IMPROVING EDUCATION

THROUGH E-LEARNING
Master’s (one year) thesis in Informatics (15 credits)
Muhammad Shahzad (s101659)
Shahid Javed(s101417)

2013MAGI02
Title: IMPROVING EDUCATION THROUGH E LEARNING

Year: 2013MAGI02

Author/s: SHAHID JAVED (S101417), MUHAMMAD SHAHZAD (S101659)

Supervisor: DR. ANDERS HJALMARSSON

Abstract:
Information Communication Technologies (ICT) are taking pace with rapid development,
with the strive to impart education among learners in a way that they become highly satisfied.
With a help of different electronic tools in educational technology using media and making
right environments to enhance learning, develop creativity, stimulate communication, create
channels for collaboration, and hence, engaging in the continued development and application
to knowledge and skills. Usage of technology spans across all academic areas with the
increasing popularity of information technology that is evolving rapidly towards betterment
with increased capabilities every day. Educationalists are interested in knowing how
technology would create a variation for the students in the classroom. The purpose of using E-
Learning is to create a learning platform with combination of the existing knowledge and
Information Communication Technologies (ICT). High growth in Information Technology that
is user friendly, accessible, and reliable at the same time providing improved ways in
collaborating in a new approach possible. Students from different units would be able to
collaborate forming cross-unit teams and working on common or multiple assignments
helping each other in different ways. Internet, video conferencing, and emails are well
established collaborative tools for exchange of information. Investigating that why there is a
need of technology in the education and which technologies would help in improving learning
processes is the main purpose of this research. And also to find that what would be the
necessary infrastructure required to get facilitated by this technology. The research revolves
around the theory of Computer Based Training (CBT) which refers to particular part of the
instructional development or educational media.
 PREFACE
First of all, we are thankful to Allah (Our God the most merciful and mighty), and our
parents who pray for our success. We are thankful to our supervisor, for his encouraging
attitude and his competent suggestions.
We are also thankful to our supporters and helpers as they sent us their useful ideas, and
research books and articles.
At last, we are also thankful to all of our interviewees for making the empirical survey
possible.

Muhammad Shahzad
Shahid Javed
Table of Contents

Chapter 1: Introduction ...................................................................................................................................8

1.1 Background ....................................................................................................................................................................... 8
1.2 Statement of Problem ..................................................................................................................................................... 8
1.3 Purpose of the study ........................................................................................................................................................ 9
1.4 Research Problem ............................................................................................................................................................ 9
1.5 Target groups ................................................................................................................................................................... 9
1.6 Expected outcomes.......................................................................................................................................................... 9
1.7 Delimitation .................................................................................................................................................................... 10
1.8 The Authors’ own experience and background ........................................................................................................... 10

Chapter 2: Research Design ..........................................................................................................................11

2.1 Research Perspectives ................................................................................................................................................... 11
2.2 Research Strategy .......................................................................................................................................................... 12
2.3 Data collection procedure ............................................................................................................................................. 13
2.3.1 Empirical data ........................................................................................................................................................... 13
2.4 Data Analysis procedure ................................................................................................................................................ 14
2.5 Strategies for validating findings .................................................................................................................................. 14
2.6 Result presentation method and referencing technique ............................................................................................ 15

Chapter 3: Theoretical study .........................................................................................................................16

3.1 Key concepts................................................................................................................................................................... 16
3.2 Subject areas relevant for the research ....................................................................................................................... 22
3.2.1 General Teaching Methods ................................................................................................................................ 23
3.2.2 Cooperative Learning.......................................................................................................................................... 23
3.2.3 E-learning Technologies ..................................................................................................................................... 24
3.3 Relevant literature sources ........................................................................................................................................... 24
3.4 Previous research ........................................................................................................................................................... 25
3.5 Summary of theoretical findings ................................................................................................................................... 26
3.6 Arguments for an empirical study ................................................................................................................................ 26

Chapter 4: Empirical Survey ..........................................................................................................................28

4.1 Purpose ........................................................................................................................................................................... 28
4.2 Sampling ......................................................................................................................................................................... 28
4.3 The Interviews ................................................................................................................................................................ 29
4.4 The first interview .......................................................................................................................................................... 30
4.5 The second interview ..................................................................................................................................................... 31

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 4.6 The questionnaire .......................................................................................................................................................... 31
4.7 Our Survey: ..................................................................................................................................................................... 35
4.8 Questioner presentation ............................................................................................................................................... 36

Results: ................................................................................................................................................................36
4.9 Observation procedure.................................................................................................................................................. 37
4.10 Empirical research result ......................................................................................................................................... 39

Chapter 5: Analysis and result .......................................................................................................................40

5.1 Research sub questions ................................................................................................................................................. 40
5.2 Result Summary ............................................................................................................................................................. 44
5.3 Conclusion ...................................................................................................................................................................... 44

Chapter 6: Discussions...................................................................................................................................45
6.1 Conclusions ..................................................................................................................................................................... 45
6.2 Implications for Informatics .......................................................................................................................................... 46
6.2.1 Computer supported cooperative working (CSCW). ............................................................................................. 46
6.2.2 Group supported systems (GSS).............................................................................................................................. 46
6.2.3 Example of Learning Management System ............................................................................................................ 46
6.3 Method evaluation ........................................................................................................................................................ 47
6.4 Conclusion ...................................................................................................................................................................... 47

Chapter 7: References ...................................................................................................................................48

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 Table of Figures
FIGURE 1 RESOURCES FOR APPROACHING E-LEARNING SYSTEM ..................................................................................................17
FIGURE 2 E-LEARNING FLOW CHART .....................................................................................................................................18
FIGURE 3 A SCREEN CAPTURE FROM AN ASYNCHRONOUS EXCEL LESSON ......................................................................................19
FIGURE 4 A SCREEN CAPTURE FROM A VIRTUAL CLASSROOM EXCEL LESSON .................................................................................20
FIGURE 5 DIFFERENT E-LEARNING APPROACHES ................................................................................................................21
FIGURE 6 BEHAVIORIST MODEL OF LEARNING .........................................................................................................................21
FIGURE 7 SUBJECT AREAS OF LEARNING ..................................................................................................................................22
FIGURE 8 WHAT EXACTLY IS A “SAMPLE”................................................................................................................................28
FIGURE 9 ASSUMPTION OF QUALITATIVE SAMPLING .................................................................................................................29
FIGURE 10 SURVEY STATISTICS A GRAPHICAL REPRESENTATION OF USING E-LEARNING RESOURCES FOR EDUCATION ..............................37
FIGURE 11 GRAPHICAL REPRESENTATION OF USAGE OF TECHNOLOGY ..........................................................................................39

Tables
TABLE 1 SYNCHRONOUS VS. ASYNCHRONOUS LEARNING ...........................................................................................................16
TABLE 2 SURVEY STATISTICS ON THE IMPORTANCE OF THE E-LEARNING/ TEACHING PROCESS BENCHMARKS ........................................36
TABLE 3 SURVEY STATISTICS ON THE PRESENCE OF THE E-LEARNING/ TEACHING PROCESS BENCHMARKS .............................................38
TABLE 4 OVERALL OBSERVATIONS .........................................................................................................................................38
TABLE 5 SURVEY STATISTICS ON THE IMPORTANCE OF THE EVALUATION AND ASSESSMENT BENCHMARKS ............................................43
TABLE 6 STRUCTURED DEFINITION OF E-LEARNING ....................................................................................................................45

6
 Improving Education Trough E-Learning
Muhammad Shahzad, Shahid Javed
University of BORAS (2013)

Abstract—Information Communication Technologies (ICT) are taking pace with rapid development, with
the strive to impart education among learners in a way that they become highly satisfied. With a help of
different electronic tools in educational technology using media and making right environments to enhance
learning, develop creativity, stimulate communication, create channels for collaboration, and hence, engaging
in the continued development and application to knowledge and skills. Usage of technology spans across all
academic areas with the increasing popularity of information technology that is evolving rapidly towards
betterment with increased capabilities every day. Educationalists are interested in knowing how technology
would create a variation for the students in the classroom. The purpose of using E-Learning is to create a
learning platform with combination of the existing knowledge and Information Communication Technologies
(ICT). High growth in Information Technology that is user friendly, accessible, and reliable at the same time
providing improved ways in collaborating in a new approach possible. Students from different units would be
able to collaborate forming cross-unit teams and working on common or multiple assignments helping each
other in different ways. Internet, video conferencing, and emails are well established collaborative tools for
exchange of information. Investigating that why there is a need of technology in the education and which
technologies would help in improving learning processes is the main purpose of this research. And also to find
that what would be the necessary infrastructure required to get facilitated by this technology. The research
revolves around the theory of Computer Based Training (CBT) which refers to particular part of the
instructional development or educational media.

Keywords: Educational technology, Information Technology, E-Learning, collaboration, Infrastructure, CBT (Computer
Based Training

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 Chapter 1: INTRODUCTION

1.1 BACKGROUND
Learning is a research for meaning and students actively try to make meaning of something
while searching for it requires that the problem is broken into parts or understood as a whole.
That is the reason for which primary concepts are given consideration rather the facts based in
isolation. For an individual, the purpose of learning is to build up his understanding of concepts.
In most countries, the valuable measure in learning process is its assessment part and education is
thus made interdisciplinary to ensure that students are provided with the information on the
quality in their learning.
Attention towards education is very important for the development of a society. When
developing a global society, any education imparted must include a pragmatic analysis of nations
and develop a desire to improve conditions locally and nationally. Teaching material is in fact
scarce in all countries, and such analysis must be left in large part to individual teachers, but
critical thinking is a major feature of education for a global society. Attitudes heading towards
tolerance, pending judgment, and critical analysis are essential to any program for a global
society. Schools, colleges and universities are famous for its leading role in progressive
education for a world society (Ottoma, 1951).
Libraries are one way to get open access to intellectual property. More and more Libraries are
being established for the purpose of student learning. Intellectual freedom in education is
elementary mission of all types of libraries. According to universal human right intellectual
freedom is there to engage student in accessing the information and ideas. Physical access is
provided by libraries facilitating student with resources and services. Thus, promoting intellectual
access via educational programs and enhancing essential information skills (Muhammad, 2010).
Recently education through distance learning is getting a high initiative all over the world. With
that it is realized that e-libraries are also necessary for growing distance patrons in the developed
world. When students are facilitated by e-education far away from their teachers and university
campus, they also demand the services of e-library with the same quality as they could get on
physical location.
Possibilities offered by modern era may be used in several different ways. In a global society,
some areas are well developed and others are still under developed. The use of distance learning
has been developed and many institutions offer courses that can be studied off campus. In some
cases, the courses include some campus activities and in other cases no personal meetings are
planned. One limitation with distance education is to arrange collaboration (co-design) between
students and developing a solution to the tasks at hand. Some collaborative tools have been
developed, and it might be possible to use them to improve e-learning with a more efficient co-
design.

1.2 STATEMENT OF PROBLEM

Various educational institutes provide distance learning education, and in distance learning,
students are demanding the quality of education that could match with the on-campus education.
Institutes impart learning facilities using various technologies like; internet, TV, audio video
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record, virtual networks and so on, but still they are unsuccessful in providing a good e-learning
platform with direct collaboration between distance students and teachers on-campus.

1.3 PURPOSE OF THE STUDY

The efficiency of education though being dependent on the understanding grasped on
individual basis still benefits from the use of appropriate tools. The characteristics of such tools
are then most important. Now-a-days, information technology has evolved and in use almost in
every field of study. Thus the purpose of our research is to improve e-learning making best
utilization of ICT tools. The study also investigates such technologies and tools that help in the
collaborative learning process between students and teachers.

1.4 RESEARCH PROBLEM

Our research investigates this question with emphasis:
How modern Information Communication Technologies (ICT) can be used to improve E-
Learning systems?
The above main question is further divided into the following sub questions:
1) What is the suitable approach to develop best perception of the knowledge imparted
through ICT tools and techniques?
2) Why e-education systems need to be changed with the changing ICT?
3) What types of Information Communication Technologies (ICT) can facilitate an e-
education system well, and
4) How these technologies can be utilized to improve e-learning?

1.5 TARGET GROUPS

Many researchers can take advantages of this thesis, but the most benefited target groups are
given bellow.
1. The target group of this research is distance learning students.
2. Universities and colleges that provide distance learning education.
3. Teachers and educationists who will use it for developing ideas to provide best e-learning
platform imparting knowledge with the latest education material to their students.

1.6 EXPECTED OUTCOMES

The expected outcome of this research is a list of best techniques to use ICT tools and the
utilization of their characteristics for establishing e-education. Various institutions, providing e-
education, would take benefit of this thesis, for the implementation of e-learning system. The
thesis would introduce best information technology techniques for students and teachers

9
collaboration. The thesis investigates the demand of e-learners and the way educationists would
be able to fulfill these demands.

1.7 DELIMITATION
Various research investigations could make relation to this research, but was kept limited to the
research question and defined purpose. This research would not investigate problems like,
making software that facilitates an e-learning process and manage e-learner student’s records.

1.8 THE AUTHORS’ OWN EXPERIENCE AND BACKGROUND

Shahid Javed has remained in touch with education field for 16 years in Pakistan with one
year experience of teaching as a college lecturer, and has established experience about the mental
model of students. As a student of Borås University Sweden, he has also gained experience of
web based learning. Here the lectures are conducted physically, but most of academic work is
web based.
Muhammad Shahzad has been in touch with education from his early childhood and still he is
a student of Borås university Sweden. But recently, education provider organizations are trying to
adopt web based learning and being a student of Boras university he gained practical experience
of such education, where lectures and presentation are conducted physically, but assignments and
students-teacher communication takes place through web media. Due to this, his interest
increased, and decided to do a research in relation to e-learning.

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 Chapter 2: RESEARCH DESIGN

2.1 RESEARCH PERSPECTIVES

Any honest attempt to study a problem systematically or to add knowledge towards a solution
of a problem may be regarded as research (Chris & Lan, 2010 Page 1). The character of the
knowledge that would be created in our research could revolve around diverse origins. From the
research the results could be normative or descriptive, giving instruction on what to be done and
the values to be established. (Gilje & Grimen, 1992; Repstad, 1999) comes with a descriptive
result that would be tough in justifying the course of actions (Goldkuhl, 1998). As the research
aim is to improve education through e-learning, it would thus investigate information technology
sources. Hence this aim could possibly be described as knowledge character that could be
comprehensive and comprehensive relating to interpretation. The research aim at creating
comprehensive knowledge would outline the characteristics of the specific concept and clarify its
meanings. The perception of concept in this research would be in its own light (Ann, 2005).
Knowledge defined by Daniel is a organized set of statements with facts or ideas, showing an
analyzed judgment or an experimental result that is communicated to other through a medium in a
systematic form (Daniel, 1999). Shaping the vision on knowledge is necessity of this research.
Hermeneutic and positivistic are the two main scientific research visions, but it is clearly stated
above that the interpretation of this research heads towards producing a knowledge that is
comprehensive. Therefore, mostly the hermeneutic approach is better for (Gilje & Grimen, 1992)
interpreting and giving explanation of meaningful concepts. In order to get a clear picture of what
is involved in the process of interpretation, meaning and understanding, it would be helpful to
examine some examples of interpretative situations.
Taking an example of work of art, when a painter paints a canvas, basically he is encoding
meaning through the lines, texture and colors that he uses in the canvas. It would be a pity if the
only possible meaning that could be construed from the work of art is that which the creator
intended at the time of creation. Often one hears an artist telling about the other’s perception of
his work as; “ after hearing this interpretation there is even better understanding of what was
meant at the time this artifact was created”, implies that he is in fact discovering himself through
the interpretations of others. One could say that this would be true for paintings, as paintings are a
unique type of communication where the signs (color, texture and lines) are very unclear and
open to many different interpretations.
Gadamar holds that interpretation of the text cannot in principle be limited merely to what the
author intended or was understood in his own time. The text is not an expression of subjectivity
of the author, rather, the text comes into real existence when the interpreter gives meaning to it as
understanding of it is an important condition (Gadamar, 1988).
Emilio Betti presents a hermeneutic perspective that states that other creations can also be the
medium for interpretation other than text (Benediktsson, 1989). Through this medium the
thoughts and ideas held by the creator form an objective picture to be inspected by other people.
Thus, the original intentions of the creator are revealed through interpretation (Benediktsson,
1989; Christensen, 1994).
The reader interprets him or herself in a way that is new as the reader experiences the text, and
that is a hermeneutic process. As the reader listens to the text there is a dialog been established.
The meaning that is being interpreted through the dialog is not limited to the intensions of the
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writer but reader is giving it a new meaning to his own understanding of the subject that the text
describes.
Ricoeur (1974) represented his own thoughts about hermeneutic perspective that actions could
also be interpreted as text (Odman, 1994) and like text these should also be regarded as
autonomous. According to him, the hermeneutic process does not aim to get insight in the mental
world of creator but it exceeds the intentions and perspective of the author. Thus, the text is itself
that needs to be interpreted. He has made it important to understand the structural meaning first to
reach actual interpretation. In a third hermeneutic cycle, he emphasizes that explanation and
comprehension interact. Natural science methodology is explanatory whereas humanistic
approach is to comprehend (Alvesson & Skoldberg, 1994).
The visionary Nystrom added that text not just illustrates the meaning but it reaches beyond the
author’s limitations. The example could be of an interview material of which the interviewees are
not aware of what it actually means. Thus, the hermeneutic researcher is there to understand the
hidden meaning in the text by getting explanations of how different expressions have been
developed (Nystrom, 2002).
The selection of hermeneutic vision is there to devise the research strategy. Betti’s perspective
outlines a more objectivistic image and it is assumed that the researcher considers the actual
intensions of the creator. As this research heads towards improving education through e-learning,
it is reasonable to keep text as well as theoretical and empirical material more autonomous.
Demonstration of the factors and models found in the theoretical study is done through
interpretation of the empirical material related to the knowledge within the theoretical framework
of our research.
Research strategy is implied through the perspective in our choice of research, therefore, to
reach the goal either a quantitative research method is selected or a qualitative research is carried
out. And, here the qualitative research is done as it involves the researcher in describing the
characteristics of people and events, without measuring them in terms of amounts. Whereas the
quantitative approach as its name suggests, focuses on the measurements and amounts (large or
smaller, more or less, often or seldom, similar or different), of the kinds displayed by the people
and events (Thomas, 2003).
In qualitative research, there is mostly textual data involved but can be visual or art-factual.
This data can be transformed to numerical form for the purpose of using a qualitative method.
Qualitative data analysis, thus, employs procedures to interpret data. Conductive and rigorous
research is involved in qualitative approach in natural settings. A researcher might be
investigating how the health information is made available to people through websites and the
reasons for their preference over other sources. This study would need a natural setting where
people actually use websites as in homes, libraries, or offices (Deborah, 2005).

2.2 RESEARCH STRATEGY

As hermeneutic perspective is used in the research therefore the characteristic of research
would be explorative because it investigates the knowledge which is based on latest interest, as
new technologies are discovered and thus such technologies are investigated to improve
education. When moving into new territories, explorative studies are important where they can
create new knowledge of the research area (Babbie, 1995).
In this research investigation the debates are more general rather being specific forming

12
inductive mode of thinking. So the data is collected through theoretical and empirical study, and
then it is generalized. Several books and academic websites have been analyzed for this research
to find opinions from existing theories. Attempt is made in developing new ideas through
analyzing available theory and explanation. After getting results from this step, empirical
research would start to prove the findings from theoretical research.

2.3 DATA COLLECTION PROCEDURE

A well formed research depends directly on the quality of data collected. Qualitative research is
conducted in this research investigation. In qualitative research there are several types of data
collection procedures but mainly it is categorized into two; the empirical research and the
theoretical research. For empirical research, interviews are conducted and theoretical research
involves text analysis.
By text analysis it means reading a written material and analyzing it. Researchers gather
information through text analysis and realize how other human beings make sense of the world. It
is a methodological data gathering process in research that is done to understand the way of
members of different cultures and subcultures realize who they are, and how they live in this
world. It is useful when researching on cultural studies, mass communication, and media
sciences. Through textual research, an educated guess is built about interpretations that is most
likely related to that text. Text analysis has advantage for summarizing the opinions of several
authors and reaching a standpoint that is relevant to the research. That is the reason it is being
used here. Study is done, going through different author overviews over E-Learning, and try is
made to find relevant solution to the research questions.

2.3.1 EMPIRICAL DATA

Empirical research is used to test theoretical data. Observations and interviews are general tools
for collecting empirical data.
Interviews answer ‘whys’ and ‘hows’ for students and professionals involved in wide variety
of areas. Students prepare themselves for interviews by conducting mock interviews themselves
and utilizing the best practice examples (Steinar & Svend, 2008). These are the conversations
with one or more people in a group. Questions are asked during the interview by the interviewer
from the interviewee to obtain information. Finding out the concept of e-learning and the use of
technologies in education is the main aim of these interviews.
Several interesting questions are answered by means of this research. It is possible to go deeper
in the respondent’s cognitive state about the problem area and sometimes even the researcher
finds a new idea related to his research investigation.
By observing, researcher gains knowledge visually or through other active senses. Types of
observation can be active or passive (Repstad, 1999). Observation is done over how the members
interact in distance learning. Observation is an approach where you can get deeper and more solid
contacts with people and situations (Kathleen & Dillie, 2002).

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 2.4 DATA ANALYSIS PROCEDURE
Analysis is an important part of any research. During the analysis phase, researchers try to go
deeper into the meaning extracted from the collected data. Above it is clarified in the statement
that the research data collection methods consists of text analysis (in the theoretical research) and
interviews (in the empirical research). In data analysis procedure both of these kinds of data are
analyzed. The theoretical analysis is done on the bases of research questions, and then verified
through empirical research.

2.5 STRATEGIES FOR VALIDATING FINDINGS

Data gathering is basically a research activity. The most important factor of research finding is
data gathering. Validity and reliability of gathered data also matters. Quality of research
instruments are there to ensure valid and reliable data is gathered. The correction of research
instrument is when it measures what it intends to measure. Collected data should serve the purpose
for which it is gathered (Ariola, 2006).
Accuracy of finding is termed to be valid data. Reliability is closely related to it. As quantitative
instruments need to be valid and reliable, qualitative research should also be reliable as a necessary
precondition for validity. Threats to reliability also threatens validity (William & Laura, 1996).
Measurement validity and design validity have their differences. Firstly, by measurement validity
it is estimated that the instrument would measure what it is supposed to measure. Secondly, design
validity is composed of internal and external validity. Measurement validity falls under Campbell
and Stanley’s “instrumentation” (1963). The extent, to which the dependent variable having a
casual difference can be attributed to the independent variable, is internal validity. And, the extent
to which the results of research study can be generalized to other settings or groups, is external
validity (Isadore & Carolyn, 1998, page: 33).
Types of validity include; convergent validity, internal or external validity, and criterion-relative
validity (Huberman & Matthew, 2002). Positivistic assumptions form its basis underlying
experimental and quantitative research design. Denying the relevance of quantitative or scientific
paradigm, qualitative researchers argue that qualitative research has its own techniques for getting
valid results.
Wide range of terms is used to define the concept of validity in qualitative research. It is not
declared as a universal concept yet. While realizing the need of valid qualitative research some
researchers still argue about the non-applicability of validity in qualitative research. In result, many
researchers therefore decided to develop their own ideas about validity and adopted what were
appropriate terms, like; rigor, quality, and trustworthiness (Nahid, 2003). Therefore, as this is a
qualitative research, the very own validity for data finding is defined. Collection of various
theoretical materials from different sources is done, and then verified through previous literature.
The relevant material written by previous authors is used as a basis for the argument. After
completing theoretical research, there would be empirical research, and then sampling method
would also be defined.

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 2.6 RESULT PRESENTATION METHOD AND REFERENCING TECHNIQUE
The result of the thesis would be in written form. In presentation, slides used consist of text, but
there would be the use of figures and videos to get hold audience interest.
In the thesis, Harvard system for reference is used, which means indication of brackets including
author sir name and publication year when referencing source in the thesis. References come before
the period in a sentence. When it is placed at the end of the paragraph, it concerns last sentences of
the paragraph or the whole paragraph, while when it is placed before the paragraph it concerns the
starting sentences of the paragraph.

15
 Chapter 3: THEORETICAL STUDY
Synchronous (place-independent but time-dependent) and asynchronous (place and time
independent) functions are classifications of communication functions. To facilitate individuals
asynchronous courses are designed that are available at any feasible time student prefers. Self-paced
learning is such triggered through CD-ROM-based, network-based, internet or intranet-based.
Online discussion groups and emails are there to access instructors. Its features include; mailing lists,
mail, forums, discussion, question answers dialogs, news ticker (one way for information
distribution).
Live instructor is made available in real-time for synchronous training. ‘Virtual classrooms’ are
where the instructor teaches virtually like in instructor-based training. This training can be based
over a single session to several weeks, months, or even years through individual logins where
everyone communicates with each other and with the instructor at a set time. Websites, audio
video-conferencing, internet telephony, or even a two way broadcast to students in a classroom are
the platforms for these trainings using instant messaging, text and voice chat or video conferencing,
shared whiteboard or application sharing, and group browsing.

Table 1 Synchronous vs. Asynchronous Learning

Synchronous Asynchronous
Student’s interaction with other students and on- Students learn in isolation independently
site coaches.
Learning is scheduled & has a fixed time start Potentially learning is available
and end time. anywhere anytime
Learning is learning Learning may be freeform or linear

When comparing, traditional learning is found to be the best way of forming learning process
where other models are considered to be less efficient. Hence, this phenomenon is not proved and
research shows that e-learning is atleast as efficient as traditional learning.

3.1 KEY CONCEPTS

The key concepts of the research are focused on the learning in the class rooms with the help of
technology. Text analysis is used (as discussed in chapter 2) in the form of Interpretation, and the
main resources are discussed for the access of e-learning i.e.; Infrastructure of the e-learning,
Collaboration, Awareness in less developed areas with – Education and Telecommunication,
Learning and Tutoring Support Management, The ideal e-Learning system and Behaviorism.

16
Figure 1 Resources for approaching E-Learning system

Interpretation: Hermeneutics is the main concern about meaning of similar passages of text (for
example, a simulation of text is an organization, it is a research done by oral or written text for
understanding). In hermeneutics the question asked is: what does the text means? (Radnitzky, 1970,
p.20). Taylor states:
“Interpretation, in the sense relevant to hermeneutics, is an attempt to make clear, to make sense of
an object of study. This object must, therefore, be a text, or a text-analogue, which in some way is
confused, incomplete, cloudy, seemingly contradictory – in one way or another, unclear. The
interpretation aims to bring to light an underlying coherence or sense” (Taylor, 1976, p.153).
This is thought to explain or to translate the meaning hidden in the clear literal sense. Everyone
has learning needs and the efficient way to enhance learning is e-learning that tells us e-learning is a
solution.
Infrastructure of the e-learning: In the ‘big picture’, if technology has been adopted to
promote learning then there needs to be a plan of how that is going to happen. Through a given
outline, teachers would be able to effectively integrate technology into their classrooms. Teachers
have to consider the positive impact of this tool and how to use it effectively.
Learning Management Systems (LMS) are considered to be e-learning systems as they focus on

17
administrative aspects of learning, delivery of contents, support drilling and behavioral approach to
practice.
Computer Based Training (CBT), introduced the learning material with the course outline and
student management system to organize who should learn what and when. This type of LMS is
there to offer support in planning, organizing, and managing through providing course catalogues,
registration, event schedules, keeping learner’s records, assessment services, organizing groups and
individual learning paths.

Figure 2 E-Learning Flow Chart

Training Education Information Technology

Learning Knowledge management

E-learning

Awareness in less developed areas: Students can use the system for communication support and
enhance learning. Basic knowledge and a Web browser with the experience needed to deal with.
Here, learners would find a recommended sequence of courses and the possible list of candidates
enrolled in mutual courses. In addition, learners can have access privately or in a shared work space
having their personal characteristics such as; name, department, grades, progress, etc. The system
provides in detail:
• Course content in hierarchical form,
• The information regarding course objectives, requirements, contents, previous exams,
trainer personnel, etc. and broadcasts on the time of next exam etc.,
• Assessments and exercises,
• Background library and glossary

Collaboration: for supporting the cognitive and constructive approach an e-learning system is
required. Web Based Technology (WBT) integrates collaborative learning with knowledge
management in the process of creating knowledge via channel of learning activities, knowledge
propagation, and knowledge structuring processes in organized form. Collaboration denotes:
18
 • Shared workspace, General workflow services
• Team forming, Participant list
• Submitting, review, and exercises and assessments
• The personal contacts with the environment and do communicate
Distance Education and Telecommunications: Synchronous in nature, to interact, individuals
all over the world are utilizing telephone. Asynchronous communication includes; emails and fax
machines as recent developments that is participants being separated in time if not by distance.
Telecommunication standardizes and increases the capacity of electronic communication media
resulting in widespread of satellites for long distance communication with gradual implementation of
Integrated System Digital Network (ISDN). ISDN carries all types of audio, video, text or computer
data messages through the same channels in same digital format.
Learning and Tutoring Support Management System (LTSM): tutoring supports the process
of learning in it. There is peer support, communication and collaboration between students and
tutors through simple email to forum posting and virtual classroom. Learning and tutoring support
management system largely depends on communication functions.
Virtual classroom learning is termed as a hybrid tool by Clark and Kwinn (2007), that incorporates
some of the functions of both asynchronous instructor-led face-to-face and virtual classrooms. The
virtual classroom in e-learning uses on screen medium to communicate content and instructional
methods. Benefits of virtual classrooms are frequent learner interactions for gaining attention and
promote learning. They are virtually designed to group study while typical e-learning is designed for
self study.
Figure 3 A Screen Capture from an Asynchronous Excel Lesson
From Clark, Nguyen, and Sweller, 2006.

Figure 3 demonstrates the screenshot of an asynchronous course telling how to make formulas in
Excel. Whereas figure 4 presents a screenshot of a virtual classroom instructing on how to construct
formulas in Excel.

19
 Figure 4 A Screen Capture from a Virtual Classroom Excel Lesson

As audience takes closer look at Figure 4 they would get a feeling of the virtual classroom. WebEx
to Live meetings, all incorporate similar functions even if the interfaces differ.
As you can see on the screen (figure 4) most of the portion is devoted to the instructor projecting
slides on the whiteboard. The names of everyone attending the session are displayed to the upper left
of the whiteboard. A portion at the bottom of the participant window is given to chat box where
candidates can type text messages.
An audio control box is at the bottom left of the window where instructors and participants can
speak. During the training, instructors and participants wear headphones so that they can speak and
listen at the same time.
The ideal e-Learning system: mostly e-learning systems are made up of several parts and
functions; administration, communication, runtime environment, etc. Where in a pure virtual
environment the learners largely have total control over when, where, and how they get their lessons.
Thus, the students are guided into selecting the tutors and content, when interacting with the system
so that they are not distracted. Distance education and flexible learning are interrelated to e-learning
historically. When providing distance education various technologies are there to link instructors,
learners, and resources independent of space and time (what is e-learning).

20
 Figure 5 Different E-learning approaches
E-learning encompasses a wider field of endeavor (figure 5) and build relationships overlapping
many different approaches (what is e-learning).
Behaviorism exclusively concerns itself with measured and transparent data and excludes ideas,
emotions, and the experiences and activities of inner mind that are unambiguous. “Black box” is a
term given to the brain that receives certain stimuli (input) and acts in a deterministic way.
According to behaviorist thinking, learning through the responses of a learner is a vital point.
Researching on the appropriate stimuli and implementing the correct behavior having satisfactory
feedback comes into the theoretical and didactical problem.
In “The law of excercises” as stated by Thorndike, the bonds within the stimuli and responses
are strongly binded through being implementing frequently. Whether a correction is made depends
on how often it is executed, and that is called behaviorist learning. This was later superseded by
Thorndike in “Law of effects” that stated about the responses that are likely to be repeated and learnt
which occur just prior to a pleasant moment, unlike to the responses that are just occurred before an
unpleasant event and thus forgotten.

Figure 6 Behaviorist Model of Learning

f(t)

Brain
(black box)
sin(t) sout(t)

z(t)

21
 The graph shows the behaviorist model of learning. In learning activity, the learner uses sensory
input and develops a meaning out of it. In a traditional learning formulation the learners engage with
the world (Edward Lee Thorndike, 1874-1949).

Where:
• Sin(t) means the signal input
• F(t) is used for external feedback
• Sout(t) is the signal output
• z(t) are variables and not directly observed events

3.2 SUBJECT AREAS RELEVANT FOR THE RESEARCH

On this planet, the most interesting learning creature is human – having wonderful built-in
intelligence, an extraordinary sensation, and wealthy in experiences every day. Following are the
subject areas listed as would be discussed in the thesis for finding answers to research questions.

Figure 7 Subject areas of learning

1) General Teaching Methods

a) learner-centered and curriculum-centered classrooms

b) Lesson Methodologies
c) Standards of Teaching
d) Authentic Assessment
e) Textbooks Advantages and Disadvantages

22
 2) Cooperative Learning
a) Teaching with Cooperative Learning
b) What Is Cooperative Learning, and What Does It Do?
c) Stages to Technology Integration
d) Integrating Technology

3) E-learning Technologies
a) Content creation and management
b) Web learning /Web based training
c) Learning management
d) CBT activity system &Learning Activities

3.2.1 GENERAL TEACHING METHODS

Teaching styles can be of many styles. Researchers have classified it as the students prefer –
visually, auditory (hearing), tactile (touching), or kinesthetic (moving) you can learn.

Visual: diagrams or pictures are means of visual learning. They

can be in charts, films, written directions, wall displaying posters,
graphic organizers, and flash cards, etc.
Auditory: Verbal instructions through audio tapes and videos,
story telling, songs, memorizing, and drills allow learners to act.
Memorization is done when in dialogues, discussions and plays,
solving problems through talking about them, and using rhythm and
sounds. Interest and attention is maintained through body language.
Kinesthetic: is feeling, touching, and experiencing the material at
hand, that is, intersperse activities, physical activities, and
competitions. It is a fastest way of getting information whether participating in drama, science lab,
field trip, skit, dance or other such activities.

Tactile: Board and card games, writing and drawing. They use movements while reading and
listening. For example, labeling a diagram or asking students to fill in the table while listening to a
talk. These are tactile approaches when learns are trained on new skills.
The focus of learner-centered classrooms is mainly on individual learning. The teacher utilize
the interest and need of students to facilitate learning with meaningful instructions. There are
curriculum-centered classrooms that focus on completing the curriculum effectively. It is in
control of instructor to decide what ought to be taught, when and how and in how much time.

3.2.2 COOPERATIVE LEARNING

Johnson and Holubc, (1994) stated that cooperative learning is through the instructional means in
small groups where students work together maximizing each other’s and self learning. Students
present their ideas in group discussions, arguments, and many other forms of conveying information
and articulating knowledge. Course’s curriculum is organized according to subjects in a serial

23
manner.
For finding the solution to the first question of this research, study is made on the human behavior
in different basic areas because the development of system of thinking depends on these areas.It
would support in finding the answer to second question as well. What is the suitable approach to
develop best perception of the knowledge imparted through ICT tools and techniques?, and Why e-
education systems need to be changed with the changing ICT?

3.2.3 E-LEARNING TECHNOLOGIES

Technology plan is moving education ahead using new technology hardware and software. The
very idea and purpose of this plan is wonderful. Comparing the use of technology as a learning
medium in seventies and eighties gave signs of slight improvement in student’s achievements.
Government agencies, educational institutes, business enterprises, research centers, advocacy
groups, and libraries have rushed to connect to the Web (Johnson, 1999). It is observed that the
Web has influenced the society in general and institutes specifically. The rapid growth in
technologically enabled distance learning at the higher education level has turned in the
tremendous surge in online communication.
Studying the relative community area would help in finding the solution to another question
focusing on (how these technologies can be utilized to improve learning?)

3.3 RELEVANT LITERATURE SOURCES

The investigation of different existing teaching technologies in community softwares in the form
of prototypes of LMS would be included in the research study because those aspects are to be
found which are considered to be relevant for improving education through best electronic process.
It would help to find out (Can the use of technologies be the best way to improve education?)
arguments would be based on additional subject areas. Research focuses on mainly two subjects:
• Dual communication between teachers and students
• And learners also communicate among themselves
A host of learning methods were picked up by people along the way – e-learning, internet-based
training (IBT), web-based training (WBT), computer-based training (CBT) and others (Lee Ann
Obringer, How e-learning works). Learning a new skill can very well be gained through
immersing into a 3D environment or interacting with characters or objects on the screen. Online
training became popular since early 1990s.
(Pailing, 2002) the way educational material is designed the blended learning would do
significantly well to bring changes when developed and delivered to students wanting to learn
even in tough constraints.
Error! Reference source not found. (Dietingeretal, 1998c) today man is incharge of highly
dynamic knowledge structures. Users are getting overloaded by junk information as well as
electronic journals and electronic books form a reliable source of information. Such highly
dynamic knowledge systems should be considered when obtaining current and relevant
information.
(Garrison and Kanuka, 2004) basic level of blended learning is the thoughtful integration of
classroom-led learning experiences with online experiences. The model adopted by most
educational bodies as researched by higher educational institutes is “stretching the mould” often

24
termed as “blended learning”.

3.4 PREVIOUS RESEARCH

In 1969, the Open University in United Kingdom was the first to offer undergraduate degrees
through “virtual classrooms” and since then many universities followed in the similar direction
(Educom Staff, 1996). The classic examples include; the Western Governor’s University, a
consortium of 18 western states in the US, and the California Virtual University, listing 1,000
distance education courses, formed the partnership to promote distance education as a viable
alternative to classrooms (Koss-Feder, 1998).
In conclusion, analyzing the situation of the specific institute for e-learning, each quality
assurance system needs to be careful. Being flexible, the combination of process and technology
has to be considered carefully, and a precise view of issues of cultural change would influence the
methodology taken in assuring the quality of web-based learning.
The learning process should move beyond the boundaries of classroom as students teachers get
accustomed to computer networks. It is stated in a survey (Valentina Garoia, 2011), that pure
utilities are more privileged in the real world than the virtual ones, a remarkable virtual world is
set to meet the demand of any person of any kind.
As there is increase in the use of technology facilitating and delivering distance learning courses,
new challenges have come up for the administration., staff, faculity, and students of universities
adopting distance learning programs (Drazdowski, 1998; Fulford, 1993). Many faculties are afraid
that distance learning is just to lower their ranks, or to solve budget problems. Also, a risk of
dehumanization and alienation of learners is feared with loss of critical thinking and social skills
(Novek, 1996).
10 years since the Web was implemented by Tim Berners-Lee in Switzerland and Wide Area
Information Servers was the first tool for surfing the net.
Students from distant locations, New York, Canada, Australia, and other locations, researched
and shared stories about their community heritage. Students received the information from their
distant partners and then worked on it by analyzing, evaluating, synthesizing, and publishing their
work in a cooperative learning circle publication. It is stated by Wright (2006) that for finding
unique solutions to complex problems collaboration was an effective strategy. An example of
Computer Supported Intentional Learning Environment (CSILE) is presented that is a software
supporting a networked multimedia environment for learning activities.
Project Zero developed Immigrant (1850) at Harvard University that encourages students to
identify the experience of Irish immigrant in mid 1800s by getting into the role of one leaving
Ireland to go to Boston facing difficulties in starting a new life. Everyone looks at the world in
number of different ways depending on the level of detail. Importantly it is the viewers who design
the views, as the activity is done by an individual. In computer-based system students adopted an
immigrant family and lived through the complex decisions it took to find shelter and job, managed
their finances, and done shopping with that.

25
 3.5 SUMMARY OF THEORETICAL FINDINGS
Researches on e-learning technologies, general teaching, cooperative learning, and the effect of
technology on community over society and people is an important aspect to the theoretical study
of this research. Educational techniques are improved as the central scientific area of study
facilitates.
The answer of research questions is best analyzed through theoretical research. Understanding
the occurrence of pedagogical processes when learning is necessary as emphasized by Chinese
proverb, attributed to Confucius (450 B.C.):
“Tell me, and I will forget, show me, and I may remember, involve me, and I will understand”
E-learning is network-based, CD-ROM-based, internet-based, or intranet-based. It includes
video, audio, text, virtual environments, and animation. It is a self-paced, hands-on learning giving
a very rich learning experience that even exceeds the level of training.
To encourage the user active participation the passive objectivity should be appreciated as a
strategy, in the generation of learning context. The Internet is a wonderful creation of human
world and it brings change in environment and strategy that has a profound effect on human
behavior. Thus, it is sensed that there is need of technology in the learning process. The
collaboration activity has greater effect on learning efficiency and networking provides
collaboration, thus increasing the collaborative efficiency.
Blended learning empowers the learning experience of learners and help promote the
experiential learning experience. Without forming a close physical connection people can
collaboratively work in groups through networking and share information. Information from any
where in the world is easily available in local schools, library, institute or a classroom through
computer networking.
Finding appropriate answers to research sub question three (3), different Learning Management
network systems are sought in order to find which technology of e-learning would be appropriate
for improvement in education. Through theoretical research, we have studied two different
Learning Management systems.

3.6 ARGUMENTS FOR AN EMPIRICAL STUDY

Several different agencies have developed guidelines, principles, or benchmarks to ensure
quality in distance learning and that’s possible with the growth of technology-mediated learning in
higher education. The organizations are – the National Education Association, American council
on Education, the Southern Regional Electronic Campus, Global Alliance for Transitional
Education (GATE), the Western Cooperative for Educational Telecommunications and Higher
Education Commission for the Middle States Association of colleges and schools. Benchmarks
regulated for quality assurance tasks by these organizations are to be applied in wide variety of
institutional contexts and consist of fairly broad statements.
The type of questions asked in interviews and the chosen prototype for observation should be
categorized into forming the evidence of solutions to the research questions in theoretical research
in empirical study. The sampling pattern is also selected for use during interviews. The research
investigates that the education could be improved with the use of technology. Virtually there are
strategies for faculty training, course development, infrastructure, learning resources, student
26
services, and assessment of outcomes. Therefore, such sampling is used for empirical survey.
There are some common advantages of network communication in learning process.
• Easy exchange and advantages of supplementary knowledge
• Getting attention of new members is easy
• Participation is worldwide eradicating distance problems

Student exploration, engagement into complex collaborative work, and multidisciplinary tasks,
is supported by technology applications. It is argued by Buur & Bagger (1999) that sometimes a
passive behavior towards direct dialogue in groups impedes better understanding of the users’
context.

27
 Chapter 4: EMPIRICAL SURVEY

4.1 PURPOSE
Systematic and scientific approach helps finding responses to worthwhile questions in all kinds
of research studies. Specifically there are two main approaches among different ways of carrying
out research – qualitative and quantitative. Hermeneutics form the bases of this research as it is
theoretical as well as empirical (Ricoeur, 2004, 3-4). It is an approach that has origins in exegesis
that lies within the framework of a discipline which is for understanding text. [1]
Qualitative approach aims at capturing the rich and complex human experience by focusing
mainly on words and their meanings, on other hand quantitative approach enables statistical
analysis by gathering numerical information from the participants and generalize those findings for
the whole population. [2] Therefore empirical work or information is obtained through interviews,
experiences, observation, or experimentation doing theoretical research for collecting data
(Houghton Mifflin, 2000) that can be tested using the results..
Hermeneutics study answered the research questions, these answers are verified with empirical
work by the help of some prototypes. Suggestions are expected about this research from different
people and it would guide the analysis of the proposed idea. The importance of e-learning in
education field is thus emphasized.

4.2 SAMPLING
Group of people, items or objects form a sample in research terms collected from a large
population for collection of empirical data and measurement. Samples are made up of subsets or
small parts of an original data to be studied.

Figure 8 What exactly is a “Sample”

28
 As a representative of population at large sample ensures the generalization of research findings
to the whole population. Determining the characteristics of population, and drawing conclusions
about it is geared through sampling. [3]
Taking an example of studying homelessness, you do not have any list of homeless people nor
you are going to create it, however, it would require you to collect a sample of respondents on
which to conduct the research. There would be use of some kind of non-probability sampling. [4]
Quick tests are conducted to help saving the situation. In the survey, you consider the affected
population only. A small portion of this infected population is thus utilized to obtain information.

as discussed in Chapter 2, that for research

investigation qualitative approach is used that
is based on hermeneutic aspects and its also
been argued that the validity measure is
creation of researchers themselves for
qualitative research finding.

Figure 9 Assumption of Qualitative Sampling

Thus, qualitative sampling method is used for achieving empirical data. The research
investigation would give value to an existing technology. Many aspects of the todays world are
permeated by the Web. Because of the recognition of Web in the society gained popularity, thus,
education sector could not be left behind in incorporating it into itself.

As the students and instructors are the two key players of web-based learning
their views and perceptions of the significance of the system should be taken into
account when establishing the e-learning. Therefore, reliable instruments are
required for validating its importance. [7] to collect empirical data observations,
surveys and interviews are thus conducted.

4.3 THE INTERVIEWS

Interviewing is done to sought out material for a newspaper story or a television broadcast, in a
meeting or conversation in which writer or a reporter asks for opinions to their questions from one
or more people, to consult and evaluate, etc. This technique also belongs to empirical research. The
interviewer gets to meet with many people to interview them. Proper preparation and
communication is highly important.
So it is necessary for interviewer to plan their meeting and speaking style, setting a goal. The
pilot study involved candidates from teachers, students, other staff from various institutes to
measure their views, attitudes, and behaviors about the role of e-learning. So in planning, first
29
questions were made according to the research questions for interviewees and prints were taken,
secondly a questioner was appointed to prepare our survey report.
Then the interviewee sample was made. Questions were asked
from those common persons having knowledge of E-Learning and
educationalists that use modern technologies to teach students or at
least one of these two.
Interviews of students were also conducted who were easily
accessible to us. The interviews took a start from a famous
university (Virtual University) of Pakistan which is famous for distance education in Pakistan and
comments were noted. Mostly student’s participation helped to find relative material for this
research. As this research is about improving education, many participants were related to the
field and had clear information. Some urban areas also became part of the sample, where people
follow traditional and "old-fashioned" ways to teach students. In this situation, the concept was
introduced to them as a new idea of learning and was explained its main objective— arming
Education with modern Technology.
For developing interest of interviewees in urban areas, some PowerPoint slides were prepared
related to some social issues, mentioning their problems, and finding solution accordingly using E-
Learning. This was a very successful attempt consequently everyone took interest in the
discussion. During this activity some new question aroused.
Before starting the every new interview, documents of the interview were managed. The results
of each interview were kept in the documents’ file for the analysis.

4.4 THE FIRST INTERVIEW

A group of students were interviewed. Everyone was already familiar to E-Learning through
internet media. They told that use of E-Learning techniques in educational workshops always
initiated particular courses or project, and the participants found it to their interests.
It was understood that the People who live in urban areas and far away from cities could not use
e-learning in their education because of different reasons. Many people did not have the facility of
Infrastructure i.e,; communication or internet. And, transport is also a major problem for the
students.
For removal of such difficulties interviewees gave suggestions; setting up a virtual network and
train them on it. So these people could easily take advantage from this process. They suggested
to create a network infrastructure like; Virtual University & Allama Iqbal Open University ― with
remote tutor guidance connecting many people at the same time, and proven efficiency. For
sharing, audio, video, and text communication is found excellent; changing it further to adapt with
various other platforms.
institutions should run “computer in homes” scheme to support the gateway that enables all
learners and their families to have access to internet and learning gateway at their homes.
Parents are more concerned about their children education and praises to the online guides for
families that make them able to assist their child to learn and stand up like never before. It would
give a successful journey for a pupil. [5]

30
 4.5 THE SECOND INTERVIEW
Another student took an interesting interview. Showing keen interest in E-Learning Education
system he described precisely the problems, and the way of accruing education through Web and
other multimedia techniques of E-Learning. He told that people wanted to learn modern
technology for their own purposes but they had technology fear.
According to Ray Kurzweil who is an artificial intelligence researcher and inventor, technology
had always been a double edged sword. [8] Providing a new environment e-learning has lots of
advantages to offer.

4.6 THE QUESTIONNAIRE

The Questionnaire Development:
Development of the initial questionnaire went according to research objectives and by reviewing
relevant research Acquiring participants’ biographic information was the first section of the
questionnaire. The second section was composed of questions on getting information about the
candidates’ views and attitudes on e-learning and then an open-ended part.
Below are the questionnaires that were designed for public survey and for gathering information
from the community.
The former is Students/Teachers Questionnaire and the later is Public Survey Questionnaire.

Improving Education through E-Learning:

An Empirical study in Education Sector in Pakistan

Survey Questionnaire
Respected sir/madam,
We are students of MS, School of Business & Informatics, and University of BORAS of
Sweden. As part of our study we are conducting a survey regarding “Improving Education through
E-Learning: an Empirical study in Education Sector in Pakistan”. This study will provide an
understanding about E- practices and the mediating factors affecting the Education in Pakistan
which will make significant practical and theoretical contributions to the literature.
Would you please be kind enough to take some time from your busy schedule to fill out given
questionnaire? The questionnaire does not require any name so you can be sure of complete
confidentiality of your response. The data analysis of this study will also be performed on all the
respondents and will thus, produce aggregate results.
Thank you very much for your time and cooperation.

Yours Sincerely, ☺☺

31
32
33
34
Students expressed higher satisfaction and rated computer-based learning as best when compare
learning in a traditional system to a computer enhanced learning framework.
E Learning also includes advantages such as: information digest time and respond time,
increased learner communication, transfer of knowledge among pupils and acquiring meaning
through it, accessing information through discussions, higher level of motivation and involvement
on part of pupils.

4.7 OUR SURVEY:

World is ever more encompassed of virtual communication for student, thus, they are required to
master skills in e-literacy and critical thinking – the task where schools played an important role.
Asian and European educationists are interested to present electronic Education and Electronic
games in schools across Europe and Asia to develop the sense of importance of E-Technology.
The Survey is organized by the help of some teaching professionals (Professor Dr. Shahzada,
Assistant Professor Syed Yasser Arafat & Ms. Qurrat-Ul-Ain.) and some members belonging to
the E-Learning Environment Society – to gather public opinions and comments and to know what
sort of problems they were facing.
Dissemination of realistic and authentic information about CBT and its career through public-
private partnership and collaborative activity helped changing perception of society. Though the
existing system used in educational institutions for E- Learning is well developed but still there is
need to improve the methodology of learning. There are many problems and hurdles that are
associated with it. Not only the information was gathered from the educated community but also
from the rural areas and try was made to know the extent of problems that less developed people
face. It was also found out what type of the Infrastructure is in connection with in these areas, as
learning from the Technology can be only possible if the infrastructure facility must be
approachable to the territories.
In particular, closer cooperation of education environment policies ensured teachers, parents, and
their children to get accurate information regarding CBT. Launch of numerous initiatives have
taken place but streamlining these initiatives is required to have a positive impact. The study focus
remains on development of indicators and collection and analysis of data of students’ use,
competence, and behavior towards CBT. Investigation of teachers, school, college, and university
level have been done to regard the impact on students learning. Areas of investigation were:

• Use of CBT in classrooms by students

• Use of CBT in classrooms by teachers
• Attitudes of teachers to instructive use of CBT
• CBT access through connectivity and school infrastructure
• Students' digital competence and attitudes towards CBT
A question that arises here is that if the E-Learning methodology is performing its part well then
how people face a problem of unawareness from the technology. There must be some
shortcomings regarding the system infrastructure that could not overcome or cope with lack of
35
facilitation.
Hence it is revealed that the E-Learning methodology process could facilitate education properly
in educational institutes. As suggested by Swalec (1993), rather than feeling threatened faculty
should accept distance learning to form a path for students in accessing their courses, that would
result in greater intellectualism and also the course would not be cancelled due to less enrollement.
Questionnaires were provided which were designed for public survey and for gathering
information. Those questionnaires are given in the following pages. The former Part A & Part B
are Public Survey Questionnaire and the later Part C is for community suggestion/comments
Questionnaire.

4.8 QUESTIONER PRESENTATION

RESULTS:
The institute of Higher Education Policy carried out a survey in order to answer the research
question, in 2011. As a result there are some graphs and a list of quality benchmarks for Web-
based distance e-learning.
The questionnaires provided different views from people regarding the use of E-Learning and
problems and levels of satisfaction related with it. Following are given tables of benchmarks to
give an overview of that importance and comments/Satisfaction about the E-Learning teaching
system.

Table 2 Survey statistics on the importance of the E-Learning/ Teaching Process benchmarks

Not Somewhat Not Important Very

Important Unimporta Sure Important
nt
Q1 0% 0% 8.8% 67.6% 23.6%
Q6 0% 0% 5.9% 55.9% 38.2%
Q8 0% 8.8% 14.8% 52.9% 23.5%

36
 Website
9 3 E-Books
17 45 Research Journals

3 Online tutors
Emails
23
CDs & DVDs

Figure 10 Survey statistics a graphical representation of using e-Learning Resources for Education

4.9 OBSERVATION PROCEDURE

Preliminary investigation reportedly showed that
observation has an important role in this study. During
the whole research observation remained the key factor.
In the analysis phase selection of subject area was done
through theoretical study then every point was observed
doing empirical research and hence, answers wer found
for the research questions.
To observe it is necessary to keep in touch to some
institutes which have setup for Distance Learning and some which run setup as regular learning, to
serve this purpose a number of videos of e-learning workshops were collected through the Web.
Each video was watched many times and a strategy was made to keep the students of both kinds
(traditional & technology users) under observation to get results for this research.
Some workshops were arranged that included PowerPoint slides presentation for introducing the
basic aim. Few of the candidates included children from school, this workshop was meant to
provide basic introduction guide of system for facilitating children to develop the interest and
awareness of using e-learning.
Some workshops were arranged for providing infrastructure and the participants of such
workshops were experienced persons. It was observed that the participants showed interest in the
E-Learning Education. People were happy to give their views and ideas, and these suggestions
were noted down on the boards to be clear to all participants and they became informed of each
other’s opinions. It was also observed that mostly participants were about the age of 20s and 30s.
In the workshop, participants shared their experiences that often they had different and new
thoughts about structuring but when they would attend a workshop they had difficulty expressing
their views (Pointless Hysteria, 2007).

37
 Table 3 Survey statistics on the presence of the E-Learning/ Teaching Process benchmarks

Strongly Disagree Not Agree Strongly

Disagree Sure Agree
Q8 0% 11.7% 26.5% 50% 11.8%
Q9 0% 5.9% 17.6% 64.7% 11.8%
Q10 0% 17.6% 20.4% 41.2% 20.8%

It was felt that there would still be many students working in offices wanting to
participate in such activities, to express their ideas but due to lack of time were not able to attend
the workshop.
There were opinions that if local people found it difficult to attend the workshop they could
connect via modern technology to the network for training. Thus, participants could easily
express and convey their ideas. So, when modifying an existing virtual network, the importance of
grouping (of predictors) was observed.

Table 4 Overall Observations

S
Questions? Yes In between No
r.
66.3 33.3
1 Awareness of technology 0.4% Lack of facility
% %
2 Showing Interest in E-Learning 20% 40% (having no access) 40%
26.6 66.6
3 Institutions used E- Learning technology 6.67%(can’t afford)
6% 7%
23.3 48.4
4 Encouragements of learners by E-Learning 28.23% want training
3% 4%
44.4 22.18% want 33.3
5 Satisfied with Regular learning procedure
9% improvement 3%
26.6 33.3
6 Satisfied with E-Learning system 40.0% Want improvement
7% 3%
70.5
7 Infrastructure & Access facilities in Cities 14.55% Poor community 15%
4%
Infrastructure & Access facilities in Rural 26.6 11%(Literate of E- 62.3
8
Areas 5% Learning) 5%

38
 4.10 EMPIRICAL RESEARCH RE
RESULT
Institute for Higher Education Policy formed the basis from the results and it was clear that the
major areas to concentrate were: Course development and structure, Teaching/Learning Process,
Institutional Support, faculty support, student support, and ass
assessment
essment and evaluation to ensure
quality web-based learning.

Figure 11 Graphical representation of usage of Technology

The solution to research problem 1 and 2 – Why there is need to build ee-education system with
best perspective
tive for learning? was found through interviewing and observing. People stated in the
interviews that they wanted to get facilitated from modern technology and wanted to participate
but could not due to some constraints.
On observation it was seen that people
people wanted to share and translate their conceptual ideas but
could not find the right place or time. There were many experienced employees who also wanted
to attend the workshop to contribute to the society.
Hence, there were lots of questions still remaining to be straightened through previous research
for ensuring quality in e-learning
learning system. Research carried out by Institutes of Higher Education
Policy seemed to be a useful approach to study the issue locally and would guide exploration of
contributing factors in creating a reliable quality assurance model for ee-learning.
learning. As a result, it was
concluded that there needed to be an infrastructure and awareness workshops so that above
problems were solved to some extent.

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 Chapter 5: ANALYSIS AND RESULT

Analysis is performed to illustrate the effective and precise meaning from gathered data. E-
learning brings change and reform in higher education and is considered as a transformative
vehicle. Because of this reason, education policy makers focus on analysis of quality assurance in
e-learning. Identifying an effective model for assuring quality delivery of e-learning tools and
techniques that fits the expectations of various stakeholders is seen as a common problem in the
higher education sector. To resolve this issue, firstly, there is need to identify the critical success
factors that contributes to quality assurance in e-learning process. Focus of this research is on the
academic staff who manage, develop, monitor, or teach web-based courses in local institutions.
The study objectives examined students’ attitude to Computer base technology and CBT careers
in secondary schools /colleges/universities. The differences are verified in perception and/or
aptitude between the studies using E-Learning System or Regular Learning System –
understanding the reason students might get off track from studies and careers in CBT by
analyzing the impact of role models in studying and choosing career and assessing the extent to
which e-learning stereotypes affect students in choosing career in relation to CBT and also gave
recommendations on the research basis.
France, Italy, Poland, Netherlands, and United Kingdom that are representative of various levels
of ICT incorporation in both education and wider society got chosen in which pilot schools were
identified. Students, parents, and teachers were targeted for adhoc surveys. Methods chosen for
data gathering were document analysis, interviews, surveys, and participant observation.
In our study focus remained on students’ education through e-learning techniques. Secondary
school students need to go through ‘pre-university’ phase. During this period the decision about
subject specialization at upper secondary and university level starts building up.
This chapter is about comparing data received through the theoretical techniques with the data
received by empirical method, and a comparative analysis of the territory findings pinned on
relevant answers to research questions.

5.1 RESEARCH SUB QUESTIONS

Sub question no 1 and 2

1) What is the suitable approach to develop best perception of the knowledge imparted
through ICT tools and techniques?
2) Why e-education systems need to be changed with the changing ICT?
Students tend to more easily present their ideas when online that leads to great debates that
would not occur in the traditional classroom environment. Thus, research on Innovation and
Technology is an ethical practice to facilitate learning and efficiency by using, managing, creating
appropriate technological systems and resources. A detailed discussion has been discussed about
our question #1 in chapter (3). It is understood that passive communication is better than active
communication. The wonderful innovation in Informatics has changed the environment. And, this
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change has transformed the human behavior too. There is no doubt that Internet is a best creation
of our time. Additionally, it has been analyzed that for development and improvement in critical
thinking and writing skills online participation into mediums such as; blogs, chat rooms, message
boards, etc. helps a lot.
Following are some common advantages of E-Learning in education:
1. You get advantaged of others’ knowledge through sharing
2. It easily attracts new members
3. Brings everyone closer to each other internationally

Sub question no 3
1) What types of Information Communication Technologies (ICT) can facilitate an e-
education system well, and
Strengths and weaknesses could be found in all learning techniques. “Knowing your audience”
generally applies in various forms of e-learning methods today.
Knowing versus doing: From this perspective, education is focused on acquisition of
knowledge while training is focused on application of knowledge; in other words, education is
about knowing and training is about doing.
From the training perspective, it’s easy to see that no retailer, swim coach, or army general will
be satisfied if his people could answer to multiple choice questions about doing their intended
tasks but would do it awkwardly. Accuracy is known to those people who do the right things at
right time and not just by knowing what should be done.
Technology is derived from “applied sciences” that means a valid and reliable system or process
that uses basic research and it is investigated through proposed research that collaborative
communication is only possible through networks by using famous connection like DSL, Land
Line, Broadband, Wireless and Wi-Fi connections etc.
This verification is done during surveys and observations which have been discussed in chapter
four (4). Some researchers proposed that social websites like Facebook, Orkut, LinkedIn, Twitter,
Blackboard Collaborate, Class web Pages, instant messages, and Yahoo groups are also used to
share and to communicate with others in education system. I was told by few people who were
using video conferencing, forums, and skype that they used these mediums for collaborative
communication in distance learning.
In the end, Traditional classrooms rely on papers and videos but an increased use in e-tutoring
through Computer Based Technology is found. Training and education are not differentiated by an
exclusive interest in either knowledge or performance; rather they each share the purpose of
enhancing both. Education is, perhaps, focused on broader areas of outcome performance abilities.
It is concluded that one design approach would fit the need of both. The purpose of technology
use according to empirical research is to get knowledge about the progress of the world. The
course is designed as such that they mix distance activities with presence and uses various
exercises, practices and projects in a hybrid environment. To achieve excellent performance
education-led and training need programs are there that increase learner motivation, give behavior
improvement learning experiences making those experiences worthwhile and meaningful.
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 Sub question no 4
How these technologies can be utilized to improve e-learning?

in the traditional classroom computer is an

asset to any teacher for demonstrating new
lectures, presenting new material, illustrating
how to use programs and showing new
websites.
Class Website: create a website to display
work of your students in a class – when a web
page is ready, it can be used for posting home
assignments, famous quotes, students’ work,
trivia games and so much more.
Class blogs and Wikis: dialogues can be
maintained through blogging by students in
journals, sharing thoughts, ideas, and
assignments that are used by to comment and reflect. Wikis are used where documents are
produced in a collaborative manner within groups that is allowed to edit a single document and
carefully come up with a finished product.
Wireless Classrooms Microphones: with the aid of microphones students can hear their
teachers clearly in a noisy classroom.
Interactive Whiteboards: touch control of computer applications is provided in interactive
whiteboards. It enhances the learning experience when anything can be shown that is on computer
screen. This is not just a visual learning aid, but students draw, write, or transform images
interactively on whiteboards.
Online media: classrooms lessons are enhanced through streamlined videos.
Digital games: there is growth in the field of series games and
educational games. These digital games act as tools in classroom
and get loads of positive feedback including increased motivation
in students.
Simulations or virtual laboratories: learners are permitted to
work in teams to construct projects completing them in the
preferred time.
Mobile devices: clickers or smart phones enhance the
classroom experience by helping instructors to get feedback.
Podcast: it allows anyone to publish and receive new files from people on the internet through
subscribing. Teachers can reach their students easily as pert of daily life.

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 How can the available technologies help in the best way process for the improvement of
education? How it can work?

To determine the structure and content of the successful e-learning technique a study was
proposed. Survey instruments were utilized for our goal to:
• Outline the targets set by instructors to be achieved by students entering online study
course.
• Measure the student’s expectations on what they would entail through online study.
• Measure if gaps exist between students and instructors expectations through learning online
• Classify the key problem areas in traditional teaching and online system for students

Podcasting requires a computer, internet connection, and microphones to offer the capacity of
advancing students’ education beyond the classroom. As students listen to other students’ podcasts
with their own they can easily identify and define quality.
It can act as a remarkable tool for developing literacy and learning inside and outside classroom
helping students sharpen vocabulary, editing, writing, presentational and public speaking skills.
Students also develop skills like; time management, problem solving, and communication.

Evaluation and Assessment

Table 5 Survey statistics on the importance of the Evaluation and Assessment benchmarks

Not Somewhat Not Important Very

Important Unimporta Sure Important
nt
Q10 0% 2.9% 20.6% 50% 76.5%
Q1 0% 20.6% 14.7% 55.9% 8.8%
Q8 0% 2.9% 8.8% 41.2% 47.1%
High rating was received to the importance of evaluation and assessment through benchmarking.
The evaluation process (No. 10) scored (76.5%) through benchmarking on importance. To address
evaluation and assessment all participated institutions had systems in place. Huge amount of data
was collected, in Western countries, on financial efficiency, faculty satisfaction, student
achievement, student demand, student satisfaction, and student retention in order to evaluate the
effectiveness of programs.

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 5.2 RESULT SUMMARY
The analysis of data that is collected through empirical research and theoretical study is
successfully done. Hence, the summary of research work was concluded in relation to research
questions. The investigation of different e-learning methods used in distance education and in
traditional classrooms was done as part of research.
More people participated in a learning process by the advent of technology, and showed an
interest in study. A web-based training facilitates the society with the use of Internet and they
should take advantage of it. As discussed early e-learning cab be CD-ROM based, Intranet-based,
Internet-based, or Network-based. It includes audio, video, text, virtual and animated
environments. Following rationales were analyzed during interviews:
1. Sound educational principles are the basis of e-learning
2. Technology is vast for learners to get lost when learning
3. Technology saves time in finding learning resources
4. To embark on web-based learning learners should have basic technology knowledge else
learning can be threatening to students with poor IT skills

5.3 CONCLUSION
From late 1990s till now, 30 percent of all Internet traffic is carried along by mobile
technologies that have not been envisaged. Fixed-line networks, software applications, and
hardware resources are in a state of mesh. E-learning is significantly impacted by these changes.
ICT based e-learning spans all dimensions of learning process. In electronic context, restrictive
definition with respect to particular technologies has limited long term relevance to learning
transactions. E-learning is both a distinct area of research and part of wider medley of knowledge
management, information exchange, and learning within an electronic environment.
As seen, e-learning is generally defined in relation to its use of specific technologies.
Conventional definition includes elements:
• Communication and information technologies
• A network of Internet and WWW
• Delivery on time/at any time
• For the purpose of learning an exchange of electronic information
In services industry as the research and teaching continues, more of these techniques would
integrate in classrooms. Students would adapt to the learning environment as they understand their
learning styles.

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 Chapter 6: DISCUSSIONS

6.1 CONCLUSIONS
The term ‘e-learning’ was defined more than 50 times by Romiszowski (2004) as argued in the
thesis. Structured definition is given by Romiszowski from the research for e-learning. Illustration
of the framework is in table 6 below.
Table 6 Structured definition of e-learning

STUDY SELF STUDY Computer COLLABORATIVE

Based GROUP Computer
Learning/Instruction/Teaching Mediated Communication
(CBL/I/T)
ONLINE STUDY Accessing websites, surfing Audio/Video conferencing
Synchronous the Internet to obtain Chat rooms with(out) video
Communication information or learning (skill or
(“Real Time”) knowledge)
OFFLINE STUDY Downloading material from Asynchronous
Asynchronous Internet to study later/using communication by email,
Communication stand-alone course material discussion lists or a Learning
(“Flexi Time”) Management System

Source: taken from Romiszowski 2004 page 6

Effective Web-based learning comprises not just training in the use of technology as widely
recognized by research (Bates, 1995; Fullan, 1993). But, it should also be integrated with
pedagogical uses of technology for development of lifelong learning skills and further developing
goals in education in the information age (He, 1998). In educational environment when web
technology is used its necessary to determine its effectiveness on students, courses, institutions,
and teachers (Barr & Tagg, 1995).
Locally, within countries it is not difficult to reach campuses due to distance. But as with the
hectic and fast life of today, there is increase in distance learners with the demand of learning and
improvement in technology that has made it easy to learn through Web. Apart from that, e-learning
is seen to be a transformative measure for bringing change and reforming higher education.
As a major technological advancement Web reshapes not only universities but also the world as
whole. Thus in given circumstances, universities have to adopt Web for both teaching and
learning. Progressively the development in Web-based learning in distance education setup is a
good start.

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 6.2 IMPLICATIONS FOR INFORMATICS
Telecommunication and computer science when combined brought credibility to educational
certificates received through e-learning systems that came with the paradigm shift in education and
creatively measured outcomes reminding the words by Immanuel Kant, “one has some information
or knowledge and every designer would need this knowledge”. According to Virtual University
Design team led by Western Governor, “creating a competency-based approach to assessing and
certifying learning at the post secondary level is paramount”.
The investigation is thus carried out of assessment instruments that are in all shapes and sizes.
The fundamental purpose they serve in a higher education setup is ensuring that students had
comprehended the material at deep level. It is explained by Marton and Salijo (1996) that deep
understanding was the capacity to use detailed concepts creatively and lead to the ability of people
to think about problems and formulate some solutions to them (p.11). The two major theories are
thus discussed, Computer Supported Cooperative Work (CSCW) and Group Supported Systems
(GSS).

6.2.1 COMPUTER SUPPORTED COOPERATIVE WORKING (CSCW).

Wilson (1991) addressed CSCW as how collaborative activities and their coordination were
supported by means of computer systems. This is related to this research as well as an investigation
on e-learning that would be supported by means of computer system. CSCW focuses on the
psychological, organizational, and social effects as well as study tools and techniques of
groupware.
Wilson (1991) at another place stated that CSCW was a generic term that combined the people
working behavior in groups with technology enabled computer networking, and associated
software hardware, techniques, and services. By the above definition CSCW is concluded to be a
system to increase effectiveness of technology enabled group. Group working processes, and the
technology that might be used in this incensement, therefore, are two major areas of concern. This
discussion is similar to the research investigation as here it is trying to increase effectiveness of
learning by use of technology (virtual network software).

6.2.2 GROUP SUPPORTED SYSTEMS (GSS)

Individuals contribute to operate in groups. Therefore, it is important to understand an individual
to understand and support group processes (Wilson, 1991). Human behavior is thus discussed.

6.2.3 EXAMPLE OF LEARNING MANAGEMENT SYSTEM

As a ‘correct’ model for distance learning is not yet developed, thus, there is not even a singular
rightful way to assess a student progress. However, the most significant element in utilizing
traditional and alternative assessments in distance learning is to ensure the technique fits the mode
of delivery. Student taking their final examination in isolation of their homes and mailing it to the
instructor would raise doubts in ethicality and legitimacy of the educational process and validity of
the results. On other hand, expecting students to appear in person at the test center would not be a
practical solution either. To withhold the legitimacy of the educational program, academicians
would have to devise a unique testing alternative. Synchronous and asynchronous are the
assessment methods that this paper evaluates.
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 6.3 METHOD EVALUATION
To validate all types of distance learning benchmarks initially developed are in existence for
many years in various forms. Would they be applicable to e-learning in distance education setup?
This is a crucial question. Or it could mean, whether the current benchmarks would be appropriate
to ensure quality in web-based learning?
By the help of the following seven categories these benchmarks are evaluated:
Institutional Support
Institutional activities are such that which helps to provide a conductive environment in
maintaining and developing qualitative e-learning.
Course Development
Course is developed by the help of on-campus faculty members, or subject experts within the
commercial agencies or organizations.
Teaching / Learning Process
Those activities that are in relation to art of teaching are included.
Course Structure
Policies and procedures that relate to learning and teaching process to support are included.
Student Support
These are the services found in universities for admissions and financial aids.
Faculty Support
These are the activities that are included to assist faculty in online teaching.
Evaluation and Assessment
Policies and procedures formed to address how the universities assess web-based learning.

6.4 CONCLUSION
It is written as there are at least two key stakeholders in any educational setting; the academic
staff and the students – Davey Yeung, the author of Quality Assurance of Web-based learning in
distance education. In order to develop an effective quality assurance model for web-based
learning there needs to be a study on students’ perception on this problem and this result needs to
be incorporated with academic staff perceiving on the same issue forming a more concrete picture
of the model.
According to this study benchmarks for quality driven e-learning were considered crucial and
particularly the institutions strove in incorporating them into their practices, policies and
procedures. At the same time, some instants were left behind that were not related to quality for
technology based education.

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 Chapter 7: REFERENCES

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University of Borås is a modern university in the city center. We give courses in business administration and
informatics, library and information science, fashion and textiles, behavioral sciences and teacher education,
engineering and health sciences.

In the School of Business and IT (HIT), we have focused on the students' future needs. Therefore we have
created programs in which employability is a key word. Subject integration and contextualization are other
important concepts. The department has a closeness, both between students and teachers as well as between
industry and education.

Our courses in business administration give students the opportunity to learn more about different
businesses and governments and how governance and organization of these activities take place. They may also
learn about society development and organizations' adaptation to the outside world. They have the opportunity
to improve their ability to analyze, develop and control activities, whether they want to engage in auditing,
management or marketing.

Among our IT courses, there's always something for those who want to design the future of IT-based
communications, analyze the needs and demands on organizations' information to design their content
structures, integrating IT and business development, developing their ability to analyze and design business
processes or focus on programming and development of good use of IT in enterprises and organizations.

The research in the school is well recognized and oriented towards professionalism as well as design and
development. The overall research profile is Business-IT-Services which combine knowledge and skills in
informatics as well as in business administration. The research is profession-oriented, which is reflected in the
research, in many cases conducted on action research-based grounds, with businesses and government
organizations at local, national and international arenas. The research design and professional orientation is
manifested also in InnovationLab, which is the department's and university's unit for research-supporting
system development.

VISITING ADDRESS: JÄRNVÄGSGATAN 5 · POSTAL ADDRESS: ALLÉGATAN 1, SE-501 90 BORÅS

PHONE: + 46 33 435 40 00 · E-MAIL: INST.HIT@HB.SE · WEB: WWW.HB.SE/HIT

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