E-learning Adoption

5.3. Organizational Barriers.

Organizational challenges include lack of knowledge about e-learning, where there are no possible
advantages to develop an e-learning culture, or lack of support, flexibility and participation from
management, where managers don’t agree with the plan to develop an e-learning culture. Commonly
discussed are the lack of policy and instruction, in particular where the goals are not aligned, where
organisations do not educate their staff on how to use e-learning and how to teach e-learning courses.
Finally, there are strong organisational obstacles because of lack of recognition, incentives, and
legitimacy, as there are cultural concerns relating to the legitimacy of e-learning (Mungania, 2003).

6. Motivational Influences in Self-Directed Online Learning Environments

The way people read, work, and socialise shifts in Web technology (Bonk King, 1998). Thanks to the
open Online delivery framework, growing numbers of people turn to the internet technologies for their
learning needs. While several studies (Jung Rha, 2000) have shown the efficacy of web-based
education, high dropouts were a problem in web-based education, which was also a matter of concern
in distance training and computer-based learning, motivation being a key factor to continue Kim, K.
J. (2009)

In previous research, the main cause of the issue is lack of time and motivation (Bonk, 2002; Gibson,
1998; Visser et.al, 2002; Wolcott Burnham, 1991; Zvacek, 1991). Although instructor(s) have no

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control over the time of the student, they may influence the motivation of the learner because it tends
to change with education (Coldeway, 1991; Sung Keller, 1999). To resolve the problem of learner
attrition e-learning, attention must be paid to enhancing student emotiveness.

Previous studies have repeatedly shown that encouragement and motivation have important
consequences for the success of the student. Successful learning experiences that influence the
student’s continued motivation contribute to lifelong learning (Wlodkowski, 1993) which is vital for
adults as society is becoming more complicated and changing more quickly than ever before. Like
traditional training, learner motivation is impacted by web-based instructional design (Bonk, 2002;
Hoffman, 1997). Although the value of learning motivation is recognised for web-based instruction,
research on the theory and practises of designing motivational Web-based teaching is lacking (Keller,
1999; Song, 2000; Medatwal, 2014 & 2016). The motivation for online students’ success is critical.
E-learning (Medatwal, 2020) is and is projected to be a rapidly rising market. To achieve this aim,
online learners need to have an educational environment that creates learning success. The
development of a good e-learning area is vital for on-line learners to achieve adequate motivation
(Hofmann, 2003).

The degree and magnitude of the effort that people make is by definition motivation (Keller, 1983).
Past studies show that motivation is motivated by mental, social and cognitive factors (Relan, 1992).
Four motivational components i.e. attention, relevance, confidence and satisfaction – and strategies
for motivational learning were identified by Keller (1983; 1987a; 1987b). The CANE (Commitment
and Appropriate Effort) model was developed by Clark (1997; 1998) and defining two motivation
processes: engagement and effort required. Wlodkowski (1993) proposes all six essential factors
influencing the motivation of adult learners over time. In other research studies these motivational
models were used to identify the gap in the motivation of learners and how to develop motive
instruction.

California State University conducted a comparative study (Mitran & Bennan, 2019) of the motivational
factors and learning styles in an Online rendition of a bottleneck business course, as compared to its
traditional Section, to find out how differentially these factors affect performance in the two given
formats. The study reflects that intrinsic value and autonomous motivation had a predictive
relationship with students’ enrolment and performance in online courses. On the other hand, the goal
orientations of performance and learning approach predicted the same for traditional face-to-face
courses.

Table 1: Factors Affecting Motivation to Learn

Factor Impacting Online Learning Published Reviews
Lack of Time & Motivation Esra, M. E. Ş. E., & Sevilen, Ç.
(2021);Bonk, 2002; Gibson, 1998; Visser
et. al, 2002; Wolcott Burnham, 1991;
Zvacek, 1991
Mental, Social and Cognitive Factors Relan, (1992)
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Motivational components: i.e. Keller (1983; 1987a; 1987b).
Attention, Relevance, Confidence, Satisfaction
and Support
CANE Model; Motivation processes: Clark (1997; 1998); Wlodkowski (1993)
Engagement and Effort
Mental, Social and Cognitive factors (Relan, 1992)
Intrinsic Motivation fostered by Obstacles, Lepper and Hodell (1989)
Curiosity, Power and Fantasy.
Continued Incentives (Kinzie, 1990).

Theoretical frameworks for motivational comprehension have been provided by several theories
(Pintrich Schunk, 1996). The most critical elements in education theory and study are various
incentive mechanisms, continued incentive, and intrinsic motivation (Kinzie, 1990). Motivation is
described as the motivation to participate in an activity "to be fulfilled inherently rather than separated"
(Ryan Deci 2000). Motivation theories and scientific findings indicate many intrinsic sources of
motivation. Some researchers suggest that work that enables students to control their academic
outcomes may improve their motivation intrinsically (Pintrich Schunk, 1996). The key to tasks
fostering intrinsic motivation have been described by Lepper and Hodell (1989) as obstacles, curiosity,
power, and fantasy.

Continuous motivation is the most closely connected form of intrinsic motivation in education and
represents a desire to learn (Maeher, 1976). Theoreticians claim that the primary reward for the learner
is the work itself; thus, the inherent interest in the practise facilitates the continuing incentive (Condry
Chambers, 1978). Similarly, Merrill (2002) argues that learners themselves are primary rewarded for
learning-when they have a new ability to show, they are motivated to perform even better. Reviewing
past key factors in computer-assisted training and distance educational contexts is important, as those
motivating features are similar to those in Web-based instruction (Song, 2000). Kinzie (1990) argued
that the inspiration inherent and continuing in computer-based instructions are key elements. Malone
(1981) proposes challenge, fantasy, and excitement as part of computer-based education that is
ultimately inspired. Song (2000) also argues that in Web-based instruction three types of motivation
– motivating people to begin, to continue and to complete. The results of delivery medium to the
empowerment of the student were studied. Several research suggests that the learner’s beliefs about
his own ability and the difficulty level of the task rather than the medium are impacted by the
motivation to learn via a specific medium (Clark, 1994). Reinhart (1999) has also found that learners
have an impact on their motivation to learn through the web through self-efficacy and work difficulty.
Keller (1999) also says that support for learners in Web-based education is essential for motivating
learners.

6.1. The Importance of Motivation and Empowerment through Online Learning.

Distance learners have long been correlated with the attributes of freedom, self-direction, and intrinsic

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motivation (Moore, 1989). A significant aspect of online learners has also been described as
intrinsically motivated (Shroff et al 2007). Results from proportional research linking online and
regular students also show that e-learners are more inspired than their peers at both UG and PG level
(Huett et al 2008; Swartz Vogel, 2009; Wighting et al., 2008).

However online students must also be more intrinsically motivated because the learning environment
usually relies on intrinsic motivation and the related interest and self-regulation characteristics in
engaging students. Indeed, some view the technology itself as fundamentally motivational, as it offers
a set of qualities recognised as important to the promotion of intrinsically motivated, namely
challenges, curiosity, news and fantasy (Lepper, 1987). New features are becoming more and more
evident as users get familiar with new technology (Keller Suzuki, 2004) and motivation can decrease.
Intrinsic motivation can also be diminished by dissatisfaction with technical problems.

6.2. Inspiration, the Learning Situation, and the Learner

When researching inspiration for learning in online settings, different perspectives have been taken.
Motivation from a point of view of education design and motivation as a characteristic of a learner are
two of the most popular features. The first viewpoint focuses on the architecture and the factors
deemed appropriate for optimum encouragement to learners (Keller Deimann, 2012; Zaharias Poy
lymenakou, 2009). The second view is motivation that finds the learner to be reasonably healthy
(Wighting, et al., 2008; Yukselturk Bulut, 2007).

6.3. Inspiration from learning design viewpoint.

When analysing the motivation in e-learning environments, the first view was to focus on designing the
atmosphere to inspire the student. Several designs were created, some of whom consider that learner
stimulus is an integral part of the wider approach to design, while others closely follow-on inspiration
(see Chan Ahern, 1999, for example). Keller’s ARCS model (Keller, 1987) is by far the most widely
used educational framework aimed to create inspiring e-learning environments and instructional plan
to affect learner motivation. Agency for the development of education strategies that collect learners’
interest, relevance, trust, and satisfaction categories (ARCS), promote learner-esteem and provide
sense of satisfaction through the use of internal and external rewards (Keller, 2010). Although it was
not originally developed, the ARCS was used as an on-line learning method (Keller, 2008; Keller
Deimann, 2012) and has been focused on a number of other studies (ChanLin, 2009; Hodges Kim,
2013; Paas, Tuovinen, van Merriënboer Darabi, 2005).

6.4. Motivation from a situational perspective.

While fewer studies have been performed that consider the ‘person in context’ viewpoint of a more
contemporary situation (Turner Patrick, 2008). Studies have already shown, for example, that getting
elaborated, timely feedback increases student self-efficacy considerably by using self-efficacy theory
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(Artino, 2007 and 2008; Khasawneh et al, 2007; Wang Wu, 2008). Collective effectiveness (Bandura,
2000) is an associated concept that has shown positive impacts on conversation activity and group
success in computer assisted collaborative learning environments (Wang Lin, 2007a, 2007b).

Matuga (2009) found that, in the sense of an online science course, aim orientation has changed from a
success to learning orientation over time. Whipp and Chiarelli (2004) found in an associated study,
that teacher encouragement, co-operation and course design all influenced the interest of learners in a
web-based course. Xie et al (2006) established and decreased the contextual factors which increase
the intrinsic motives of their students (for example, specific instructions, well-designed topics of
discussion and teacher participation, etc.).

Discussion
According to a large body of research, it is critical for organisations to establish not only the needed
infrastructure but also the appropriate learning resources for their employees to adopt an e-learning
strategy. They must try to develop policies that favour higher education e-learning. They must also
communicate this to employees with the goal of instilling confidence in them to pursue online
continuing education with the assurance that they will receive the desired support in terms of
flexibility, time availability, post-completion recognition, and any financial aid that may be required.
The organisation should also make sure that the participants feel at ease with the technology and
platform they've chosen. While the lack of above organisation support can pose challenges to
providing the desired atmosphere, the personal and technical barriers that any individual experiences
are highly crucial to overcome.
The association between various barriers and incentive elements is a direct function of e-learning
continuity. In the absence of any personal barriers, intrinsic motivation can emerge. Extrinsic
motivation can occur when there are no organisational barriers. Depending on the situation, technical
limitations might have an impact on intrinsic and extrinsic motivation.
Employee participation with high motivation is critical for firms to attain the highest level of e-learning
efficacy. Organizations who have a defined policy and programme that is matched to their
organization's goals and growth strategy have been found to be able to identify the correct
programmes. The total programme participation improves after these programmes are selected by the
firm and a policy in place for employees to enrol in a programme with a curriculum that can improve
their productivity and skills.
Organizations that have a clear purpose and vision that supports their e-learning programmes are better
able to foster a learning culture. On the other hand, businesses where learning is solely the
responsibility of the employees face significant employee resistance to any skill enhancement because
there is no motivation for the employee to learn. Nonetheless, because cyberspace has its own
restrictions, the Covid-19 pandemic has an impact on online schooling in both positive and negative
ways. Singh and Medatwal (Singh & Medatwal, 2021)

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Conclusion further scope of study
It is imperative from above discussion that online education completion depends upon high individual
empowerment, affordability, friendly & flexible learning management system. Well defined strategy
of appraisal and encouragement by the organisations plays a major role to overcome many obstacles
and barriers for an executive enrolled for the online higher education programs and empowering
people. Major barriers of time, flexibility in terms of program completion, evaluation, and work,
affordability can also be overcome by laying proper policies at organisational level. In today’s time
when all most all educational institutes started online education due to worldwide response to COVID
pandemic lockdown has for sure changed how people used to study. High rise of Edutech start-ups
around the world has helped the availability and accessibility of online education industry. This has
brought a long-lasting change in the online education space. This is high time when organisations both
recruiter side and employers’ side can make necessary changes in policy and programs to take
advantage of this growing industry and increase completion rate by increasing motivating factors. By
addressing the barriers through motivational policies, the E-learning adoption and completion rates
can really improve.
The review on various aspects of online learning shows that concrete research on factors that can
moderate the relationship between barriers and motivation factors. The moderating variables can be
learning resources, facilitator skills or external support factors. The study around this can become
instrumental in defining methodologies and capacity building for organizations and institutions to
make online learning effective

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