CHAPTER – 2

REVIEW OF LITERATURE

2.1 Introduction

This chapter provides a review of existing literature on e-learning activities of

educational institutions in managing environment settings. Some factors influences on

motivation towards student. Almost all e-learning efforts will be recommending

related to student. It leads to a more favourable behavioural response to the education

than to the equivalent learning environment. As suggested by different researchers,

e-learning influence practices followed by faculty (Martin Oliver, 2000). These are

important not only because they can manage education. It is under the control of

institutions and enable students to increase e-learning. (Veneri, 2011, Means et al,

2013, Patterson, Krouse and Roy, 2012)

First section is an attempt to define e-learning efficiency and theoretical

background in educational institutions. There is classification by different authors and

the different streams of approaches to response e-learning involvement in institutions.

Second section tries to explain the concept of e-learning practices in learning

environment. Third sections attempts to identify factors influence on student

motivation in e-learning. Fourth section presents the student attitude towards e-

learning in institutions. Fifth section explaining problems of e-learning faced by

students.

The students are now thinking in a continuously evolving digital world of

education. Information and communication technologies (ICT) are accepted part of

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everyday life of student in today’s world. E-learning are most important factors to the

collaboration of learning in education for 21st century. E-learning is the important

tool of ICT for sustaining world .E-learning is increasing in importance in people’s

work life. It is expected that this trend of learning will continued to the extent that

ICT literacy. It will become a functional requirement for student learning, social and

personal lives. E-learning are perceivable entities in all aspects of life. ICT includes

the range of hardware and software devices and programme such as personal

computers, assistive technology, scanners, digital cameras, multimedia programmes,

image editing software, database and spreadsheet programmes for accessing e-

learning. It also includes the communications equipment through which people seek

and access information including the Internet, e-mail and video conferencing. E-

learning is a method of student to capture information, memorize and processes it for

further use of education. E-learning is very knowledge repositories center in the

current centuries. Nowadays e-learning processes are totally different than the learner-

centered instruction.Students are required to be trained how to access information and

how to select and use them in e-learning. This happens so quickly that students can

learn how to use the e-learning together with their faculties. E learning includes

element to learning that was not early available. E-learning may also be a influence

motivational factor in students’ learning, and can support students commitment with

collaborative learning.

2.2 E-learning Efficiency

Fischer.H (2015) conducted study how dealings of scientific conferences can be used

for education in the field of e-learning. They described the abstracts of 427 scientific

articles of leading German-speaking e-learning conferences. The study was carried

out at German-speaking conferences and, thus, reflects the situation in Germany,

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Switzerland and Austria. This studies pointed out an important contribution to the

diffusion of digital media in higher education. The researchers discovered that the

detailed analysis of the frequency distribution over the seven years reflects the

intensity of scientific discussion towards e-learning latest trends in institutions, and

conclusions about digital potentials of innovations can be introduced. Especially, they

identified the development potential of learning management, mobile learning, virtual

worlds, e-portfolio, social media . Massive Open Online Courses are crucial for

e-learning in educational institutions at Germany.

Richard and Haya (2009) identified the internet has opened new potential and now

one type of learning content. It may be for school, graduate or masters level,

employee training, research activity or any other type of academic offering is called

e-learning. E-Leaning has already started its records and its popularity can be estimate

from the fact that delivery is not restricted to just plain text but has crossed limits to

video creating virtual class rooms via video conferencing. The introduction of a

different of technologies has made it possible to exchange it from impersonal to

highly interactive medium of pedagogy (the art and science of teaching). The Internet

has become one of the vital ways to make available resources for research and

learning for both staffs and students to share and obtain information. Technology-

based e-learning covers the utilize of the internet and other significant technologies to

construct materials for learning, teach students, and also standardize courses in an

institution..

Khan B.H (2002) investigated e-learning as an new approach for delivering learning

in education for collaborative and improved learning environment in institutions .This

study shows anyplace, anytime by utilizing the methods and resources of various

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digital technologies along with other structures of learning materials suited for open,

flexible, and distributed learning environment in institutions.

Jakobsone and Cakula (2015) defined to get a new perception on knowledge division

process, and better understand the future of e-learning systems is involving the use of

new technological opportunities for educational institutions.. The major study reviews

that how the e learning support system could develop the efficiency and quality of

further knowledge occupy and offer sustainable cooperation between educational

institutions and students. The researchers identified that the investigate of the

information system as an online learning support proposal. It is developed quality of

knowledge flow, and refers for advancing web based learning besides the support of

efficient knowledge management technologies in learning environment.

Moravec.T (2015) aimed how e-learning contribute students’ achievement. The study

was attended by nearly 200 students. The studies compared the results of questions

from the area of arts & science where the e-learning was provided in a pilot version

with the results of questions, where the e-learning tool was not provided. The

researchers found that the e-learning tools have affected the students’ results. The

belief of the e-learning tool may possibly have a negative effect on students who will

depend on given materials was disproved.

Nodumo. D (2007).conducted study the analysis of accounting undergraduates in two

universities. They identified a significant improvement in students’ deliberately use of

the Internet and e-mail. This study carried out a study to examine undergraduate

accounting students’ views and attitude of e-learning in Ireland. They found that

learner perception to computers and awareness of online resources appeared to be a

stronger analyst of a student’s possibility to use e-learning systems. In addition,

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institution support and encouragement, recognized faculty in predicting the student’s

motivation to use e-learning.

Zemsky (2004) reviews the successes and failures of e-learning. He concluded study

that e-learning is supplementing tools to classroom-based learning. E learning benefits

people who are motivated and looking for online courses that teach various aspects of

career and professional development.

Graff et al (2004) provides awareness about communication technologies as whole

and educational technologies in particular way. This research shows as the good

indicators of student problems and satisfaction and thereby the prospects of success

for e-learning efforts in educational institutions. Research shows that student

perceptions are the good indicators of his/her model approach to the e-learning in

educational institutions and these models discriminate students from each other.

Similarly this study suggest strong relationships between faculty attitude and their

success in using e-learning .This research revealed again students’ use of computers.

The Internet depends on their identified usefulness in terms of communication and

access to information in completing their projects and assignments.

Mothibi (2015) conducted study by utilizing the Cohen’s model and supported on

data collected from 15 documents from appropriate research studies. It is conducted

on the effect of ICT based e-learning on academic achievement during 2010-2012.

This study examined the connection between e-learning and students’ academic

achievement in educational institutions. The researcher identified that ICT had a

statistically important positive reference on e-learning based students’ academic

achievements. The results also specified that e-learning had a important positive

reference on students’ educational overall academic achievements.

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Unwin (2008) conducted study in a report that reviewed information about the

position of e-learning in Africa (based on 316 responses to a questionnaire circulated

in 2007 to students on the e- learning Africa database) that some of the participant

were inefficient to say which Learning Management System (LMS) they were using,

as they are not using an integrated formal learning management system at all, but are

rather using basic digital technologies to enhance their learning. The respondents to

this survey were from 42 different African countries, such as Kenya (15%), South

Africa (12%), Nigeria (11%), Ethiopia (9%) and Uganda (8%).Various research

projects have been conducted on the status of e-learning in developing countries like

those in Africa.

Suzan Kwegyir (2008) suggests that e-learning is a method of teaching and learning.

It contain of information distributed through electronic media including the Internet,

Intranets, extranets, satellite broadcasts, audio/video tapes, interactive television (TV)

and CD-ROMs. It improves access to knowledge that is relevant and useful.

E-learning engages the delivery of education to anyone, anytime and anywhere. The

success of e-Learning based on how learning takes place, that is, the analyzing

pedagogy and the true value of e-learning reliable in the enhance to deploy its

attributes to train the students to gain the valuable information and ability at the

correct time.

Jackson (2013) defined e-learning into technology-distributed e-learning, which is

linked with distance education, and technology-improved e-learning in which

technology is used as a connect to traditional, on campus learning. This study agrees

with Jackson that e-learning can be used successfully in several different methods, as

a synchronous class or as an add-on to old method learning classroom presentations.

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The researcher conducted recent survey (2001) in U.S.A. revealed that, although

once synonymous to distance learning, now e-learning is regularly used as a tool in

traditional learning. Institutions level courses was employing a content management

system (CMS), the most globally use of such systems was as added of traditional

courses, to make them web- assisted. A survey for the e-learning market in Europe

revealed that learning technologies are used within existing traditional undergraduate

and postgraduate programs in a different of ways to enable the traditional teaching in

learning environment.

Rubin. B (2010) aimed that previous studied has identified that e-learning technology

is not used to its full capable in education within higher education institutions. The

problems of pedagogy in current e-learning technologies and the importance of part of

design in future e-learning systems have also been increased in previous studies. The

need of this study was to do close examinations of these issues and then analyse them

through faculty's attitude and using of Blackboard, a commonly used learning

Management System, at a large university. A significant relationship was also found

in the capacity of Blackboard use with pedagogical perspective of e-learning, as well

as the perception of the design of visual features of Blackboard.

Alqahtani (2011) conducted study that e-learning is the learning which entails

multimedia (audio, image, video, text etc.) becomes prominent for distributing the

report through electronic media (computer, internet). E-learning is important with all

elements of the institutions curriculum (objectives, content, activities, and evaluation).

It is not required to be from a distance, it can be in the classroom with the help of the

faculty, and it could be blueprint for learning at one’s self pace. E-learning is a well

executed approach and well-planned to meet the necessary of the students. E-learning

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is flexible in such a way that it becomes important for students in the learning

process, whereby the faculty’s responsibility is to assist the learning process, as

independently. E-learning trends to give an communicate learning environment

between students and the faculty.

Lane (2002) investigated study on Management of an E-Learning assessment Project

in e-Learning Model. The study defines the assessment of need -built course Websites

for institutions -level teaching and learning expanded by a funded project in Hong

Kong, which was planned to support faculty in three universities to enhancement

classroom teaching with E-Learning.

Macharia and Pelsers (2012) discussed study of communication technology in Kenyan

Higher Education formed reliable insights into the factors that refers e-learning

recognize by students, the study provided new perception for educational institutions

management for differentiate and combination of computing technology for the needs

of learning. They ended of studies that the ease of use and access to computing

technology, the quality and character of the institution management play an essential

role to the success in E-Learning transmission. This studies has been undertaken that

discusses the perspective of the academic staff compared to students’ perspective.

Research has been conducted on the effects of e-learning on the academic staff in UK.

Clegg.S (2003) conducted study the grow of e-learning technology used by

educational institutions can be recognized to globalization in education. This is

referring to political and economical aspect, a worldwide integration of views, culture

and products. The growth pace of embracing e-learning technology has implications

on institutions staff, it creates unwanted pressure and the results are hard to monitor

whether e-learning technology is being used effectively.

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Taylor (2002) examined e-learning as self development for courses to students that

need cognitive learning. Still for faculty dealing with cultural barriers, differences in

student perception do not work well in the e-learning environment. Faculty that is best

trained of student learning in institutions. Teachers must understand and recognize

individual learning styles of the many hundreds of students in the context of online

education. It is important to convey and share the information with student’s .For the

more of students are not seen by institutions in the e-learning environment; right now,

the e-learning teaching does not help such a scenario.

Tun Abdul Razak (2014) conducted study the fully effective university in Malaysia,

to working students and offers every kind of under & post graduate degree, including

several doctorates. The Ministry of Education has also undertaken to increase web-

based learning at all colleges. India’s elite Institute of Management now offers online

Master’s programs and the government has encouraged the opening of e-learning

centers throughout the subcontinent. Many of the UK’s top universities offer full or

partial online programs including Master’s and Ph.D. such as the University of

Leicester, Durham University, and Oxford. The University of Manchester not only

participates in the government-promoted e-mentoring program for students from

underrepresented populations.

Clark (2011) investigated study the initial e-learning in education established as

early as the 1950’s when it was recommended to as distance learning, it

discusses that e-learning importantly involves computers and so initiated first with

mainframe computing in the 1970s but it did not take off until the start of CD-ROMs

and the World Wide Web (WWW) in the 1990s. Lastly agree with this, and they

stated that since the mid-1990s the term e-learning has been prominently used in

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education. E-learning in Saudi Arabia, the Saudi Girls' College used an early type

of distance learning in the 1990s, using closed-circuit television (CCTV), with one

way video and two way audio , to solve the problem of insufficient female

teachers and they established a centre of e-learning in 2003.The National Plan for

Information Technology was established by MoHE to encourage and support e-

learning and distance learning in higher education .In 2006, MoHE set up the National

Centre for E-learning and Distance Learning (NCeL) with the assistance of the Open

University of Malaysia (OUM) and Multimedia Technology Enhancement

Operations (MTEO) to support the development of e-learning in Saudi higher

education. . Their national repository for learning Objects was developed to store,

manage and share learning objects among institutions & universities. The Saudi

Center for influence and analyzing (SANEED) was set up by NCEL to sustain, guide

and develop the skills for all e-learning students in Saudi institutions.

Maltz.L (2005) examined the term e-learning is insisted in different viewpoints. It

contains distributed learning, online-distance learning, as well as hybrid learning. E-

learning, explaining to OECD (2005) is aimed as the use of information and

communication technologies in different processes of education to support and enable

learning in institutions of higher education, and includes the usage of information and

communication technology as a balance to traditional classrooms, online learning or

mixing the two modes. This studies argues that the concept of e-learning is deliverd

based on distance learning, thus a transmission of faculty to distant locations by way

of video presentations.

Hall (2000) suggested studies e-leaning as the model of learning through computers

along with Internet and intranets. Hall described that e-learning is also recommended

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to as online based training, web based training, distributed learning or technology for

learning. This studies added that more links to real-time data and research would

become willingly available. Given the development of the definitions, then, web-

based training, online learning, e-leaning, distributed learning, internet-based learning

and net-based learning all speak of each other.

Harasim (1995) defined in Survey at by e learners .com .It is explored tradition about

Online Learning lists some of the common tradition about online learning which focus

around less time and effort required, easier work and that it is a less effective

educational/learning format through results compiled from 75 student surveys. Thus

with the early- adopter phase of online post-secondary education behind us, schools

offering online programs are going to have to work even harder to attract new

prospects, convince the fence sitters and retain the converted.

Stansfield (2006) examined e learning has generated through three distinct

generations. The first generation from 1994 to 1999 was identified by a submissive

utilize of the Internet where traditional materials were simply reused to an online

format. The second generation from 2000 to 2003 was identified by the

transition to higher bandwidths, rich flowing media, increased resources, and

the move to generate virtual learning environments that integrated access to

course materials, communications, and student services. The third generation,

currently ongoing is marked by the integration of greater combination,

socialization, project based learning, and reflective e-learning practices, through

such tools as e-portfolios, wikis, blogs, social bookmarking and networking, and

online simulations. Additionally, the third generation is growingly being referenced

by advances in mobile computing.

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Tarhini (2013) investigated, even though the massive increase of e-learning in

education and its observed advantages, the effectiveness of such tools will not be

entirely used if the students inclined to not accept and use the system. Therefore, the

successful of e-learning tools depends on whether or not the students are ready to

adopt and accept the technology. Thus, it has become essential for practitioners and

policy makers to identify with the factors affecting the student acceptance of e-

learning systems in order to enable the students’ learning experience

Pieri and Diamantini (2014) examined, the study supported on the experience of e-

learning web 2.0 at the University of Milano-Bicocca in the academic year of 2011-

2012. The aim of the study was to formulate the implicit and tacit knowledge that the

students have, explicit, and therefore more accessible. They used Think tag Smart, a

new Web 2.0 platform, that mixes the learning opportunities offered by the web 2.0

with the learning opportunities of social networks for sharing knowledge, to train 137

students in two subjects (Tourism, and Sociology of innovation), after this experience

they gave them a questionnaire to assess the learning experience, and the platform.

Teo (2014) conducted study to simplify the extent of staff satisfaction of the

application of e-learning program among continue staffs. This study investigated the

enter drivers of staffs e-learning satisfaction. The researchers identified a important

relationship between discipline of student and the features of scale on computer and e-

learning attitude which set importance on the role of department in learning and

satisfaction level of students.

Judrups (2015) offered the improvement of knowledge management and e-learning

obviously are developed for years as both disciplines deal with knowledge capture,

sharing, application and generation. E-learning has vital technological components to

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enable learning and involvement to building a continuous learning culture. This study

identified that knowledge management and e-learning naturally conveys both

disciplines closer and supports integration.

Oblinger and Hawkins (2005) investigated technology-based e-learning covers the

utilze of the internet and other significant technologies to create materials for

learning, teach students, and also regulate courses in an institution. It is therefore

complex to identify a commonly recognized definition for the term e-Learning.

According to this study there is constant no common definition for the term. E-

learning influence to the use of information and communication technologies to allow

the access to e- learning/teaching resources.

Abbad (2009) identified defined e-learning to represent any learning that is enhance

electronically. They however pointed this definition along to mean learning that is

allowed by the use of digital technologies. This definition is further pointed by some

researchers as any learning that is internet-enabled or web-based

Algahtani (2011) investigated in his evaluation of e-learning effectiveness and

experience in Saudi Arabia, discovered three distinct models of using e-learning in

education including the “adjunct, blended e-Learning and online”. In this form of

usage, the e- Learning is total so that there is maximum independence of the learners

or students.

2.3 Institutional E-learning Practice

Fox and Hermann (2000) conducted studies the staff development suggestions for e-

learning new technique to acquire up the opportunities to use the new online media.

Some have deeply involving concerns about modifies in e-learning practices in

institutions , and others notice the enormous gap between environment surrounding

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e-learning technology and the actuality of educational settings, in little critical

pedagogical concern for educational institutions.. E-learning practice can suggest

different kind of ways for teaching and learning that need exploration and resemble of

pedagogy as an integrated approach that must work among students and faculty

together in institutions.

Garrison and Andersen (2003) investigated studies Educational institutions and their

teaching and learning environment have acquired a number of different methods to

enlarging e-learning into institutional practice. Networked learning has been

particularly determined by the availability of commercial packages in Large-scale of

institutional environment for (VLEs: virtual learning environments) and developing

understanding of the wider MLE (Managed Learning Environment). Some methods

have acquired a specific learning and teaching initiative as a focus. (such as widening

participation, research-based learning). There is no single, clearly successful,

approach to take that ensures that e learning practices will become embedded..

Understanding this and reflecting on one’s own structures, processes and support

approaches is one role for the strategic staff developer.

Wills and Alexander (1994) offered to define introducing e-learning into favour for

teaching and learning, It is highlighted five factors that must be closely formulated if

the process is to be successful: strategy, structure, management processes, roles and

skills, and the nature of technology itself. As a result, faculty aim to connect the

concerns of pedagogy, economy, technology and administration within structures that

do directly support students for improving practices. Institutions provides to suggest

that e-learning practice for different from other learning and capability direct insist to

methods using in pedagogically

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Inan and Lowther, (2008) conducted studies faculty need to keep a positive attitude

towards e-learning practice in order to use it effectively in their teaching. Moreover,

their pedagogical hopes and existing teaching practices will shape how they integrate

e-learning practice in the classroom. This study conducted by the National Center for

Education Statistics revealed that only 23 percent of the teachers surveyed felt well

prepared to integrate technology into their instruction (NCES, 2000). In this study,

more than faculties surveyed did not believe that their e- programs prepared them

previously in class room teaching. Until now only 20 percent of states need e-learning

practice training or testing for participation in technology-related professional

development to insist knowledge the students.

Zhao and Frank, (2004) research reports note that the Institution support for the

development of e-learning practice for acquiring variety of forms in class room. Some

institutions were documented to have recognized various technology, policy groups

committees for implementation of strategies and policies and the dissemination of

good e-learning practice. E-learning promoted originally by students enthusiasms.

Learning Development Innovation technique has been undertaken over the lead in

developing and assuring the quality of e-learning practice in institutions.

Andrews and Haythornthwaite (2007) explains in their introduction to e-

Learning studies, report that there are a many of terms and perception that

both summarize and distinguish different types of e-Learning practices. These

terms and understandings have evaluated from previous notions of e-Learning

practice which were conveyed primarily as delivery mechanisms to incorporate

learning management systems, computer-assisted technologies and the increasing

co-evolutionary nature of technology . It should be noted that little literature was

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found which explicitly teach about or recommended to e-learning practice, thus

the literature search was extended to include these other concepts of e-Learning

practice. Familiarize that e-Learning practice are deeply assisting, the terms above

have largely been used as they emerged in the literature to enable the e-learning

practice students in educational institutions.

Harlow (2008) suggested that the more favorable learning environment created by

introducing e-learning practice in the classroom modifies the role of the faculty,

where they become more of a facilitator of e- learning .In this environment, students

are able to be more involved in their e-learning and the assessment of their e-

learning, where the faculty provides guidance and facilitates the student to

become more responsible for their own self based learning. Point noted in this

studies, It refers to student control the level of instruction reflective of the more

flexible learning .

McLaughlin and Oliver (2000) conducted study most researchers discussed about the

significance of integration as a teaching and e-learning practice in environment. This

study supported e-practice and this importance on collaboration impacts on

relationships where power structures are altered as students become less dependent on

faculty as their primary support for learning. As students are motivated to take on

more responsibility for their learning and faculty roles move more towards

facilitation. Lastly this study suggests that the implications of these changing roles is

not yet fully understood.

Yiong (2008) conducted research presenting that students in some institutions in

Malaysia had middle level average of acceptance for e-learning practice as they

defined that they needed time to adapt to the unusual and new environment of e-

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learning practice. A study has done at OUM in 2008 showing that the level of

acceptance of e-learning among students at that time was moderate. The

differences in the levels of acceptance among students can be due to several

factors such as students’ characteristics, faculty support, technology support and

system, institutional support, course content and knowledge management, and

online discussion groups.

Thayalan (2012) investigated it was recommended that virtual communication has

reduced the gender-influenced skills that frequently arise in the face-to-face

communication. Based on his study at UITM Sabah, it presented that the attitude of

the students in e-learning practice is influenced by a gender difference where female

students thought more sense of group measured to male students and thus causing

differences in communicative styles during the e-learning practices. Since e-

learning purely depends on the language as a cue for communication rather

than physical appearance, the effect of gender difference in e-learning perception

is not as prominent as in traditional learning

Blanskat and Kefala (2006) conducted a study approved out in global, and European

colleges with the goal to describe evidences concerning the improvements and

benefits of e-learning practice in colleges achievements. It requests to measure the

impact of e-learning practice on students’ outcomes. The study also tried to establish a

link between the use of e-learning practice and students’ results in exams. E-learning

practice has positive impact on students’ performances in educational institutions

particularly in learning environment and lead in all category. An educational

institution with higher level of maturity shows a rapid increase in e-learning practice

towards student performances for learning environment.

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Underwood (2008) examined study e-learning practice estimation offers an

verification that many faculty use e-learning practice to support new technique

pedagogy. It defines e-learning technologies that provide a good with existing

practices, such as interactive whiteboards are interest to be fixed but others like video

conferencing, digital video and virtual learning environments are now being

integrated, providing proof of ongoing learning by the workforce. E-learning

generally has a positive impact on teaching and learning environment, but measured

with the unique anticipation the impact of e-learning practice on teaching and

learning must still be considered to be more in class room.

Lemke (2009) investigated studies e-learning itself has been investigated as a

potential barrier to technology combination .E-learning can be changeable and go

down at any certain moment, it can be an problem for accessing the Internet. Faculty

may not feel flexible spending important instructional time dealing with equipment

failures or slow Internet access. E-learning practices are integration as a process. For

instance, with sufficient technical support, teachers feel more competent and ready to

integrate e-learning practice. Globally support and positive expectations from the

college and management also influence faculty beliefs about and willingness to e-

learning practice.

Frank (2011) have suggested that the model of e-learning practice combination is an

development one and that faculty confidences, pedagogy, and technology skills

slowly build upon each other and co-evolve as e-learning practice is introduced and

understand into the educational institutions culture. To summarize, research on the

use and combination of e-practice recommends that technology by itself is not likely

to bring about reforms in colleges. E-learning practice is most likely to be broadly

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adopted by faculties and colleges if (1) it maintains already existing practices and

helps to solve problems or address challenges; (2) it is part of a systemic institution

broad proposal; and (3) Faculties have accessed e-learning practice for ongoing

support in class room.

Kennedy (1991) aimed recent study of Australian first year students exposed that the

extent to which they had embraced a range of emerging e-learning technologies, such

as blogs feeds, varied significantly. The findings highlight the considerable danger in

assuming that first year students are capable of employing a range of e-learning

technologies in an informed way to enhance their learning at university.

Krause and McEwen (2008) conducted study reported in this paper the Australian

project places Particular highlighting on the correlation between the proposed areas of

effective e-learning practices in first year and existing Australian work in this area,

particularly the ACODE (Australia Council on Open, Distance and E-learning )

benchmarks. The results of the study of faculty experiences for using e-learning

practice in learning environments are reported in other studies. The important

involvement of the present study is to place the highlight on the unique needs of first

year students as they make the transition to e-learning practice contexts in educational

institutions.

Carlson (1997) defined the report highlights the importance of standarlisation,

combination, and active contribution in these types of e-learning practice to overcome

such barriers. These classrooms offer different e-learning practices that make courses

more effective. For example, they give easy ways for downloading and sharing

materials, for collecting and reviewing students assignments, for making internet

chats and discuss forum to conducting surveys in e-learning practice.

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Broadley (2009) investigated the case Study among institutions on Implementation of

e-learning at Curtin University of Technology investigated the e-learning practices in

three case study college (n=3) in Western Australia. Data were collected by

observation and interviews (n=11) conducted with the faculty and the e-learning co-

coordinators, to determine their observations and experiences with regard to the

e-learning environment. Findings indicated that successful implementation of the

e-learning practices in environment was dependent on the four key factors of

e-learning infrastructure, ICT leadership, support and training initiatives and the

faculty e-learning practice capacity. This research approach was identified in this

collaborative study to analyze e-learning practices in three case study colleges. The

data were reviewed and methods and frequent themes that appeared from the records

were investigated. These themes were emphasized and grow to be future the major

parts of significance in the study.

2.4 E-learning Motivation

Kim and Frick (2011) investigated used various methods in his study for student

Motivation in e-learning. The analysis of their study explains that motivation in self-

directed e-learning (SDEL). This study believes that essentials for implementing

effective e-learning in developing countries are technology awareness, motivation,

and changing students behavior. Personalized Learning Course Planner with

E-learning identifies that the offered system improved learning efficiency and student

contentment. Further analysis of the respondent identified that recommends e learning

suitable for students exam test scores and concerns motivated students to concentrate

on the lesson.

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Beer (2010) offered e-learning motivation is measured a vital element to

communicate students and thereby enable students learning experiences. Motivation

can be a qualification of learner engagement in e-learning. This study shows that there

is no universally recognized definition of what includes commitment student and

college success, student retention and student motivation are always connected to

engagement. For illustrate some of the past studies identified engagement in terms of

approach such as interest time on e-learning for the purpose of this chapter.

Prensky (2001) examined innovation activities that students benefit and response to is

a difficult task for faculties of all subjects. Introducing e-learning infused lessons may

prove to be a beneficial motivator for every students grade level. Digital natives

respond well to technology-infused activities because of their familiarity with e-

learning. E-learning practice and faculty motivation have positive effects on student

motivation. Students react positively in digital environment and are motivated by e-

learning. Faculties should consider conscious attempts to create activities that

encompass some form of e-learning tool. Motivated students will be adding similarly

to achieve at learning goal because of the opportunities that their faculties have made

available.

Wighting (2008) conducted study on student Motivation in existing teaching method

Classroom and E-Learning Courses. Their study responses give confirmation that

students who are teaching by e-learning are more intrinsically motivated than students

who go to Traditional Classroom, This research aim was to study student behavior

toward e-learning systems they believed that student approaches can be classified

four different factors e-learning as a student autonomy environment, e-learning as a

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problem-solving environment, e-learning as a multimedia learning environment, and

faculty as assisted trainers in e-learning practice.

Keller (1999) reported the motivational factors of e-learning as cover four necessary

apects engaging and maintaining student interests, relating course content to student

interests, enhancing student confidence in understanding course content, and

satisfying students curiosity related to information thus motivating students’ active

involvement in e-learning. These elements were summarized as (A) attention, (R)

relevance, (C) confidence and (S) satisfaction in order to create the “ARCS” model of

motivation. A modified version of the ARCS model considers the nature of

motivation in the online classroom. In his research, he has identified that attention

problems occur when students study independently.

Jonassen (1996) carried out there is more interest in many sections about the

combination of the e-learning technology into education. There appears to be short of

various thinking about the goals, pedagogical dimensions, and outcomes of using the

e-learning in education. Few has selected cognitive tools which recommend to e-

learning that enhance our cognitive powers during thinking, problem-solving, and

learning to design e-learning systems. Using the internet as a cognitive tool, students

tackle difficult problems and complex tasks, organize unique knowledge

representations, and share what they have learned with others for analysis, critique,

and revision. Even though other e-learning tools can be used as cognitive tools for

learning (e.g., databases, spreadsheets, and visualization tools), web browsers and

authoring tools can be especially powerful intellectual partners in learning. If

e-learning do not demand or motivating strong mental efforts and cognitive ventures

from students, learning outcomes will be very limited.

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Elliott (1996) investigated intrinsic motivation is also supported by the students

e-learning activities, flexibility, and self-esteem needs to be proficient and to work out

individual control. A number of e-learning course suggested general principles for a

motivating material: it should provide immediate feedback and it should be

motivating and enjoyable. However, familiar background knowledge of the student is

needed as a stepping stone. For this reason the e-learning should be measurable to real

world on line situations in which the student can practice their choice of achievement

and control of effect. Such e-learning involvement creates positive feelings which will

assist learning and performance

Song (1999) concluded to e-learning, this study identifies motivation to learn as the

way and importance of effort to learn through e-learning. He also argues that three

types of motivation, motivation to initiate, motivation to persist, and motivation to

continue are important in e-learning. From previous creates of motivation, motivation

for self-directed e-learning can be defined as the degree of attempt and determination

to learn in self-directed e-learning settings.

Payne et al. (2009) offered e-learning approach which summaries formulate principles

can be efficiently used to train faculty for motivating students. Finally their study

showed that college students can be better motivated by e-learning settings rather than

routine training as they let asynchronous learning and private study which are valued

by staffs on their time and are more relaxed getting tuition privately. In this study

shows about Austrian students’ desire features of e-learning courses that enhance

them for learning and about the time students choose e-learning or face-to-face

learning, the result of their study showed that Students choose e-learning because of

providing an obvious formation of learning material and they choose face-to-face

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learning for communication goals in which a shared comprehension has to be

extracted.

Gifford (1996) argued followers of e- learning that new computer-assisted

technologies can encourage not only greater student involvement in learning, but also

greater individual responsibility for learning. Even though the argues that e-Learning

is motivating student for quality of education. This study argue that providing

learning materials online results in improved learning outcomes only for specific

forms of summative assessment. E-Learning is simply a support motivation for

existing learning methods.

Keller (2004) provided most important critical problem facing developers of e-

learning course is to continue and increase the motivation of students because the

features that influence motivation are embedded in most aspects of e learning.

Motivation in general is defined as the magnitude and direction of behavior and the

choices of student create as to what experiences or goals they will approach or avoid

and to the degree of effort in learning environment. Motivation itself can be complex

to learn. It can be extrinsic, forced through the need to acquire new knowledge or

skills, or it may be intrinsic, more of an internal force which supports students to

achieve personal objectives.

Csikszentmihalyi (1985) conducted study existing model classroom setting, it’s easy

to delay when one runs into a fault or a problem. To avoid students e- learning system

designers should understand the factor which motivates students and apply and use

that knowledge in designing and developing e-learning systems. Understanding

student requirements and relevancy of the learning material which relate new skills

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and knowledge to student’s present needs should known to design e-learning

systems..One important need is helping students feel the flow experience the state that

enjoy when they are deeply engaged in their tasks. Flow experiences are reported

when a student describes using e-learning experience as optimal or intrinsically

motivating rewarding in e-learning system.

Mateo (2010) carried out study information and communication technologies and

especially e-learning are difficulty breaking in the existing social scenario. The

finding of Evaluation of E-learning program versus traditional lecture instruction

shows lack of computer skills of students affects their abilities to communicate

effectively with the faculty and failed to participate in a variety of online

communication methods. Students in the study group were delighted with the

e-learning program as a motivating factor, but they did not want to take another

e-learning program except if they had computer and Internet at home.

Bzuneck (2010) examined various group of the studies which have analyzed students’

motivation in e-learning. Here is placed on the studies undertaken by many

researchers in studying the factors which represent, and the dimensions of e-learning

which determined, the promotion of intrinsic and extrinsic motivation, structured Self

paced learning. For self paced learning, the individual student is involved in

e-learning situations with the aim of meeting three basic psychological needs:

autonomy, competence, and the perception of belonging or relatedness. Breaking with

the new vision of the e-learning literature, which established motivation in two

distinct categories – intrinsic and extrinsic, self paced learning understands all human

behavior as meaning, motivated by different types of rules which different as a result

of the level of autonomy and self paced learning identified by the individual student.

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Hammoud and Brinkman (2008) carried out that faculty of e-learning courses are

participating a key role in motivating students to use e-learning systems such as Web

CT and use its tools to communicate. The study also found that the faculty feedback

and their observation of the students’ progress affect the students’ attitude towards

e-learning positively. This study states that almost faculty do in the classroom has a

motivational influence on students either positive or negative. Students react to who

faculty are using e-learning practice, what they do, and how comfortable they feel in

the classroom. Accordingly, small information do make all the difference.

Chen and Jang (2010) reported the main purpose was to analyzing the students’

motivation for learning in two online educational programs, supported by the learning

management system, WBT. This study used as their model the evaluation scale

proposed by Learning Climate Questionnaire (LCQ). The sample of participants had

267 students, of whom 78.1% were female, and whose age was between 19 and 65

years old. The results provided evidence relating to the mediating effect between

meeting needs and the dimensions of contextual support and motivation/self

determination.

Linnenbrink and Pintrich (2002) concluded e-learning motivation is a basic way

among faculty. E-learning motivation is a continual problem throughout education

and although there are no clear cut solutions, there are several strategies to help

teachers with the dilemma for students. E-learning motivation is generally defined

digital environment in educational institutions. Motivation gets student going.

Motivation enables technology interests. Motivation creates the want to achieve a

goal. Faculties are always looking to promote e-learning practice for motivating

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students. E-learning motivation is the important key to learning environment success

as well as promoting lifelong learning.

Kulik and Williams (1983) offered e-learning are basically forced as being effective

in increasing student motivation. Because e-learning is often used to the specific

aspects or applications of these technologies responsible for such motivation.

Currently curricular e-learning technology is using such as Internet, including

particular aspects of telecommunications such as E-mail, can capitalize on students’

general interest in computers and social communication or collaboration. For

example, some Internet science projects link students, faculty, and scientists through

E-mail or World Wide Web–based message boards, providing a forum for cross-

classroom discussion and communication.

Sanacore (2008) investigated study in a virtual classroom, faculty need to encourage

students' intrinsic motivation for learning in classroom. Intrinsic motivation defines

from factors such as interest of using e-learning practice or curiosity. Extrinsic

motivation focuses on rewards or incentives. In order to motivate, faculty must

encourage to use e-learning tools for motivating students. Students presented with too

easy or too difficult material will eventually become bored and unmotivated in a

traditional classroom. Motivators in virtual classroom should encourage students to

love learning and help students maintain high self-efficacy beliefs. This frequently

proves to be the most difficult task for some faculty. To motivate students, faculty

must use e-learning practice for successful education.

Leung and Li (2006) examined e-Learning also recommended student motivation to

by such names as online learning, virtual learning, distance learning, computer-based

training and Web or Internet-based training, comprises all forms of internet supported

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learning and teaching. It defines e- Learning as the suitable application of the internet

to support the delivery of learning, skills and knowledge in a various approach not

within boundary to any particular courses, technologies, or infrastructures.

E-Learning provides a student-centered learning environment by delivering

knowledge on-require with up-to-the minute information. The e-Learning is require

small or no face-to-face contact time, therefore is more cost-effective.

Prensky (2001) identified at present children have grown up with a different digital

landscape than their faculties they most likely are encouraged and motivated by

e-learning practices. Today’s digital natives speak a different language than their

faculties do. For these reasons, students of the 21st century may retain more

information if it comes to them through a e-learning system. E-learning that promote

content creation among students, such as videos, audio podcasts, and web pages, are

more effective strategies than traditional methods .

Iahad (2011) reported study in their research that additional research must be done to

find conclusive results in the ties between student motivation and the use of e-learning

in the classroom. Small little research has been done to find empirical data to support

the connection. The authors propose a cognitive-situative approach as a more various

way to examine motivation. The authors supported that a multitude of research needs

to be conducted in order to really find results, especially ones using this new

approach.

Strambi and Bouvet (2003) state that e-learning provides valuable of material and

learning tool as well as an great quantity group of information. As a result, students

are suggested with different to use e-learning tools and learning environments that

could promote interactivity, and more exposure to flexible materials. The American

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Psychological Association (APA) states when students are described to

responsibilities, positive attitudes can be triggered towards e-learning

Warschauer (1996) in his study aimed on the outcomes of students’ motivation of

using e-learning for learning and communicating. His offers were on computer-

mediated Communication (CMC) for e-learning. CMC provides the opportunities of

using e-learning for students to communicate not only in class, but also nationally and

globally, through the use of electronic mail, computer conferencing, (and these days

more multimedia communication media emerge such as chat room and blog). CMC

enhances motivation for students to use e-learning feel less problem to communicate

and participate via the medium, and they are able to actively collaborate with other

students.

Gilbert (2007) concluded study got on e-learning and motivation specifically in the

classroom. After investigating various advantages of the use of e-learning in foreign

language classrooms, including students may have a chance to see the real world in

classrooms and they can be motivated easily. Innovating challenging tasks and

activities motivates the language students. This author concluded that students wanted

e-learning practice followed by their faculty in the classroom, identified it more

motivational to use it and that foreign language classes specifically benefited from the

use of a variety of types of e-learning technology using in the classroom.

Hall (1997) examined students are often so highly motivated that they may be

characterized as self-directed learners, clear in the educational goals and objectives

they wish to pursue. E-learning learning has tremendous potential for saving time and

money as well as alternating related problems of in learning environment. Students

have increased motivation when they are given some freedom to use e-learning and

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educational activities. Students are registering for an e-learning course today

experience long hours of work, family obligations and uninterruptible career path. In

general, students want learning that is flexible, relevant to their work situation,

current, personalized, portable, focused, timely, affordable and valued.

Haverila and Barkhi (2009) identified e-learning challenges the old method of training

and learning, and provides new solutions for problems. For instance, the role of

faculties probably changing from several of knowledge to expeditors of

information.E-learning has the same meaning with technology-enhanced learning

(TEL), computer-based instruction (CBI), computer-based training (CBT), computer-

assisted instruction or computer-aided instruction (CAI), internet-based training

(IBT), web-based training (WBT), online education, virtual education, virtual learning

environments (VLE), m-learning, and digital educational collaboration.

Allen and Seaman (2007) focused e learning motivation challenges are rapidly

increasing in higher education. After the Associate’s degree, the Master’s degree is

the second most common type of program offered e-learning programme. Already

dealing with criticism on the quality of preparation programs for school leaders,

universities must ensure both high levels of student satisfaction and quality to attract

and maintain student enrollment. This study presents a motivation for considering

student performance, based on both on-ground and e-learning courses, and measures

alters in student satisfaction over time.

Engeström (1987) conducted aim of this study was to various factors that affect

students’ motivation and engagement in a specific e learning environment. In

examining various factors that affect students’ motivation and commitment that exist

in activity systems. Activity Theory framework was used in this research. The

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essential of an activity system include subject, object, tools, rules, community and

division of labour. Activity Theory provided a framework to guide data collection,

analysis and interpretations of our study. The framework accepted us to recognize the

full formation of the course and learning activities as activity systems and examine

how different elements of activity systems influenced and affected each other in this

context.

Kahveci (2010) carried out the positive outcome of the e-learning technology are

strongly belongs on students’ motivation to use technology. Past research identified

that different technology can have different value on students’ motivation. Web-based

Learning becomes popular in university and students can access the course materials

in e-learning technology. Even though the e-learning course materials like exercises

and assignments, students can understand the concepts of the course. Since e-learning

practice is important in course, a web-based learning environment with preset

feedback and evaluation is developed in one of Hong Kong University.

McCormac and Jones (1998) examined e-learning has many motivating factors that

attract students to follow an advance degree on-line instead of a traditional classroom.

These motivating factors include efficiency, low-cost, timeliness and dependability,

and flexibility. E-learning is the capable to reach an unlimited number of students

virtually simultaneously to help develop learning related knowledge and skills,

increase communication, build a community that can be a tremendous motivator for

group learning. Even E-learning is more stimulating fun, and enjoyable than self-

directed learning.

Abdelaziz and Karam (2011) identified the role of various factors in E-learning

showed that institutions readiness factors have a very imperative effect on E-

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Learning results; Also faculty motivation and education are the critical factors in E-

Learning Analysis of results about use of e-learning to enable students’ motivation in

learning experience.

Mistler-Jackson (1999) reported study targeted on e-learning in the classroom. This

study described students of different motivation levels who were given an assignment

using e-learning technology as a main tool, and found that the use of technology had a

favorable force on student learning based on increased content knowledge. This study

summarized all of the potential benefits of using e-learning technology, including

collaboration, authentic experiences, access to resources and, of course, motivation.

Findings included data that supported the idea that Technology and Student

Motivation student knowledge increased by using the e-learning technology, with

correlations to each motivation level.

2.5 Student attitude

El-Gamal and El-Aziz,( 2012) aimed this study educational institutions students in

developing countries have varying attitudes towards e-learning but normally their

attitudes are positive This study pointed out that many students had positive attitudes

towards e-learning because it had a positive impact on their motivation as well as self-

esteem. In some developing countries, the learning method and the observance to

traditional practices are inseparable. Thus technology-based tools for e-learning are

pointed as an interrupt with the practices that was valued for generations.

Rhema and Miliszewska (2012) focused encouraging attitude towards e-learning,

defines greater possibility that students will allow the new learning system and

features such as patience, self-discipline, easiness in using software, good technical

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skills, abilities concerning time management force on students attitude towards e-

learning

Woodrow (1992), Sife, Lwoga, & Sanga (2007) identified understanding of positive

attitude towards e-learning. E learning is broadly accepted as a essential condition for

the effective implementation. Developing countries still lack sufficient awareness of

ICTs and e-learning. In Libya, the level of educational technology awareness and

even basic computer skills is generally low among students in all types of higher

education institutions. Thus students tend to thing uneasy and even worried when

engaging with e-learning for learning purposes, because of their perceived a sense of

ineffectiveness. In next level, they analyze interacting with computers agreeable,

helpful and easy, as they use online chat-rooms, and download music and films.

Keller and Cernerud (2002) concluded Students’ attitude of e-learning in educational

institutions may be referred by several variables .This study have identified variables

such as age, gender, previous experience of computers, technology acceptance and

individual learning styles as major predictive factors when discussing acceptance of e-

learning by students. There are various theories of e-learning acceptance used to

encourage the attitude of students. One of such models is the technology acceptance

model (TAM).

Pituch and Lee (2006) carried TAM have constructed by Fishbein and Ajzen’s (1975)

theory of reasoned action (TRA) which implies that beliefs possibly influence

attitudes, which increases to intention, to use and finally actual usage behavior. This

studies explored TAM as to describes that a student’s attitude behavior to use

e-learning is confirmed by institutions.

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Jamlan (2004) conducted study prepared an effort to identify the faculty Opinion

Towards introduction of e learning at the University of Bahrain. It was defined that e-

learning is one of the most significant tool which improves the teaching and learning

process in an interactive way. The results of the study identified that faculty generally

recognize e-learning as a positive force in helping students’ to attain their learning

objectives. Student attitudes and satisfaction towards e-learning, as well as their

believe with technology and previous e-learning experiences are considered as

success determinants of future e-learning initiatives

Zhang and Bhattacharyya (2008) examined student attitudes towards e-learning have

been identified as essential to the success of e-learning Investigated that in developing

countries. The main important features were related to increasing technology

awareness and improving attitude toward e-learning. This study reveals enabling basic

technology knowledge and skills, developing learning content, requiring computer

training, motivating students to use e-learning systems, involving a high level of

support from the university. In addition, features used to measure the attitudes

towards e-learning of students, faculties and principals have been classifies in two

groups: demographics (age and gender) and computer experience (training, years of

using computer, owner of computer, access to a computer, intensity of computer use.

Elina and Erkki (2007) conducted a study on identifying students’ attitudes on e-

learning, the effects of students learning skills and institutional support at University

of Joensuu, Finland .The results explained that the quantity of students’ training in e-

learning is in correlations with their level of satisfaction towards the support by their

institution; in universities. This study conducted an investigating staff and students’

attitudes towards the adoption of e-learning. The study explores the ability in e-

98
learning and the attitude of faculty and students for e-learning and educational

technologies. He identified that the common positive opinion of e-learning and

educational technologies.

Egbo (2011) identified that female would recognize e-learning technologies use more

than males. The result findings determined that male owns a positive attitude

toward e-Learning than female. In addition, the researchers viewed that

experiences and skills in computer is an important identification on students

motivation toward e-learning.

Woodrow (1992) aimed that evaluating faculties and students attitudes is important

for Common usage, acceptance and success. Especially meaningful exactly how

faculty and Students are identifying e-learning and web based technologies .It is an

important first step before adoption. The study presents a survey about the usage and

the attitudes towards e-learning by students in colleges. The survey aims at evaluating

the experience, skills and computer efficacy of students, measuring their attitudes

towards the use of e-learning and differentiating difficulties and drivers for the

development of virtual learning environments.

Bhuvaneswari and Padmanaban (2012) concluded the attitude towards e-learning of

educational institutions students of Delhi and identified that demographic variables

play a significant role for e-learning .This studied shows the development and features

of an instrument to evaluate students’ attitude towards e-learning.

Lwoga (2008) conducted study this paper presents a survey about the usage and the

attitudes towards e-learning by academic staff and students in Technological

Education Institute of Serres. The survey is basically explorative and diagnostic. It

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aims at evaluating the experience, skills and computer skills of both faculty and

students. It proposes evaluating their attitudes towards the use of e-learning and

differentiating barriers for the development of virtual learning environments.

Knowing exactly how staff and students perceive e-learning and web based

technologies is an important first step.

Parker (2003) focused that the students who are comfortable with technology and

have a positive attitude towards it are more likely to succeed within an e-learning

environment. This study states computer experience is positively connected to

computers attitudes. This study pointed out awareness of students attitude towards

computers is a crucial criterion in the assessment of computer courses and in the

development of computer-based curricula. E-learning suggests individual

empowerment with greater control over their individual learning. It offers increased

flexibility over the time, place and form of study, and formulate learning resources,

lecturer group interaction, and educational institutions themselves more accessible.

Bertea (2009) examined speaking about e-learning, a encouragable attitude proves a

greater probability that students will agree to the new learning system. Factors such as

patience, self-discipline, easiness in using software, good technical skills, and abilities

regarding time management impact on students’ attitude towards e-learning. It is

important to understand that students are both emotional and logical. Emotions have

much effect on student’s attitude

Hu (1999) identified the attitude of students towards e-learning in selected

universities in south-west Nigeria using the technology acceptance model. TAM is an

Intention-based model. It is developed specifically for explaining or forecasting

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student acceptance of computer technology. It is used more theoretical basis for many

experimental studies of user technology acceptance.

Liaw and Huang (2011) examined investigating individual student attitudes and

behaviors in using e-learning with consider to gender difference, computer related

experience, self-efficacy, and motivation aspects. The investigating results shows

male students have more positive e-learning attitudes than female students do,

computer related experience is a significant predictor on students’ self-efficacy and

motivation toward e-learning. Examined the individual’s student attitudes and

behaviors in utilizing e-learning regarding to gender differences, computer skills.

A result demonstrates that male students have additional positive attitudes towards

e- learning than female students, and experience in computer usage is a

important indicator on students attitude toward e learning.

Davis (1989) concluded e-learning use which is important for determining intention to

use, actual use and attitudes towards e-learning use which reproduces on student

academic performance. This study examined TAM in an academic setting,

investigating the factors affecting students’ acceptance of e-learning technology. In

agreement with what TAM suggest, perceived usefulness was identified to have

important influence on students’ intention to use the technology. Davis study focused

on e-learning technology acceptance. This study focuses on the overall influence of

e-learning use on student academic performance.

Colaric (2004) aimed e-learning recommends individual empowerment with greater

control over learning. Students feels comfortable with technology and have a positive

attitude towards it are more likely to achieved within an e-learning technology.

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Faculty generally perceive e-learning as a positive force in helping students attain

their learning objectives.

Mehra and Omidian (2011) examined factors that predict students' attitude to adapt

e-learning at the Khuzestan province, Iran. The results show that there are five factors

that can be used in modeling students' attitude to adapt e-learning. These factors are

intention toward e-learning, perceived usefulness of e-learning, perceived ease of

e-learning use, pressure to use e-learning and the availability of resources needed to

use e-learning.

Lee (2003) conducted study the focus of increasing university students learning

effectiveness and efficiency triggers the question of the extent to which e-learning

assist this process and the factors leading to its acceptance by students. It is

commonly accepted that very little has been researched on the CSFs of e-learning

acceptance from student attitude .This study reports on an exploratory study aims to

identify and measure the e-learning acceptance CSFs as perceived by a sample of

undergraduate students in the college of Business and Economics at the United Arab

Emirates University (UAEU).

Soong (2001) conducted study twenty three indicators were used in evaluating the

students’ characteristics construct (STUD1-STUD23). The first two indicators

measured the student motivation to use e-learning. Indicators STUD3-STUD7

measured the student technical competency. Items STUD8-STUD10 measured

student’s mindset about e-learning. Items STUD11-STUD16 measured student

interactive collaboration. The first 16 indicators were adopted from this researcher.

Seven additional indicators were developed to measure the effectiveness of e-learning

course content, structure, and design from student attitude.

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Yacob (2012) conducted study the popularity of university students’ in

e- learning, discussion about analysis were carried out on the students’ attitude

regarding to gender, technology usage and the knowledge about e-learning

implementation. Results defines that gender have a significant effect on

attitudes towards e-learning. The result shows 46% of males from first-year

students desire replacing traditional learning by using computer in learning, while

only 22% of women support this result. This studies have examined the awareness of

e-learning that involves student from TATI University College in Malaysia . The

result shows that males and female have a important awareness towards e-learning in

education at TATIUC.

Vrana (2005) conducted a study on analyzing academic staff and students’ attitudes

towards the adoption of e-learning .The study reveals the skills in e-learning and the

attitude of faculty and students for e-learning and educational technologies. He found

that the general positive opinion of e-learning and educational technologies, the

recognition of difficulties by both groups in the use of e-learning and educational

technologies and the expression of the need to be supported by the institution in their

effort.

Dhiman (2014) identified that male and female students individual high attitude

towards e-learning although female students have slightly higher attitude towards

e-learning than their male counterpart .The attitude toward e-learning can be analysis

as a an umbrella for the methods of education supported by ICT, and particular with

the approval or lack of consent of the students or lack of consent on the

importance of technology and their special skills. Moreover tha students’ attitude

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towards e- learning affected through what they see as the advantages and

disadvantages for this type of education.

Haznedar (2012) conducted study mostly decided the stages of attitudes towards

e-learning and described them in terms of gender and class level. According to

this studies, e-learning and attitude were not described in terms of different

personal characteristics in any of these studies. In the present study, the

attitude towards e-learning was examined by different personal characteristics

of the students such as gender, department, class level, experience in using

computer, frequency of using internet, learning method, way of studying and

motivation type. It is only a limited number of studies examining the attitude levels

in terms of demographical aspects .Consequently it is thought that the

present study will contribute to meeting this deficiency in the literature.

Aixia (2011) examined student attitudes are refered by the quality and observed

ease of use of e-learning courses, functionality of e-learning platforms, and the stage

of student computer skills. Their computer experience including recognized self-

efficacy, enjoyment, and usefulness of using e-learning also plays a role. In turn,

positive student attitudes and behaviors towards e-learning are significant to their

e-learning implementation and acceptance.

Koohang and Durante (2003) identified though e-learning (and various blended

approaches that integrate online components into traditional classes) maintains

to grow rapidly, it still continues at an early stage of development. As a result,

developers and deliverers of online learning required more accepting of how

students identify and react to elements of e-learning (since student perception and

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attitude is significant to motivation and learning) along with how to apply

these methods most effectively to enhance learning.

Jones (2005) identified also evaluate faculty and student attitudes concerning

utilize and effectiveness of web based course management software for e-learning.

The outcomes demonstrated those faculties were importantly more likely than

students to accept with web based learning. Faculty considered web base course for

e-learning to communicate efficiently according to students.

Cheng (2006) conducted study values that individual characteristics like gender,

computer skills are not enough. Computer experience and skills respondent a

primary factor in influencing on students’ attitudes about e- learning also, identified

characteristics like age, gender, computer experience, technology acceptance,

and individual learning styles as principal factors when analyzing the students

attitudes concerning e-learning processes.

Fishbein and Ajzen (1975) conducted study fishbein model suggests an analysis of

attitudes through the student’s beliefs and evaluations. The student’s values refer to

the possibility of accepting that e-learning system has positive features, whereas

evaluations stand to which these features are important or not. The flexibility of a

single behavior can be acquired by assessing the attitude toward the behavior in

question. A single behavior is construct on four variables: an action directed at a

target, performed in a given context, at a certain point in time. E-learning interested in

understanding why students do or do not action in e-learning (target) at a local

community university(context) the time it is offered .In this study, we are not

interested when students enroll in e-learning but only whether they do so. Hence, the

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action, target and context elements are clearly specified as before and the time

element is undefined.

Vijayarani K (2011) conducted study researchers have notified some studies related

to present study. This study conducted on attitude towards e-learning among students

of Bharathidasan University completed that B.Ed. students have favorite attitude

towards e-learning. These studies exposed broadly availability of digital learning

resources in a different of media formats presents the possibility to make a reflective

difference in education. From the above review of different studies it is ended that

most of the studies are forcing the important and attitude towards e-learning among

the students.

Wang(2010) examined In current years, many studies have been printed

investigating student attitude and expectations regarding eLearning .Studies by

the National Center for Education statistics demonstrate a increasing demand

and acceptance of e learning . Students involved in eLearning courses in positive

attitude about their experiences. In addition studies confirm that students attitude of

e learning in university education may be referred by several variables.

Roger (1995) identified flow of innovations theory is one of the most suitable

for investigating the adoption of e-learning in higher education. He classified a

number of student attitude of an creation that can refer adoption which include added

advantage, the degree to which an innovation is identified as better than the

comparable product it replace compatibility, the degree of consistency with

existing values, past studies and experiences of the target participants of the

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innovation and complexity, the degree to which an innovation is identified as variety

to understand and use.

McNaught and Ho (2009) conducted study questionnaire was designed. Some of the

questions were approved from a past questionnaire on students’ attitude of e-learning.

So participant range was low there was a good contest to student demographics.

Statistical analyses were conducted and analyzed by SPSS software.

2.6 Problems of e-learning

Hannon and Netto (2009) conducted study faculties usually fail to take into account

cultural differences when designing and delivering courses. The result is decreased

because students of various languages respond differently to how things are organised

in e-learning technologies and also students of various cultures have different

capabilities to work with e-learning technology.

Holtham and Courtneys (2005) examined the most similarly details for the lack on the

experience of students using e-learning .Which is that the over most of e-learning

research up to date. This study has focused on creating the value of particular

e-learning course designs, teaching methods, or tutor interference. These factors

reason an highlighting on evaluating pedagogic worth as seen for example in this

studies. This review focused of the problems of virtual learning environment (VLEs).

Berge (2002) examined general it is pointed that more of the literature about barriers

and problems to e-learning has been conducted in educational rather than institutional

settings. Past studies have appeared over many institutions at various stages of

adoption and implementation of e-learning technologies. In findings from this

research have identified a broad range of problems that in overall, point out a lack of

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technical expertise and inability to manage institutional differ as the most significant

problems across all individuals surveyed.

Delone and McLean (1992) identified full consideration of the potential problems to

e-learning is not limited or informed by past e-learning literature. Definitely, it is

suitable to consider the literature and research in the e-learning systems

(IS)/information technology (IT) field which has a brief history of notifying

technology adoption and factors affecting e-learning system success. Within this

literature, a broadly understood approach of e-learning system success is that of this

author which has become known as the D&M e-learning system .Success Model and

used lengthily in the assessment of e-learning system success for over twenty years.

The classification introduced in this model considers six factors important to the

success of e-learning system implementation system quality, information quality,

use, student satisfaction, individual impact, and institutional impact.

Gulati (2008) conducted this study have highlighted the lack of appropriate hardware

and software facilities, costs of internet access, limitations of bandwidth, low speeds

of internet and response delays for using e-learning in institutions. . This defines that

e-learning has potential capable in supporting important activities among faculty and

students. In this studies shows the institutional factors, infrastructures and facilities,

planning and strategy for creating to be considered in e-learning. In others, the

quality making and skills necessary for the improvement of e-learning in the

educational institutions have been discussed.

Wilson (2003) focused in past studies, the consider was on management issues like

the methods of students recruitment, lack of standards in the field of e-learning,

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insufficient wages for staff inadequate teaching spaces prepared with modern

technologies, approaches of measuring students, issues on intellectual property of

texts and courses

Anderson (2010) identified studies with a specific focus on institutional e-learning

and the problems are to be successful implementation. This study investigated

institutional problems in small to medium enterprises (SMEs) and their adoption of

e-learning. This finding indicates that institutional implementation is key to the

adoption of e-learning and that unless an institution is establish in its use of ICTs

generally e-learning is not likely to be used in the institution. Overall, this research

suggests that, e-learning can be suggested just another form of technology and nature

of the institution itself may be a problems to successful e-learning.

Stodden and Chang (2006) examined this studies linked to the ICT requires and

concerns of students problem in e-learning, where the respondent were campus

problem from service providers, assistive technologists, and professors . These studies

all had variety goals, utilized different questions, and had variety sampling

limitations, making their findings impossible to compare. This study has done a

number of variety groups answer the same questions about the problems they

experienced with e-learning and about how these were resolved. None of these studies

integrated the current students with problems using e-learning in their samples.

Brozik and Zapalska (2006) identified faculty should realize and know individual

learning styles of the many hundreds of students (how they learn and how they

perceive) in the context of e-learning education. It is significant to express and share

the information with students. For the hundreds of students who generally are not seen

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by educational institutions in the e-learning environment, right now, the e-learning

practice does not help such a scenario.

Christensen and Kessler (2001) investigated synchronous interaction, such as chat and

conferencing needs the physical or virtual presence of respondent at the same time.

This is the problem occurring to delay of communication in e-learning or online

learning. Asynchronous is such as email, blogs, and threaded discussions have the

benefit of allowing the students to access the learning resources any time. The lack of

appropriate hardware and software facilities, low speeds of internet responses delays

in asynchronous mode of communication to share information (i.e. intermediate

software progress modules) between the students interaction sessions, it is important

to make problem in learning environment.

Asuncion and Barile (2010) carried out the study It types element of a larger

investigation of e-learning .This study explores the perception of the four key

stakeholders about the understanding of e-learning college students with a variety of

problems, campus problem service providers, professors, and e-learning professionals.

This study both problems and solutions as experienced in Canadian junior/community

colleges and universities and also evaluate the advantages of e-learning as

experienced by the students themselves. Depends on the findings, which refers about

addressing common e-learning problems encountered in college and about how the

variety roles and perspectives of the four respondent groups refer their views. It is

significant to note down this is an exploratory, descriptive study that is not

theoretically based. It is important objective is to evaluate the views of the four

groups, to recommend hypotheses for future analysis, and to suggest

recommendations based on available information.

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Darling (2002) conducted study more standard universities are acceptance the use of

e-learning in higher education, especially in distance learning disciplines, without

understanding or addressing the business or educational requirements. These studies

shows which could be critical for universities, who must not let fundamental

educational processes be overshadowed by the implementation of new information

technology strategy. This is particularly so for aspects of infrastructure and internal

change management structures.

Taylor (2002) aimed this study describes e-learning as special for courses that need

cognitive learning. However for faculties dealing with cultural barriers, differences in

student attitude do not work well in the e-learning environment. Academic staffs that

are better trained will stand the higher student learning. However if the teaching staff

are not trained in using the e-learning technology and do not have a strong grip of the

function of the technology then student learning is similarly to suffer.

Issa et al (2013) identified the introduction of e-learning to government institutions in

developing countries allows a great deal of risk of failure. The lack of qualified

personnel, lack of financial support and the lack of planning and improper

justification are just few of the causes of projects failure through e-learning.

Fichten and Robillard (2007). Examined educational groupings have risk in

accessibility and e-learning in colleges and universities, the students themselves,

service providers who provide problem related services to the campus community,

faculties who use and implement e-learning in their courses, and the e-learning

professionals on campus who provide leadership, choose e-learning for campus-wide

use and provide help and assistance with e-learning and other ICTs. Because of their

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various views these educational groups are similarly to have variety views about e-

learning accessibility.

DiIorio and Vitali (2005) carried out e-learning can support the addition of students

with various disabilities . For example, an e-learning course provides opportunities for

student because of climate, health, transportation or physical accessibility, experience

barriers to attending classroom-based courses. Similarly, in traditional classes

students can access course notes and help on the course website without assistance, so

long as these are designed to be accessible.

Hole (2002) conducted study in Sri Lanka the implementation rate of computers and

Internet is still relatively low. With a population of 21million there is only 428.000

internet user (CIA 2008). This study evaluated to other state universities that together

have about 32.000 students identify the require for distance education in Sri Lanka

well demonstrated.

Shaba (2000) identified this point it is showed by this researcher who recommends

that universities are currently inexperienced concerning the approval and integration

of eLearning and other technological changes into their institutional structures. This

study considers that this lack of experience will initiate the following problems within

universities. This study recommends one of the problems facing traditional

universities planning to transform institutional structure to integrate technological

innovations, which is coming to conditions with the practice design for distance

learning courses, without ignoring the institutional, managerial and financial

constraints.

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Mirri (2006) concluded this study, In spite of all the problems faced by e-learning in

Yemen, the Ministry of Higher Education has arranged the basis for e-learning

projects through development in ICT infrastructure, information Technology systems,

and information services in the public universities. In current years, the ICT area has

established a great attention in Yemen. It witnessed a sequence of developmental and

transformational phases aimed at creating an information rich society.

Similarly and Beamishet (2002) carried out other investigate also performed within

the tertiary education sector has analyzed problems to e-learning adoption by faculty

and tertiary educators. Past studies conducted in the 1990’s and identified problems as

being related to internal and external factors., This study investigated workplace

problems to e-learning adoption, individual barriers such as cultural conflict and

student motivation, and barriers comparing to the e-learning itself such as cost,

availability and access to computers or necessary devices.

Brzycki and Dudt (2005) investigated in research are recommending back to past

problems study .This study is considered e-learning adoption in faculty training.

Initially, a approach had been proposed in 1999 that identified five problems to

adoption of e-learning by faculties: time, support, models, infrastructure, and

culture/tradition. Most particularly, the authors highlighted the require to consider

problems of institutional size and complexity, and the ongoing development of e-

learning requiring not just learning how to use e-learning but also being arranged to

modify on a quick and continuing basis

Rolfe (2008) reported relatively, faculty variance to change has also been cited as a

personal factor that interrupts e-learning adoption. This study recommends to it as a

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culture of resistance, where faculties adapted to traditional modes of instruction refuse

to modify. Faculties are unwilling to put their courses into an e-learning format and in

some occasions, they choose the traditional methods despite having access to newer

technologies.

Baldwin (2001) provided adoption of e-learning and the potential problems have also

been studied by Baldwin and Lin who were capable to analyze five groups of

obstacles namely cost-, institution-, labour- organisation and information-related. The

most unexpected finding from this study was that obstacles were more eagerly cited

by innovators using e-learning technologies than by non-innovators. This

investigating can be clarified based upon the fact that mostly early adopters are those

who experience the most challenges with e-learning and are therefore more similarly

to predict potential obstacles.

Palmieri (2002) examined from the student viewpoint, literacy and IT skills and

aptitude for self-direction, being confident and motivated to participate in e learning

have also been investigated as potential problems to efficient e- learning. But which is

recognizing that some groups of students, specifically students who are economically

and/or socially disadvantaged, and/or lacking in e-learning resources, are particularly

disadvantaged.

NCVER (2002) conducted study from the provider point of view, researchers and

those interviewed have investigated problems emerging from faculty capability to use

e-learning in educational institutions. In ways that support a student centered

approach to teaching and the institutional structure in which they work.

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Gulati (2008) identified a number of past studies appeared at the educational features

of the problems in front of developing e-learning based of the point of views of staff

and students. In these studies, several problems like the time distance between staff

and students, the way of motivating students to start and continue their e-learning

courses, the inability of students to understand the goals of e-learning courses because

of the absence of staff, insufficient knowledge or even lack of knowledge of staff or

students in the fields of computer, insufficient experience of staff in using modern

teaching e-learning technology and the credibility of online instruction and the quality

of its students, or the lack of teaching material and courses for staff in the fields of

e-learning technology.

Rogers (2000) conducted study in the context of higher education, analyzed the

adoption of e learning technologies from the viewpoint of those delivering the classes.

Problems to e-learning adoption were disagreed to often come in the form of pre-

existing standards such as institutional or teaching method models. This study looks

on why staff might choose to adopt e-learning technologies in their teaching and why

students may or may not choose to take them up. While this is suitable to a higher

education background, in a corporate background there is often no choice about

learning mode, and the alternative to learn using alternate types may not be available.

He disagrees the need for behaviour change in both the student and the staff for

successful implementation of e-learning.

Derouin (2005) examined e-learning has the problem to present many benefit outside

those of more traditional forms of training and development at the level of the

individual student and at the institutional level. This potential may not be realized in

all e-learning courses this dilemma is not individual to e-learning. Even in traditional

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forms of learning and development, many decisions within the development and

implementation of the student interference will impact on its ultimate success or

failure.

Brennan (2003) aimed in his study, investigated the issues that influence the uptake

and effectiveness of e- learning in regional Australia, with a particular focus on the

problems of this delivery mode. The main problems identified by students were in

convenience and low choices, lack computer-related skills. The main problems they

investigated were mainly e-learning-related and specified the require for improved

telephone infrastructure. In addition, changes were sought in the delivery system that

included better preparation of students, evaluation of their implementation to study e-

learning and their ICT skills and greater support throughout the course.

McLean (2003) concluded concerning of the potential problems to e-learning is not

limited to, or informed by, just the e-learning literature. Definitely, it is suitable to

consider the literature and research in the e-learning systems (IS)/information

technology (IT) field which has a long history of considering e-learning adoption and

factors affecting e-learning system success. Within this literature, a broadly accepted

model of e-learning system success. Failure model and used comprehensively in the

assessment of e-learning system affecting success for over twenty years. The

classification established in this model considers six factors important to the failure of

e-learning system implementation: system quality, information quality, use, user

satisfaction, individual impact, and institutional impact.

Ham and Wenmoth (2007) investigated this study, identified that there were different

levels of infrastructural capability, note down that most of the larger tertiary

institutions identified infrastructure as less of a problem to student access than smaller

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private training organizations. They noted that this was potentially an issue, creating a

them-and-us scenario, where smaller institutions did not have the resources to be able

to offer the same levels of e-Learning capability as larger institutions which was

further exacerbated by financial resourcing constraints.

Rolfe (2008) carried out Even though the advantages of e-learning can offer, the

adoption of e-learning in HLIs faces a number of problems. The researchers consider

that data generated from the voice of professionals will represent the actual

experience of e-learning adoption, implementation and support in HLIs rather than

data generated from staff and/or students. Thus, the aim of this study was to get

further understanding of the problems delaying adoption of e-learning in Tanzanian

HLIs and investigate possible strategies to address them.

Simonson (2011) identified this study, several problems have documented to

e-learning encountered by students. These problem includes administrative issues,

social interaction, academic and problems skills, motivation, time, limited access to

resources, and technical difficulties. Other problems include unfamiliar roles and

responsibilities, delays in feedback from instructors, limited technical assistance, high

degrees of technology dependence, and low student performance and satisfaction.

Bell (2004) examined the many potential problems of e-learning, it is critical that the

debate acknowledge potential drawbacks and barriers to the development and

implementation of e-learning. Indeed, e-learning has the probable to be seen as an

impersonal mode of delivery and measurement, which can potentially be dividing for

the student and such concerns have directed to consideration of social presence in

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e-learning To further understand the problems to e-learning it is significant to first

review the related and more accepted literature of e-learning adoption.

Olaniyi (2006) in his study aimed problems to e-learning in Nigeria to contain, high

cost of hardware in Africa, high import tariffs and less price competition, transmission

cost is equally high in Africa, Internet access in Africa is through a foreign gateway,

shortage of skilled manpower, companies and institutions are unwilling to invest in

training of staff due to the probability that trained staff will be maintained by other

institutions and companies, Africa has the lowest number of telephone lines per

capital in the world, existing telecommunication infrastructure is in very poor

condition, computer technology illiteracy among the students from the primary school

level, cost of acquiring installing the gadget required for e-learning, incessant power

supply and lack of affordable dedicated/specialized e-learning centres to name but a

few.

Sidhaye, (1995) investigated the research findings on problems of e-learning and its

effectiveness in teaching/learning in colleges from Pune city. This study showed that

few staffs were limited confident in using a wide range of e-learning resources for

conducting lessons. Many staffs still panic using e-learning, and thus are hesitant to

use them in their teaching. There is the requiring therefore to explore further if

students and students also panic using e-learning. Research Point out that regular

utilize of e-learning increase motivation, specifically if utilized frequently and in

various subject areas for students.

Brzycki and Dudt (2005) conducted in a study recommending back to past problems

research, this study concerned e-learning technology adoption in staff training. The

authors highlighted the need to concern issues of institutional size and complexity,

118
and the continuing development of e-learning technology requiring not just learning

how to use e-learning technology but also being prepared to change on a rapid and

continuing basis.

Veenker (2001) investigated study connectivity issues are most commonly explored in

the literature in relation to VTE learners living in rural and remote locations due to the

concentration of technology infrastructure in metropolitan areas. Such barriers involve

an undersupply of infrastructure and relatively high costs of connectivity

Khan (2000) offered as information technology come in the field of education, many

scholars noted many problems in education such an event from various aspects. This

study believes that identifying e-learning problems through web base learning,

internet base training, advanced distributed learning, web based instruction, online

learning and open flexible learning.

Fazio (2007) investigated personal factors have also been helped with problems to

e-learning adoption in HLIs. Factor such as staff e-learning understanding can also

have impact in e-learning adoption because through their previous experiences and

interactions with others, they can build multiple meanings about e-learning, which

ultimately can shape their attitude toward it. This study identified that many staff

defined e-learning to mean Internet access and use of e-mails for communication as

well as information sharing. Literature defines that if staff do not understand the

meaning and impact brought about by e-learning to education, then they are similarly

to oppose or avoid using it resulting in institutional failure to adopt e-learning .

Cashion and Palmieri (2002) examined from students attitude, literacy and IT skills

and aptitude for self-direction, being confident and motivated to participate in

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e-learning have also been identified as potential problems to effective e- learning. The

level of technical support available has a important refer on the impact of these

student-based features .This problem was verified by our interviews, with an

acknowledgement that most RTOs are not able to provide such support (beyond Help

Desks) but recognise that some groups of students, particularly those who are

economically and/or socially disadvantaged, and/or lacking in technological aptitude,

are particularly disadvantaged.

De Simone (2008) conducted study faculty and students are supporting to

implementing e-learning for educational institutions. It is the charge of combine

e-learning into teaching, fail to think about the accessibility needs of students with

various problems. For example, those in responsibilities of supporting and deploying

e-learning generally do not confirm ahead of time whether newly purchased

institution software is compatible with adaptive software that reads what is on the

screen to individuals with print impairments. PowerPoint presentations in class, if not

placed online in right time, can reason difficulties for students with visual and other

problems requiring adaptive software to read and follow the presentation. Video clips

posted on a course website with no captioning can create problems for students to

access low band of internet .Websites can pose problems for students with learning,

visual, and neuromuscular problems even when they utilize adaptive software such as

screen magnification, screen reading, and dictation software.

Holley (2002) aimed study the students in higher educational institutions engaged in

E-Learning, overall performed better than those in face-to-face courses. This study

found that students who participate in online/ E-Learning attain better position than

students who studied traditional approach. This study will expose problems of

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E-learning to students’ academic performance. This study is very important and will

investigate out the problems of E-Learning using students’ in academic performance

for UTM.

Donoghue and Dorward (2001) focused the above suggested different of views

regarding the effect and potential problem eLearning can have on universities as

educational institutions. The utilize of advanced technology in higher educational is

predictable it will contribute to the overcome the problem of communicational,

geographical and inflexible learning boundaries.

Rolfe (2008) reported recommends to it as a culture of resistance, where staff

comfortable to traditional modes of instruction refuse to change. Staffs are unwilling

to put their courses into an e-learning and in some occasions, they choose the

traditional methods despite having access to newer technologies

Nihuka & Voogt (2012) offered literature connections staffs are unwilling to change

with self-efficacy toward e-learning lack of incentives that motivate adoption

generational division between older and younger staff in responding to e-learning

and attitudinal factors.

Moravec (2015) conducted study, how e-learning impact students’ achievement. The

study was attended by nearly 2000 students. This study compares the results of

questions from the area of colleges where the e-learning tool was provided in a pilot

version with the results of questions, where the e-learning tool was not provided. The

researchers found that the e-learning tools have affected the students’ results.

Nevertheless, the belief of the e-learning tool may possibly have a negative effect on

students who will depend on given materials was disproved

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