E-Learning in Pakistan - Literature review Example

Running Head: Research Proposal Course Title E-learning in Pakistan Name Name of Instructor Date of submission Table of Contents Running Head: Research Proposal 1 Table of Contents 2 1.0. Introduction 3 2.0. Background 4 3.0. Assumptions 5 4.0. Limitation of study 5 5.0. Significance of the study 6 6.0. Research question 6 7.0. Literature review 7 7.0.1. Perceptions about e-learning 8 7.0.2. The current trends in e-learning 9 7.0.2. Use of e-learning 10 7.0.3. Problems in the use of e-learning 11 7.0.4. E-learning prospects 12 8.0. Methodology 12 9.0. Data Analysis 15 10.0. Results and findings 15 11.0. Recommendations 16 1.0. Introduction Research indicates that as information technology become more stout and easier to use, it is gradually permeates academic activities within higher learning institution across the globe. Through the use of course management systems, instructors have been assisted to amalgamate information technology into their teaching. It is evident that use of online communication and access of information expands the way education is handled and conducted. The use of improved information technology in facilitating education in learning institution is known as e-learning. E-learning is considered to be a key component in many courses offered in higher education institutions. Today, computers and improved information technology offer numerous ways in which educational assessment can be enriched both within educational and organizational situations (Alessi and Trollip, 2001). With constant dynamism in visual, sound and effective user interactivity, computer based assessment as well as e-learning is vastly expanding testing and educational possibilities beyond what used to be traditional learning of using pens and papers. It is through these technological innovations that are established through computer based platforms offer wide range of high quality education which are usually coupled with meaningful contribution in classrooms. It is evident that as the world digital divide minimizes, it seems that new and improved information technology will create an innovation which will enrich educational activities within higher learning institutions. It is arguably definable that perceptions and theories surrounding users and developers of e-learning have been constantly be used as predictors of development that encourages the practices of e-learning in higher education (Allen, 2003). 2.0. Background Since the introduction of Alan Sugar green screen Amstrad 8256 PC, information technology has really come along way. Information technology has widely evolved by way of explosion in media capability where there was CD burning to DVD writing which has been enabled by the use of internet connectivity. Publishing along with education and training have never been far in capitalizing on electronic advances thus provision of stimulation which minimizes carbon footprints. Initially, e-learning was known as computer enhanced learning. The name later changed to e-learning due to the use of mobile technologies such as MP3 players and PDAs. E-learning is considered to be broader than on line learning which is largely referred to as purely web based learning (Qureshi et al., 2009). Initially, e-learning was naturally sited to students who wanted to engage in distance learning. this later changed as e-learning is can also be highly in conjunction with classroom or what is known as face to face teaching therefore creating a blended learning. The common approaches to e-learning are asynchronous and synchronous. Synchronous approach is where participants join in learning at once in a session that is usually facilitated by a teacher whereas asynchronous is whereby a learner is self direct at his or her own predesigned pace (Abdon and Raab, 2001). At the beginning it was perceived that e-learning was only meant for higher learning institution, today most information technology researches have arguably involved the general community in participating and building community based e-learning. E-learning offers the wider community with skills of knowledge management which are very essential for societal development (Naidu, 2003). 3.0. Assumptions The study assumes that the respondents were faithful in giving true information in each question asked and that personal attitudes were not reflected in the data. It also assumes that the data collected was representative to allow space for generalization to a wider population. Accuracy and precision in data during collection and recording of the data is a very important factor of consideration. This research assumes that the researchers who collected and recorded the data were precise and accurate. It also assumes that there was uniformity in data recording which makes the data scientific. 4.0. Limitation of study It is evident that e-learning covers a very broad area both technically and academically. However, due to minimal time allocated research was only conducted on one higher education institution to represent many institutions that supports e-learning. In addition to limited time, resources that were used to carry out this study were not readily available limiting us into using one learning institution. Although participants were guaranteed confidentiality in their information, most of them were very reluctant in issuing information wholly. The use of e-questionnaires limited the interview in determining the exact attitude displayed by a respondent. 5.0. Significance of the study Lack of understanding the relevance of e-learning in higher education has resulted to some countries educational system to shun it away. In most cases, higher educational institutions have blindly engaged in e-learning as a way of reaping benefits from exercising in it. With globalization and increased new technology, there have entire need of understanding e-learning and its effectiveness towards promoting education. When much have been stressed about e-learning a lot still remain assed on its effectiveness in promoting education and its benefit in developing a child learning capability. This is widely aimed at maximizing on all benefits associated to e-learning especially in higher education learning systems (Dick and Carey, 2001). Understanding cost effectiveness of e-learning would automatically result to wider knowledge in information system which is a very competitive advantage within higher learning institutions. However, this can only be achieved by way of proper assessment of the relevance of e-learning hence giving researchers ideas on what to be engaged in. it is very essential for global education sectors to identify the various trends being exhibited by e-learning thus coming up with significant measures that will not only improve education system but rather increase technology technical skill to students. 6.0. Research question Increased investment in e-learning is been seen by many scholars as an effective mean of promoting and improving education. In the last few years there has been tremendous increase in amount being spend to promote e-learning not forgetting the many learning institutions engaging in it. Not only is e-learning been perceived to promote education, it is widely linked to enhanced communication that is important within organizational operations. The fact that many scholars are opt to engage in e-learning indicates that it is a very worth activity from educational perspective. The question that arises from this study is “is e-learning really effective and worth all the cost in promoting education?” The following research question will be answered in understanding the effectiveness of e-learning. 7.0. Literature review E-learning is the intentional utilization of networked communications and information technology in a learning situation. The term has been defined by many as virtual learning, online learning, web based learning and distributed learning. E-learning utilizes informational and communicational technology in the mediation of synchronous and asynchronous teaching and learning activities. The mode of learning employs electronic equipment and information relayed through the electronic media to enable learning and teaching activities. This experience occurs in four ways. Firstly, e-learning can occur where an individual learner accesses information online and studies alone via the internet or a local network. This mode of e-learning is referred to as individualized self pace learning. Secondly, the learner can chose to use the internet to access informational materials like databases or computer assisted learning information that enable the learning experience to be easier. This could be through the internet or optical digital devices like the CD or DVD materials. The learner only accesses electronic media but is not connected online. Thirdly, the learners can work in a group by accessing informational material through the internet or an intranet. The learners can be engaged in real time charts via the internet either through video conferencing or a two way audio. Then lastly, e-learning can occur when a group of learners access electronic educational information through the electronic media for exchanges that occur within some delays in time. This could include online discussions through electronic devices by either mailing lists and/or conferences that are text based and occurring within a learning management system (Romiszowski, 2004). 7.0.1. Perceptions about e-learning One of the major ways of assessing the user’s approach in e-learning is through the individual differences in the response to the improvement trends in the use of e-learning in the higher institutions of learning. Researches by Zhao and Bryant (2006) indicate that the perception of teachers on the educational technology plays a key role in influencing the perception of the learners to the embracing of new technology in learning environments. Teachers’ attitude towards the use of new learning technology in institutions is directly related to the successful adoption of new technology in the institutions. The incorporation of e-learning in the learning experiences depends on its perceived usefulness in communication and how it effectively makes information more accessible to both the learners and the educational instructors (Gay et al., 2006). According to Mehra and Mital (2007) higher institutional instructors have in the developing countries have been labeled as cynics as they possess negative perceptions towards the inclusion and use of e-learning as the yare rigid to change from the historically used pedagogy. Others are moderates as they are willing to change and adapt the new pedagogical ways through practice and increased capacity in their use. Thirdly, other instructors are categorized as adaptors as they continuously comply and utilize new and innovative pedagogical methodologies in their learning environment. Also key to observe is that large proportions female users normally lag behind in the adoption of new technology compared to their male counterparts (Graff et al., 2001). The new generation are better at multitasking compared to the older generation thus are able to adapt and embrace new methodological technologies. This implies that they are more likely to be embraced by the use of new technology in the pedagogy. The net genres bring new information an knowledge to the institutions of higher learning thus are able to affect the way through which learners acquire, interpret and utilize information (DiCebro, 2007). 7.0.2. The current trends in e-learning Higher institutions have witnessed immense growth in the interest for the adoption of e-learning in the institutions. The inclusion of e-learning in the learning environments is viewed as a logical and more cost effective mode of extension in the distance learning activities. This is directly linked to the increased modes of accessing communication and information technology. The age has witnessed the increase in the number of higher learning institutions instructors employing information and communication technology in supporting their pedagogy. Most of the generation that access institutions of higher learning are net generation and expect to witness the use of information technology in the classroom scenario. The employment of e-learning is thought to be more creative and consumes less time as compared to the other medieval modes of pedagogy (Zhao, 2006). However, the use of informational technological instructional media in learning institutions has come with challenges in the higher learning institutions. It is perceived that the technology would have been of more help to the learning environment if it were pedagogy driven and not technological driven. The other fundamental impediment is the accessibility. Poor and insufficient infrastructural technology results to unsavory experiences that that lead to poor and inadequacy in learning experiences. Despite the fall in soft ware prices, the e-learning technology still remains costly to acquire as other relevant costs have not been factored in to e-learning venture deployments. These include infrastructural, maintenance and other related training costs that enable the learners and instructors to effectively use the technology (Naidu, 2003). 7.0.2. Use of e-learning There are differences in the approaches in utilizing the e-learning technology. This is based on the fact that there are a variety of the e-learning tools that are available in the higher learning institutions depending on their affordability. In addition, the modes of training that the learners experience that are meant to prepare them to effectively utilize the informational equipments and materials might not be relevant in meeting their educational needs. The new dynamic world of technology requires constant updating of informational technology users as novel products and soft wares to be used are designed and developed everyday. In addition, socioeconomic and technical limitations hamper higher learning institutions in the acquisition and use of the learning technology (Radosevich and Kahn, 2006). On the other hand, technology is disruptive in nature and always demands for new investments in space, time and skills. Moreover, face to face communication is vital in classroom situations as it offers a chance for the instructor to attentively identify and address the needs of the learners. Personal relationships and social interactions are also healthy in a learning environment. Socio-emotional interactions cannot be replaced by interactions through mails and other internet sites (Dick and Carey, 2001). However, the most experienced hurdle in the effective use of e-learning technology in the developed and developing countries is the providence of sustainable technology and support through the ICT technocrats. This is because the success of an e-learning project is dependant on the skills existing among the technical support staff that is available to the end users. Training in the use of the IT is not itself a solution to the effective use and application of e-learning technology as the continued technical support of the technical department is necessary to ensure the learners and the instructors utilize the wide range of the novel technology to its fullest (Zhao and Bryant, 2006). 7.0.3. Problems in the use of e-learning Despite the usefulness of the e-learning technology to higher institutions, their exist challenges in its implementation. To begin with the most learners and instructors are reluctant to change as they prefer to use the old modes of pedagogy. The learning institutions also underestimate the lack exposure, awareness and the negative attitudes that exist among the populous in the higher learning institutes towards ICTs. To add to this, the institutions lack appropriate systematic approaches in the implementation of e-learning programs and ways through which they can evaluate its effectiveness and use. Moreover, the institutions lack a proper modality in the training of the users to effectively utilize the technological methodologies and gadgets. This is witnessed further as most institutions lack the administrative personnel who are at hand to offer technical support to end users. Lastly, culture plays an important role in the embracing of new teaching and learning technology. Some cultures are not receptive of new ideas as they perceive them as alienating and a medium through which new culture is introduced n to the society which ands up eroding the existing culture (Alessi and Trollip, 2001). 7.0.4. E-learning prospects The novel and dynamic innovations in technology are causing unprecedented impacts on the lives of people and communities in the global society. The novel innovations act not only to change working patterns but their cultural ways. The mass availability of innovative technological electronic gadgets has made it easy for persons to access, analyze and use information in varied ways. The developments in the ICT have made an effort in the provision of phenomenal opportunities for developing countries as they aim to eliminate the problems that have existed in the countries for decades. The innovative products have made it possible for the higher learning institutions to access written works with great ease. However, the new innovations come with their own disadvantages as novel ideas are accompanied by novel technological uses and operations. Countries like Pakistan are able to cut down on expenses in the purchasing of reading materials and rather improve on infrastructure to enable a wider populous to have access to education and learning facilities. In addition, the new inventions have made it possible to have a larger number of learners be attended to at limited costs through the use of interactive group lectures that are offered via the internet (Allen, 2003). 8.0. Methodology The study will assume a qualitative and quantitative approach. The quantitative methodology will employ the use of survey instruments. The quantitative approach is ideal as it utilizes multiple instruments thus ideal for the accessing and identification of problem situations that are at hand. The study employed in depth interviews which involved two stages which included in depth survey of the employee of the various institutions and as well as in depth interviews with the learners. This enabled the researcher to get insight on the knowledge and at the same time for the researcher to be able to quantitatively validate the findings (Zhao, 2006). The study enabled the researcher to determine whether the findings of the in depth interview are applicable to the larger populous. The in depth interviews were vital in the identification of challenges in the utilization of e-learning in addition to capturing the prevailing perception by the community over the use of new advanced pedagogical methodologies given the fact that Pakistan has a reserved culture. The statements obtained, from the participants during the qualitative data collection, was vital in the development of the survey tool. The tool sample was then sent to the larger population for testing (Kizito and Bijan, 2005). However, the two phases has disadvantages as the researcher has to collect data extensively. In addition, the researcher has to perform an in depth analysis of the collected interviews and surveys moreover, the investigator must be familiar with the two research methodologies. The research findings were submitted for review before commencing with the collection of data. In the use of two research methodologies, the researcher had to skillfully decide on which methodology is to take precedence. The qualitative methodology took precedence in this research. The understanding of the issues was achieved during the second phase of data collection as the researcher had to collect information from a larger group of people. This was vital as the information gathered was evaluated and assessed to verify its usefulness to the larger population and thus being useful in the identification and development of relevant tools to be able to evaluate the effectiveness of e-learning to the higher institutions in Pakistan. The research performed a detail examination on a sampled group of the employees. The in depth data collection assumed an approach where the interviewees were allowed to discuss the issue at hand in their own ways and how they understood it. Depth interviews are vital in cases where the data collected is descriptive in nature. The results of this were utilized in the developing of a survey tool. The research utilized the purposive sampling in order to identify the assistance the higher institutions employs in the training and sustaining of technical support for the use of e-learning materials. The questionnaire was pre-tested prior to its use to validate its effectiveness. A total of 60 interviews were conducted. The survey tool developed was utilized in the testing of the developed theories that were adopted in the in depth interview. A large number of interviews were conducted to eliminate the possibility of overlooking vital information that might be perceived as not being useful. The collected information from the qualitative research was done in four steps. To begin with, the data collected was organized and prepared for analysis a process that incorporated the transcription of the interviews. Secondly, the data collected was perused to identify the overall impression that engulfed the findings. Thirdly, the data was coded in to meaningful chunks and categories. Lastly, the coded information gave rise to seven themes. The tests utilized were to examine reliability, contrast and external validity. This implied that the researcher had to identify what was to be studied and be able to demonstrate the kind of measures. The researcher had to show the various data analysis procedures and techniques and be able to establish a domain that generalizes the research findings. The research findings are to produce the same findings if they are analyzed by a different researcher. It was also vital for the researcher not to be biased as this would jeopardize the results. 9.0. Data Analysis To identify the factors that challenge e-learning, the computation of new variables was done by the summing up of all the items in the groups. To extract the principal components, the reduction of data through the analyzing of data was carried out. The study utilized the varimax to identify the rotated component data through Kasiser Normalization. 10.0. Results and findings The perception of people towards e-learning was analyzed through interviewing by a questionnaire tool. Among the questions asked was whether there was a social pressure in the influenced the perception of persons towards the adoption of e-learning technology. The findings showed that 75% of the respondents accepted e-learning, 10% did not embrace the technology whereas 15% were undecided (View Appendix 1). 75% of the total respondents agreed to the use of e-learning in the Pakistan education mode 8% were undecided whereas 17% did not accept the use of e-learning in the higher learning institutions (view appendix 2). In viewing their perception awards given to students in completion of the various courses vie e-learning, 40% trusted the credibility of the awards 37% did not trust the awards whereas 23% did not have a decision over the awards (view Appendix 3). It was also realized that e-learning is accepted in the Pakistan institutions that were within the urban centers whereas the institutions in the rural areas did not embrace the use of technology. Most of the learners of higher learning institutions in the rural areas had no idea of the technology. The instructors who embraced the use of e-learning were mostly foreigners and concentrated in the institutions found within the urban centers. This was realized was due to the unavailability of the technology and supporting instruments in the rural areas (PTA, 2006). Among the factors identified that affect the adaptation of the e-learning technology in higher institutions included: lack of management support, technology, methodology, accessibility and availability of the resource, the cultural influences on the e-learning style, global business and intellectual investment (Wang, 2005). 11.0. Recommendations The quality of e-learning programs depends on the how the institutions have invested intellectually. In the study it was identified that most of the institutions whose learners embraced the technology had heavy long term investments in the novel educational pedagogy. In addition to this, the ideologies and integration of e-learning technology on institutions needs to be enhanced (Kramarski and Gutman, 2006). The approach should not only be concentrated in the institutions of higher learning but also have a pilot phase from the lower learning institutions. There should be a deliberate attempt to redesign the didactic rules in the e-learning platforms that have been a continuous challenge to most designers. The management of the higher institutions that are implementing the e-learning methodologies needs to be supportive to both the learners and instructors needs as this is a novel technology to Pakistan and most of the developing countries (Pekka, 2005). It should also be noted that the innovations and technologies are dynamic and there should be consistency in the updating of skills in the use of the e-learning electronic gadgets and information. The government should come in and support the institutions of higher learning in the development of the e-learning technology through making the products and information more accessible. This can be achieved through the reduction of import duty on e-learning electronic gadgets including the maintenance parts. This will in turn lower the prices of the electronic material and the materials used in the laying down of infrastructure for informational technology. The government should also reduce the tax imposed on the internet charges as this will enable most learning institutions that are self reliant to easily afford and sustain the technology. Lastly, the institutions in collaboration with the government should have well defined evaluation tools and methodologies that will effectively assess the use of the informational technology and e-learning process as this will help boos6t the public’s image on the new pedagogy (Toor, 2005). References Romiszowski, A. (2004). How’s the e-learning? 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