Project Report
Project Report
Project Report
On
Submitted under the partial fulfillment for the award of the degree of
BY
1710101128
FACULTY OF MANAGEMENT
SESSION 2017-20
1
CERTIFICATE
This is to certify that Mr. Vinay Sharma student of BBA 6th Semester in our institute has
successfully completed his project work entitled to “Study on The impact of online learning
activities on student learning” for the partial fulfillment of the Degree of Bachelor of Business
Administration for the session 2017-20.
2
STUDENT DECLARATION
I VINAY SHARMA a Bonafide student of BBA in Invertis University, Bareilly would like to
declare that the project entitled Study on The impact of online learning activities on student learning
submitted by me in partial fulfillment for the requirement of the Degree of Bachelor of Business
Administration, is my original work.
Place:
3
ACKNOWLEDGEMENTS
I have taken effort in this project. However, it would not have possible without the kind support
and help of many individuals. I would like to extend my sincere thanks to all of them.
I am highly indebted to Mr. Mohnish Kumar for her guidance and constant supervision as well
as for providing necessary information regarding the project & also for their supporting
completing the project. I would like to express my gratitude towards my parents for their kind
co-opertion and encouragement which help me in completion of this project.
I would like to express my special gratitude and thanks to my Project Coordinator Mr. Tarun
Gupta and to the respected (HOD) Dr. Dheeraj Gandhi for such time and attention.
I thanks and appreciation also go to my colleague in developing the project and people who
have willingly helped me out with their ability.
Thank You
Vinay Sharma
1710101128
4
TABLE OF CONTENTS
5
CHAPTER-1
INTRODUCTION
One of the goals of information technology application in education reform is to improve the
student learning outcomes. The results of student learning are a criteria evaluation
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accomplishing academic goals of the learner. Up to now, there are two often ways to evaluate
student performances: summative assessment and formative assessment. The formerly
estimated results through scores at the end of the course or evaluation forms, the later
estimated results in the process student learning, to consider many aspects. When
implementing the blended learning course, a question always arises for teachers is how to
design learning activities for learners to get the best results? Not easy to have a template for
every course which applied to the different learning objects. Recent studies have focused on
studying and understanding the relationship between factors affecting learning outcomes,
especially in blended learning environments (Ellis, Pardo, & Han, 2016). Zachris (Zacharis, 2015)
conducted a data analysis of learners participating in the LMS-system Moodle, by observing
that 29 variables and found out reading and posting messages, content creation contribution,
quiz efforts and the number of files viewed are four factors which are 52% affect the academic
performance of students. Aspects covered include pedagogical (Lou, Bernard, & Abrami, 2006;
Means, Toyama, Murphy, Bakia, & Jones, 2009), learning content, learning tools, the motivation
of students, teacher quality, student satisfaction (Abdous & Yen, 2010). Garrison (Garrison &
Cleveland-Innes, 2005) studied the effect of the acquired ability to the learning outcomes, given
that people have a good feeling about the interaction with the instructor and other students
tend to achieve the higher academic achievement than students without a good feeling about
the interaction.
Blended learning environment allows students to have more favorable conditions of time,
space to perform the interactive operation. With the supported technology, the forms of
interaction between the students in the course are increasingly diverse and more efficient. The
previous studies have shown that this kind of interaction student - student that affect learning
outcomes. The online learning activities different to be tested to determine whether the effects
of this interaction.
Online learning
Beside the teaching activities in the form of F2F in the classroom, teachers also spent a certain
amount of time for online teaching activities. In the model, we used BigBlueButton tool (Zafar
et al., 2003) which was integrated with Moodle LMS systems to implement the online course.
For this activity, interactive activities between teacher and students focused on answering
question issues related to projects, assignments. In working time, students could use the "raise
my hand" function to express their opinions directly. In the experiment course, the online
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teaching activities focused on guiding students to use frameworks for developing web
applications.
In the teaching process, teachers need to understand the student’s feedback about the learning
section. During the period of an online learning section, the teacher cannot answer all the
questions of the students; so many students who want to ask or demand the response will not
be answered. In addition, to fully collect honest feedbacks from students is not easy because
not all of their problems will be responded to the teacher if their identification is clear. So that
we built a tool that allows students to ask questions while they are participating in an online
learning section. With this software, students easily ask questions; submit their feedback in an
anonymous state to their teacher who is teaching online. The issue is shown in public for all
students who are participating in the online learning session; the members can vote for
interesting or the most concerned questions. The teacher does not need to answer all the
questions; he can select to answer the most concerned questions.
The implemented interactive learning activities among students in the course were: Group
exercise, Wiki document, peer group assessment, forums.
The students selected the other members of the class to form working groups at the beginning
of the course. As for students who could not form the working groups themselves, teachers
randomly assigned students into different groups. These groups remained stable until the end
of the course. The teacher announced the content and requirements of group exercises for
teams to select to conduct during the course progress. In our experiment, each group consisted
of 5 to 6 students; each group must do at least three group exercises to complete the course.
Exercises are implemented by groups. Each group of 5 to 6 members needs to select a project;
its execution time is Journal of Information & Knowledge Management (JIKM) approximately
four to five weeks. Project performance evaluation is conducted through three phases: (1) The
members of the group perform a self-assessment based on their level of contribution to the
group work, the members of the group will carry out the self-classification levels A, B, C, D
respectively. (2) The groups will discuss and conclude a final assessment for each member of
the group, with the consensus of the whole group through the minutes of the discussions, with
each member’s certification.
8
The result of peer assessment is considered as valid if each student of the group has different
levels of evaluation. It can be understood that it is not acceptable if a group has the same
assessment level at A, B, C or D for its members. This is quite natural because almost there are
not equal contributions of all members for the group work. (3) Results of group exercises are
reported offline in the class, where teacher evaluates their project performance by giving
scores with the criteria outlined in the project requirements. The students of the other groups
will fill out a rating list of the groups after hearing all presentations.
Wiki activities
This activity is implemented by groups. The groups write a document to study about the specific
content of the course. Members of the group work together to build the document that will be
evaluated by the teacher and other groups in the class. This activity uses the Moodle workshop
tool allowing students to participate online and to see the process of doing their group’s
exercise from the start until the finish. In the experimental course, we asked groups of students
to write a studying document about a framework for developing Web-based applications.
Forum activities
Each course has a forum for students to exchange related matters of the course. It is also a
place where the official information is exchanged between students and teachers and among
students on course issues. The level of forum participation is a criterion to assess the student’s
attendance level.
Course Grading
Giving scores did the evaluation of student’s completion of the course. Currently, according to
the regulations of the university, student assessment results by the score at the end of the
course consist of two parts. Part one, the learning outcomes of students making learning
activities including individual implementation exercises, group exercises, tests, and exams. Part
two, the attendance of the students involved in learning activities: there is full participation of
learning activities online and offline deployed or not? Students were evaluated according to a
scale of 10, in which the proportion of component scores was calculated by learning activities
such as: attending to LMS, assignments, projects, mid-term exam, and the final exam. In
particular, the necessary activities required students to attend were two of the three individual
assignments, two of the three projects, 01 mid-term exams, and the final exam. We build
weighting of evaluation based on two principles.
1) The scientific training committee of university regulations weight for a final exam, it is from
50% to 70% of total grade.
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2) The teacher can himself construct the weight for the remaining points, which are from 30%
to 50% of total points. In this study, we propose the weight of final exam is 55%. With 45% of
evaluation for other activities, we evaluate students through the implementation of learning
activities: personal assessment, peer group assessment, wiki projects.
3.3. Instrumentation
Students need to participate in learning activities designed for each week and take part in the
final exam period prescribed
by the subject. The activities including the following main activities: 1) Access the data resource
which updates by teacher each week.
3) 3) Take individual exercise per week (experiment course includes 03 individual assignments).
6) Test between semesters in the form online through the LMS system.
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CHAPTER 2
LITERATURE REVIEW
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factor for the outcomes.
learning is useful for not just the students but also for the trainers as it helps them in refining
their methods of teaching. Regular testing of the outcomes of e-learning and efficiency of
knowledge transfer guide the teachers to employ techniques that can be more effective in
transferring the education. The technocrats are also interested in transforming the e-learning
experiencing through effect ICT applications
Judith B. Strother(2002), E-learning has been used extensively not just for academic purposes
for students but also for businesses and corporate employees to impart training on various
upcoming industrial revisions.
evidence for the fact that e-learning in pharmacy has significantly enhanced the knowledge of
the practitioners for the long term. The assessment finds that the e-learning is beneficial but at
an individual level and has limitations for value addition with quality and sustainability.
Kai Ruggeri (2013), The study however fails to provide any records to prove that
limitations with evidence in the form of survey or case study. For health systems also, e-
learning has been used explicitly to serve the purpose of both teachers and learners. A study by
Kai Ruggeri and others stress on the various forms in which e-learning has benefited in tele-
health facilities and learning in the remote places. Digital literacy rate upliftment and need for
infrastructure for e-learning has been cited as effective measures to fulfil the objectives of e-
learning comprehensively. However, the study does not use any quantitative assessment or
analytical tools for proving the findings of the report.
Safiyeh R. Harandi,(2015)
A study conducted in Tehran Alzahra University by R. Safiyeh tried to investigate the relation
between the e-learning and motivation for the students. The study uses questionnaire based
survey and the university students as respondents, quantitative methods like person correlation
was used to understand the survey findings and form a relationship between the dependent
and independent variables for the research. The findings suggest that motivation of the
students is affected by e-learning significantly. But the study has many limitations as it is based
on a single university and uses no interviews; hence, the findings are not supported by
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corroborative evidence of face to face interviews or a global audience.
Sekiwu Denis & Naluwemba Frances( 2014), Research scholars, Sekiwu Denis & Naluwemba
Frances through their research have delved into the various aspects that make e-learning as an
effective tool for transferring knowledge. According to the report one of the factors that make
e-learning suitable in the changing environment due to dynamic nature of the technological
upgrades, especially in the developing world, is the low cost and ease of course adjustment for
upgrading the courses quickly. The researches stress that e-learning opportunities are a
gateway of growth and prosperity for the developing world. The study lacks the point of view of
the students and misses the key point of including the quality of the education provided in a
compromise for low cost.
Yair Levy( 2007), The research work takes into account the view of drop out students and
compares them to the successful student. There is found to be a strikingdifference in their
views as drop out find the e-learning as ineffective ad useless. The study therefore establishes
the fact that the intention, performance and individual approach make e-learning practices
suitable for the students. However, the study does not comment on what additional factors are
involved for students to drop out from the e-learning courses .
Dongsong Zhang (2006),Other than these, interactive videos are a major contributing factor
that helps the students in analysis the subjects and evolve a deeper understanding of the study
material. The 3D technology, various software and multi dimensional approach have
convincingly made e-learning equivalent to the classroom studies, if not better .
Miklian (2018),A research based on data mining for trends in e-learning establishes the fact
that the researches on e-learning are moving their focus from effectiveness of the e-learning to
the methods of teaching. Medical education and training has been identifies as the aggressive
users of e-learning and present a wide scope for induction of such practice in future. The study
remarks that the scope, expectations and applicability for developing and developed courtesies
differ significantly.
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CHAPTER 3
14
RESEARCH OBJECTIVES/RESEARCH
DESIGN/METHODOLOGY
2. Where forms of interaction in groups have a significant role in the student - student
interaction that impact learning results of the team or not?
RESEARCH METHODOLOGY
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Research methodology is the way in which research problems are solved systematically. It is a
science of studying how research is conducted scientifically.
The term research is also used to describe an entire collection of information about a particular
subject. Research is defined as human activity based on intellectual applications in the
investigation of manner.
Business research can be defined as a systematic and objective process of gathering, recording
and analyzing data that provides information to guide business decision.
Any honest attempt to study a problem systematically or to add to knowledge of a problem may
be regarded as research. (Theodor son and Theodor son 1969 cited in Rebel 1995).
Research Design
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A research design is a framework or blueprint for conducting the HR research project. It details
the procedures necessary for obtaining the information needed to structure or solve HR research
problems.
Research Design is a set of advanced decisions that make up the master plan specifying the
methods and procedures for collecting and analyzing the needed information.
Type of Research
Exploratory Research
Exploratory Research is most commonly unstructured, informal research i.e. undertaken to gain
background information about the general nature of the general nature of the research problem.
It is usually conducted when the researcher does not know much about the problems.
Descriptive Research
Descriptive research consists of surveys and fact-finding enquiries of different types. The main
objective of descriptive research is describing the state of affairs as it prevails at the time of
study.
Descriptive research is undertaken to describe answers to questions of who, what, where, when
and how.
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Classification of Descriptive Research
Cross-sectional studies
Longitudinal studies
Cross-sectional studies measure units from a sample of the population at only one point
in time.
Longitudinal studies repeatedly measure the same sample units of a population over time.
Longitudinal studies often make use of a panel which represents sample units who have agreed
to answer questions at periodic intervals.
Sample Design
A sample design is a definite plan for obtaining a sample from a given population. It refers to the
technique or the procedure the researcher would adopt in selecting items for the sample. Sample
design may as well lay down the number of items to be included in the sample i.e., the size of
sample. Sample design is determined before data are collected.
The process of selecting the right individuals, objects or events for the study is known as
sampling.
Sampling involves the study of a small number of individuals, objects chosen from a large group.
Data Analysis
The data analysis is done with the help of graphs and pie charts.
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Secondary Data
Secondary data means data that are already available i.e., they refer to the data which have
already been collected and analyzed by someone else.
There are several methods of collecting secondary data, particularly in descriptive researches.
Important ones are:-
a. Journals
b. News Papers
c. Magazines
d. Websites etc.
Technique of Sampling
The technique used for the research is non-probability sampling technique (Convenience
Sampling).
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CHAPTER 5
RESEARCH FINDINGS
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1-Study evaluated the impact of the interaction through the learning activities in blended
learning course to student learning outcomes.
2- The learning activities are implemented based learning activities tools which popular LMS
systems currently supported. Answering to questions determine the impact of the
interaction types to learning outcomes in blended learning courses varied deploy collective
action, results showed quantitative analysis; interactive activities are affecting the
academic performance of students.
3- The statistical results can indicate that the impact of the kind of interactive on learning
results can be ranked from high to low level of student-student, student-teacher, student-
content. In which the influence of student activities - student interaction have a significant
impact on learning outcomes (0.71) in the linear regression model to predict student results.
4- Obviously, learning outcomes of students in blended learning environment depends on
many factors, so interactive online elements account for only a small percentage, this
represents a multiple regression model in predicting the outcome. Additionally regression
model is not a linear.
5- The student - teacher interaction affects learning outcome is not significant when the
regression model of the student-teacher variables is not linear models that are log model.
6-Obviously, the interaction between students and teachers increasingly changing both
manner and frequency in blended learning. It poses a challenge in the design of the course,
the Journal of Information & Knowledge Management (JIKM) environment and tools to
support interaction between students and teacher.
Student - content interaction without much impact on learning outcomes (lower proportion
of regression model 0004).
7-Answers to study questions whether interactive group forms that affect the significant in
this kind of interaction or not? The
results showed that not lead to a conclusion that interactive in a group has a significant role
in group results. When considering the relationship between perceived team learning and
group project scores also showed no relation between them.
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LIMITATIONS
There are some limitations in this research, firstly, the number of samples collected is
limited. In addition, learning activities deployed mainly use the LMS available tools.
Secondly, besides the number and frequency of learning activities much less implemented.
On the other hand, this study only focused on the common types of interactions. Also, the
classification of learning activities to interactive forms in this research is being conducted
qualitative
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CONCLUSION
There are many factors affect the student learning outcomes in the blended learning
course.
1 Find out the specific factors and considering the extent of its impact on learning outcomes
is an intricate problem. This paper conducted to examine how interactive types and
interactive factors impact on student learning outcomes.
2-Research has developed the chain of online learning activities reflect the operational
interaction between actors: student - teacher, student - content, student - student and
student - technology.
3-The findings indicate that the online learning activities in the blended learning model that
affect student learning outcomes, in which the student - student interaction is the significant
impact on student results. Based on analysis of these factors, this study proposes a model
to assess the incidence of the learning outcomes based on interactive learning through
learning activities.
4 The limitations of the study pose a challenge in the future research. Whether we can
develop a model that predict academic performance of students through interactive
activities? In other words, whether the course with variety online interactive activities that
support learners better or not?
Learning analytics has a genuinely efficient method of evaluating the learning process of
students and provide information-oriented faculty, the course designed to build or not? The
role of the LMS system in the collection and analysis of objective data of students
participating in the model instead of the survey polls subjective? Despite limited results, this
research can be viewed as a suggestion in the construction of model evaluation, forecasting
learning outcomes-based learning activities in blended learning.
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1. www.wikipedia.com
2. www.researchgate.net
2. Sincerity of student-
a. Very good
b. Average
c. Poor
4. Any Others-
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Project Guide Name and Signature -
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