A COMPARISON OF THE PERCEPTION OF UNIVERSITY ADMINISTRATORS AND

TEACHERS ABOUT e-LEARNING MANAGEMENT AND DELIVERY PRACTICES

THE
UNIVERSITY OF
LAHORE
A Project of Ibadat Educational Trust

By

Imtiaz Hussain

DPE01143010

Doctor of Philosophy in Education

DEPARTMENT OF EDUCATION

THE UNIVERSITY OF LAHORE

A COMPARISON OF THE PERCEPTION OF UNIVERSITY ADMINISTRATORS AND

TEACHERS ABOUT e-LEARNING MANAGEMENT AND DELIVERY PRACTICES

Submitted to The University of Lahore

In partial fulfillment of the requirements for the award of

Degree of

Doctor of Philosophy

in

Education

By

Student Name : Imtiaz Hussain

Registration No : DPE01143010

Session : 2014-2018

Supervisor : Prof.Dr.Iftikhar Ahmad Baig

DEPARTMENT OF EDUCATION

THE UNIVERSITY OF LAHORE

ii
 Forwarding Sheet
The thesis “A Comparison of the Perception of University Administrators and
Teachers about e-Learning Management and Delivery Practices” submitted by Imtiaz
Hussain(DPE01143010) D/O Mukhtar Ahmad in partial fulfillment of Doctor of Philosophy
in Education has been completed under my guidance and supervision. I am satisfied with the
quality of his research work and recommend it for evaluation.

______ ________________________
Dated Prof.Dr.Iftikhar Ahmad Baig
Supervisor

DEPARTMENT OF EDUCATION

THE UNIVERSITY OF LAHORE

iii
 Supervisory Committee
We the Supervisory Committee, certify that the content and the form of thesis titled “A
Comparison of the Perception of University Administrators and Teachers about e-
Learning Management and Delivery Practices” submitted by Imtiaz Hussain(DPE01143010)
submitted to the Faculty of Social Sciences. The Department of Education of the University of
Lahore has been found satisfactory and recommends it for the evaluation of the External
Examiner for the award of Doctor of Philosophy in Education.

________________________
Prof.Dr.Iftikhar Ahmad Baig
Supervisor

________________________
Prof.Dr.Iftikhar Ahmad Baig
Head,
Department of Education
The University of Lahore

DEPARTMENT OF EDUCATION

THE UNIVERSITY OF LAHORE

iv
 Approval Sheet
The thesis viva of Imtiaz Hussain(DPE01143010) was held on at the Department
of Education, The University of Lahore. The Supervisory and Examination Committee gave
satisfactory remarks on the thesis and viva and approved for the award of the degree of Doctor of
Philosophy in Education.

_______________ ________________________
External Examiner Prof.Dr.Iftikhar Ahmad Baig
Supervisor

________________________
Prof.Dr.Iftikhar Ahmad Baig
Head,
Department of Education
The University of Lahore

DEPARTMENT OF EDUCATION

THE UNIVERSITY OF LAHORE

v
 Declaration
I,Imtiaz Hussain(DPE01143010) student of Doctor of Philosophy in the subject of
Education Session 2014 to 2018, hereby declare that the matter presented in the thesis titled “A
Comparison of the Perception of University Administrators and Teachers about e-
Learning Management and Delivery Practices” is my own work and the results used in this
thesis are true and purely based on the work that I have done for completion of this thesis. There
is nothing that is copied in the results.

______________

Imtiaz Hussain

DEPARTMENT OF EDUCATION

THE UNIVERSITY OF LAHORE

vi
 Research Completion Certificate
This is to certify that the research work contained in this thesis titled “A Comparison of
the Perception of University Administrators and Teachers about e-Learning Management
and Delivery Practices” has been carried out and completed by Imtiaz
Hussain(DPE01143010) under my supervision.

______ ________________________
Dated Prof.Dr.Iftikhar Ahmad Baig
Supervisor

DEPARTMENT OF EDUCATION

THE UNIVERSITY OF LAHORE

vii
 Plagiarism Evaluation Report
This is to certify that I have examined the Turnitin report of the thesis titled “A
Comparison of the Perception of University Administrators and Teachers about e-
Learning Management and Delivery Practices” The thesis contains no text that can be
regarded as plagiarism. The overall similarity index obtained from Turnitin software is 10%.

______ ________________________
Dated Prof.Dr.Iftikhar Ahmad Baig
Supervisor

DEPARTMENT OF EDUCATION

THE UNIVERSITY OF LAHORE

viii
 Acknowledgement

First of all, I praise Allah, the almighty for providing me this opportunity and capability

to proceed my doctoral program successfully.

I am really thankful and obliged to my supervisor, a constant source of inspiring

personality to me, Prof.Dr.Iftikhar Ahmad Baig, for his patient guidance, encouragement and

expert opinion in research which led me to complete my dissertation. I will never forget his

unconditional support through thick and thin during this research work. I have been extremely

lucky to have this dynamic personality as a supervisor who cared and provided me feedback

promptly.

I am also thankful for the enduring help of young and energetic personality Dr. Namra

Munir, an experienced member of teaching faculty in Education department of The University of

Lahore, Lahore. I am also thankful to my teachers of faculty of Education, University of Lahore

who taught me and provided supportive environment in classroom during the completion of

course work for Ph.D degree.

I do feel proud to work with Muhammad Sarfraz Ahmad Mirza,Ijaz Ahmad Mirza who

always extended their special help and care for me.I express my special thanks for Dr.Ibrahim

Khalid, Dr.Abdul Qadir, Dr.Mukhtar Ahmad who provided me moral and ethical support

whenever it was needed. I also feel deep gratitude for the researchers and authors whom I have

quoted in my research study. I am also thankful to the non teaching staff of The University of

Lahore who ever supported me, especially account office and library officials who always

showed their patience, whenever, they were requested.

ix
 I pay tribute to all my peers for their company, more than family like environment and

helping each other throughout the completion of my research work.

It would be injustice if I do not pay tribute to my respected uncle Shaukat Ali, most

respected friend Imran Shahzad Mian and Muhammad Saleem Bhatti, Senior Headmaster who

always became a strong push whenever I got into a bush.

Last but not least, I am thankful to my wife for the support and courtesy she had provided

me during the completion of this research work. She has made it possible to pursue this degree in

time by sharing responsibilities of family matters.

Imtiaz Hussain

x
 Table of Content

CHAPTER1………………………………………………………………………………….….1

INTRODUCTION…………………………………………………………………………….....1

1.1 Statement of the Problem…………………………………………….………..…….…. 4

1.2 Objectives of the Study……………………………………..…………………...…….... 4
1.3 Research Questions……………………………………………………………..……... 5
1.4 Significance of the Study…………………………………………………………....… 6
1.5 Delimitations of the Study…………………………………………………………..…. 9
1.6 Definition of the Terms……………………………………………………………..…. 9

CHAPTER2……………………………………………………………………………………..12

REVIEW OF RELATED LITERATURE……………………………………………………12

2.1 Perception……………………………………………………………………….12
2.2 Perceptual Process………………………………………………………………13
2.3 Theoretical Approaches to Perception………………………………………….14
2.3.1 Bottom-up Approach: Direct Perception………………………………………..14
2.3.2 Top-Down Approach: Constructive Perception………………………………...15
2.3.3 Synthesizing two Approaches…………………………………………………..15
2.3.4 A computational theory of Perception………………………………………….16
2.4 Theory of Reasoned Action……………………………………………………..16
2.5 Perception of objects and forms………………………………………………...17
2.6 Deficits in Perception…………………………………………………………...18
2.7 e-Learning………………………………………………………………………19
2.8 Definition of e-Learning………………………………………………………..20
2.9 Advantages of e-Learning………………………………………………………21
2.10 Disadvantages of e-Learning……………………………………………………23
2.11 Dimensions of e-Learning………………………………………………………24
2.12 Main features of e-Learning at higher education level in Pakistan……………..25
2.13 Administrative requirements of e-Learning…………………………………….27
2.14 Pedagogical designs for e-Learning…………………………………………….28
2.15 Obstacles to e-Learning Organism in Pakistan Higher Education System……..29
2.16 Perception of University Administrators about e-Learning…………………….31
2.17 Perception of University Teachers about e-Learning…………………………...32
2.18 Educational Technology………………………………………………………...34
2.19 Management Practices…………………………………………………………..35
2.19.1 Time Management Practices……………………………………………………36
2.19.2 Knowledge Management Practices……………………………………………..39
2.19.3 Data Management Practices…………………………………………………….43
2.19.4 Financial Management Practices………………………………………………..45
2.19.5 Human Resource Management Practices……………………………………….48

xi
 2.19.6 Performance Management Practices…………………………………..………52
2.20 Classroom Management Practices…………………………………………….55
2.20.1 Classroom Arrangement Strategies……………………………………………56
2.20.2 Student-Teacher Positive Relationship………………………………………..58
2.20.3 Time Saving Practices…………………………………………………………60
2.20.4 Teacher Management Styles…………………………………………………..61
2.20.5 Preventing Misbehavior of the Students………………………………………62
2.20.6 Supporting and Encouraging Student Success………………………………...63
2.21 Delivery Practices……………………………………………………………..65
2.21.1 User Engagement……………………………………………………………...66
2.21.2 Design and Development……………………………………………………...67
2.21.3 Disseminating and Communicating…………………………………………...68
2.21.4 Evaluation and Improvement………………………………………………….70
2.22 E-learning: The future of Pakistani Universities………………………………71

CHAPTER3……………………………………………………………………………………..73

RESEARCH METHODOLOGY……………………………………………………………...73

3.1 Research Design…………………………………………………………………73

3.2 Population of the Study………………………………………………………….73
3.3 Sample of the Study……………………………………………………………...73
3.4 Research Instruments of the Study………………………………………………74
3.5 Procedure of Pilot Testing……………………………………………………….76
Reliability check, E-learning management and delivery practices scale for
3.5.1
administrators (ELearning-MDPSA)…………………………………………….76
3.5.2 Reliability check, E-learning management and delivery practices scale for
teachers (ELearning-MDPST)…………………………………………………...76
3.5.3 Validity Check, E-learning management and delivery practices scale for
administrators (ELearning-MDPSA)…………………………………………….77
3.5.4 Validity check, E-learning management and delivery practices scale for teachers
(ELearning-MDPST)…………………………………………………………….77
3.6 Data Collection Procedure……………………………………………………….78
3.7 Data Analysis…………………………………………………………………….78
CHAPTER4……………………………………………………………………………………..80

DATA ANALYSIS AND DISCUSSION………………………………………………………80

CHAPTER5……………………………………………………………………………………117

SUMMARY, FINDINGS, CONCLUSIONS, DISCUSSIONS AND

RECOMMENDATIONS……………………………………………………………………..117

5.1 Summary……………………………………………………………………………..…...117

xii
5.2 Findings……………………………………………………………………………………...… 118
5.3 Conclusions………………………………………………………………………................... 121
5.4 Discussions……….………………………………………………………………………..…. 125
5.5 Suggestions and Recommendations…………………………………………….........…… 129
5.6 Recommendations for Future Research…………………………………………............... 132

References…………………………………………………………………………………….…..… 133

APPENDEX A………………………………………………………………………………….….... 162

APPENDEX B……………………………………………………………………………………..... 163

APPENDEXC……………………………………………………………………………………..… 167

APPENDEXD……………………………………………………………………………………..… 171

xiii
 List of Tables

Table Title Page

3.1 Sampling for universities (public and private) 74

Distribution of University Administrators into Frequency and Percentage 80

4.1 with respect to Demographic Variables
4.2 Distribution of University Administrators into Frequency and Percentage 81
with respect to Demographic Variables
4.3 Difference between the perceptions of administrators about e-learning 83
management practices on university (public and private) sector basis

4.4 Difference between the perceptions of administrators about e-learning 86

delivery practices on university (public and private) sector basis

4.5 Distribution of University teachers into Frequency and Percentage with 88

respect to Demographic Variables

4.6 Distribution of University teachers into Frequency and Percentage with 89

respect to Demographic Variables

4.7 Difference between the perceptions of teachers about e-learning 91

management practices on public and private sector basis

4.8 Difference between the perceptions of teachers about e-learning delivery 93

practices on universities public and private sector basis

4.9 Difference of perception between the administrators and teachers about the 95
execution of e-learning management practices in universities

4.10 Difference of perception between the administrators and teachers about the 97
execution of e-learning management practices in public sector universities

4.11 Difference of perception between the administrators and teachers about the 99
execution of e-learning management practices in private sector universities

4.12 Difference of perception between the administrators and teachers about the 102
execution of e-learning delivery practices in the universities

4.13 Difference of perception between the administrators and teachers about the 104
execution of e-learning delivery practices in public sector universities

4.14 Difference of perception between the administrators and teachers about the 106
execution of e-learning delivery practices in private sector universities

xiv
Table Title Page
4.15 Wilks‟ Lambda for the Multivariate Test Comparing demographic 108
variables
4.16 Follow up Analysis 110

4.17 Pillai Trace for the Multivariate Test Comparing demographic variables 112

4.18 Follow up Analysis 114

xv
 List of Diagrams

Diagram Title Page

2.1 Perceptual Process 14

2.2 Schematics of the theory of reasoned action (TRA) 17

xvi
 Abstract

The purpose of this research study was to explore the comparison of the perceptions of

university administrators and teachers about the use of e-learning management and delivery

practices, in Punjab province Pakistan. As in technological advancement age, universities are

focusing on mode of e-learning techniques in administration and teaching.

This study was descriptive in nature based on survey design. The data was collected from

„384‟ administrators and „403‟ teachers from public and private sector universities from Lahore

and Gujranwala divisions.

The researcher developed two questionnaires on five point Likert scale named as E-

learning management and delivery practices scale for administrators (ELearning-MDPSA) and

E-learning management and delivery practices scale for teachers (ELearning-MDPST).The

scales were validated by the field experts and reliability was determined through pilot testing.

The data was collected by the researcher himself with the helpers and email.

The data was analyzed using descriptive statistics and inferential statistics through SPSS-

21 software. The result showed that „Time Management Practice‟ is the most adopted strategy

and „Financial Management Practice‟ is the least adopted strategy during e-learning management

practices by university administrators. „Supporting and Encouraging Student Success‟ is the most

adopted strategy and „Building Positive Student Teacher Relationship‟ is the least adopted

strategy during e-learning management practices by university teachers in public and private

sector universities. The significant difference was found between public and private university

administrators on the use of „Time Management Practices, Knowledge Management Practices,

Data Management Practices, Financial Management Practices‟ in the university. The significant

xvii
difference was found between public and private sector university administrators on „Design and

Development‟ and „Disseminating and Communicating‟ about the use of four e-learning delivery

practices in the university. It was also found that the four demographic variables gender,

experience, designation and faculty had significant effect on the perceptions of university

administrators and teachers about e-learning management practices and delivery practices.

xviii