BUSINESS

ANALYSIS
REPORT
Group Report 3B
September 21 | 11:59 pm Week 12
 BUSINESS INFORMATION
SYSTEMS
GROUP REPORT 3B

COVER PAGE
Semester Semester 2, 2020

Title of
Business Analysis Report
Assignment

Tran Thi Thuy Dung - s3836282 Tran Le Gia Thong - s3836262

Name and
Ly Hoang Phuc - s3741154 Nguyen Thanh Dat - s3825286

Student ID
Ly Nhut Toan - s3836269 Le Anh Khoi - s3804675

Location Ho Chi Minh City

Class Group SGS-G02-Team02

Lecturer DR. KEVIN NGUYEN

Word Count 3128 words

Pages 3
TABLE OF CONTENTS
I. INTRODUCTION
 Overview of online learning
and its impact to educational
institutions
The main purpose of the report
and its layout

II. ANALYSIS
Satisfactory learning experience for
online learning definition
Factors identification that influence
the satisfactory learning experience
of learners for online learning
Technological tools and their
features identification

III. RECOMMENDATION
Suggest a simple online
learning solution
How the tools integrate and
deliver the experience

IV. CONCLUSION
REFERENCES
APPENDICES

BUSINESS ANALYSIS REPORT

 I.INTRODUCTION
OVERVIEW OF ONLINE LEARNING AND ITS
IMPACT TO EDUCATIONAL INSTITUTIONS

It is a well-established fact that education lays the firm foundation stone for shaping successful people

and the betterment of human life since it enables humans to expand their vision and generates valuable

perspective (Dr. Tariq Mehmood Khan,n.d). Katherine Rose Lopez (2019) has claimed that the more

colossal development has taken place in information technology in the day and age, the more generating

excessive chances for people to develop their all-around education throughout a wide range of different

learning methods. Indeed, one of these new methods is utilized immediately due to the CoronaVirus

pandemic's onset, which is the online learning program. According to Ruiz et al. (2016), online education

is defined as using electronic media/ internet technology to deliver a broad array of methods that enhance

efficiency and knowledge in education. Doubtlessly, it is a wise education initiative as Internet-based

learning offers lots of undeniable advantages, such as enabling both educators and students to waste less

time and work more independently (Gadget Heat, 2016).

Furthermore, online learning delivers immense influences on educational institutions in some

dimensions. For instance, it supports the educational institutions in saving costs and generations the

potential chances in scaling ongoing fuel investments in technology-aided distance education mode (Eric

Bettinger et al., 2017). Moreover, the online coursework platform is promising to the extent that it can

reach the widely different types of learners and enable education institutions to expand their number of

more trainees (Eric Bettinger et al., 2017). Indeed, this is also a valuable opportunity for education

institutions to reevaluate the efficiency between their two traditional and modern teaching methods, draw

a line, and take the maximum positive side of both schemes teaching to achieve comprehensive education

development.

The report purposely analyzes elaboration about the dimensions of online learning and defines its

satisfactory learning experience, followed by identifying fundamental elements that influenced

experiences above as well as technological tools and their features that could be suitably applied for web-

based learning. Last but not least, granting some recommendations about the simple online learning

method with the tools integrated for the online teaching method's further development.
 II. ANALYSIS
DEFINITION/ FACTORS IDENTIFICATION/
TECHNOLOGICAL TOOLS AND THEIR
FEATURES

Hermans, Haytko, and Mott–Stenerson (2009) stated that measuring learner gratification in online courses

is an essential paramount dimension of successfully promoting higher education. Considering it not only

provides a comprehensive overview of how each student evaluates different experiences throughout the

learning process but also facilitates in determining elements that influenced student expectations for

institutions, enabling them to improve these issues more better in the long term (Appleton–Knapp &

Krentler, 2006). Therefore, as students’ learning can be affected by their satisfaction with their learning

experience (Espeland and Indrehus, 2003; Ramsden, 1991), it is necessary to consider the students’

viewpoints on expectations’ experience in the new learning system remote.

1. The satisfactory learning experience for online learning definition

Firstly, the satisfactory study experience for distance-learning programs can be defined as the individual

subjective evaluation (based on feelings and attitudes) towards the online learning process, or the level of

pleasure can identify what one feels when learning (Chang and Chang, 2012). In other words, this is the

gap between what was expected and what was received from the institutions via experiencing the remote

learning programs (Oliver 1999). Take the circumstance as students from diverse parts of the world

expect to get an opportunity to study in global-prestige universities, which are far away from their country

as an example to illustrate this point. In this case, the education system remote had met the demand for

their satisfaction by offering a variety of the distance learning course, enabling students to approach not

only the comprehensive development education but also cultivate more themself prodigious talents in

different educational environments nowadays. This instance is one of the underlying experiences that

generate satisfaction in terms of online studying for the students.

In reality, according to Appleton–Knapp & Krentler (2006), the complexity of student’s learning

experiences requires the necessity for researchers to acquire a deep comprehension in terms of the factors

that influence student satisfaction in the remote courses. Therefore, the report will originally initiate to

scrutinize three principal experiences and their specific factors that influence online learning’s

satisfactory experience, including the team collaboration experience (48,6%), the communication

experience (40,3%) and the writing/editing experience (37,5%) base on the survey and investigation with

more than 80 students at RMIT University (appendix 1).

Additionally, the reason why the report chooses these three principal experiences mentioned above as a

standard to generate a survey related to online learning satisfactory experience is its linked relationship

with the Enterprise collaboration system (ECS). It is knowledgeable that ECS is a combination of tools

that facilitate team cooporation, communication, editing and sharing documents, human networking, and

more dimension (McKinsey, 2013). Therefore, each experience above will represent the technological

tools' features in the Enterprise collaboration system, bringing satisfaction for learners in terms of remote

learning.

2. Factors identification that influences the fulfillment learning experience of

learners for remote learning

The satisfactory learning experience of learners is divided into three different experiences in online

learning, which is the communication experience, the team collaboration experience, and the

writing/editing experience. Thus, each experience will meet the different demands of learners during the

online learning period. On the stark contrary, there are some main factors that can impact the gratification

of students among these three experiences.

The video conferencing factor in the communication experience of students.

The video conferencing will enable students to communicate with others without moving to one particular

location (Runa Tripathy, 2017). According to the RMIT survey, the student who selected video

conferencing is an important factor in the communication experience, with nearly 70% of all students who

did the survey(appendix 2). This proves that video conferencing plays a critical role in the online learning

experience through communication for several reasons. Firstly, video conferencing will enable students to

work in real-time with others for getting things done at the moment (Webex Team, 2019). It will help

students receive several important notifications immediately from teachers instead of receiving email or

instant messaging from applications because students can receive numerous spam in a day, which will

make students easy to miss emails from teachers ( Communication Channels Pros And Cons, 2018).

Moreover, video conferencing will increase the contentment of online learning through communication

because video calls will give participants a chance to show body language and see visual aids (Webex

Team, 2019), which positively affects the online learning experience.

However, video conferencing also has some drawbacks, such as less personal interaction and technical

issues. For instance, when a teacher has to teach 30 to 40 students in an online class, the teacher will not

work one-on-one with students in a little time. Moreover, during the online class, the teacher and the

student can have some technical problems (Judebill, 2019), which will waste too much time to help

students fix them. As a result, the quality of online classes will be affected by the two above reasons.
 The project planning/ management factor in the team collaboration experience of students.

Project management is immensely important in the team collaboration experience as in order to cooperate

efficiently; learners must monitor the progress of assignments teammates (Nikoletta Bika, 2020). It will

help the team leader and members easily to keep track of objectives anywhere, anytime. That is why a

considerable number of RMIT students, up to 60% of all responders in the survey(appendix 3), believe

that project planning and management is a critical factor in their team collaboration experience when they

are learning online. Besides, project management also allows for assigning tasks; for instance, it sets a

deadline for each person through applications, which will help students easily understand each task's

assignees and responsibilities.

However, the lack of face to face communication is a problem in the satisfactory team collaboration

experience due to team leaders evaluate the progress of assignments frequently or not and urge their

teammates. Team members can have a feeling of lack of pressure (Sander Tamm, 2019), which could

result in the progress of assignments that will be delayed and negatively affect the learning process of

other peers in a team.

The creating/editing/storing online factor of writing/editing experience in online learning.

Over 65% of all students in the survey(appendix 4) selected the creating/editing/ storing online factor as

the most gratification of writing/ editing experience in online-learning for some reason. Firstly, students

can co-edit on a document at the same time based on the crediting/editing/storing online factor ( Melanie

Pinola, 2015), which will help students edit in real-time with others to get things done in online learning.

This helps students have the geographical unlimited practical ability to work efficiently.

Furthermore, the creating/editing/ storing online factor also helps learners autosave and store documents

on the internet, and any changes made to those files will sync automatically (Microsoft, n.d). As a result,

this will prevent students from losing documents because they do not have enough time to save

documents. However, the student also has some difficulties in producing a unified document on the

internet because they cannot fully describe their ideas by just writing (Lynn Jeffrey, 2014), which makes

students waste time explaining each idea by writing.

Overall, all three factors above are immensely crucial to the level contentment of the student in general.

RMIT students, in particular, for the online learning experience due to these factors, are growing in

popularity in recent years, such as the number of young people utilizing video conferencing for working

and studying increased more than 74% over the past two years (Callcentrehelper, 2018). The demand for

online learning is rising significantly over the last decade (Ilker Koksal, 2020). Next, the report will

identify two technological tools and several features to meet students' needs in the online learning

experience with three main features the report discussed above.

 3. Identify technological tools and their features that could be utilized for online

learning

Microsoft Teams

The report chose Microsoft Teams as a technological tool suitable for students' online learning experience

for several reasons. Firstly, Microsoft Teams is a platform that not only concentrates on the

communication experience but also the team collaboration experience (Microsoft, 2018), which will allow

students to work more efficiently together on a software application. Moreover, this platform is also very

convenient for students because they can communicate and collaborate with others anywhere, anytime

(appendix 5), such as debate with teammates and sharing files to others through any devices on Microsoft

Teams (Microsoft, 2020). Secondly, Microsoft also has the video conferencing feature to improve its

productivity, such as the school and workplaces (BDO Digital, 2019).

Furthermore, this feature also allows a person who can create online video conferencing with a maximum

of 250 participants (FE online, 2020), which is also why RMIT students have chosen the video

conferencing that brings them the gratification in the online learning experience. For instance, RMIT

university can organize an event such as the industry talk in the price and markets course to many classes

instead of a class, enabling them to save much money.

Moreover, The students also have a chance to acquire numerous opinions about a problem from other

students. Finally, the student still tracks the progress assignments of other teammates through the channel

feature on Microsoft Teams, and this feature has a function called planner. The planner function allows

each member in a whole group to get notified in Microsoft Teams when a task is assigned to each

member in Planner (Microsoft, n.d). This function's role helps students make it easy to stay organized

their assignments and evaluate each member's progress assignments at all times in all places (Microsoft

365, 2019).
 OneDrive

It is undeniable that creating/editing/storing and exchanging of files is an indispensable thing throughout

the teaching process between the lecturer and learners nowadays (Classter, 2020). Take a molding

material in the form of PDF files or assignments and quizzes that have to be answered from learners right

following the end of a teaching session as a compelling example to illustrate this point. Therefore,

OneDrive is considered as a vital technological tool that could be adopted for online learning, since it not

only facilitates bringing a wide range of outstanding benefits but also enables the student to meet

themself demand throughout the experience. Firstly, OneDrive offers both educators and learners the

place to store, exchange, auto-synchronize, and save documents (Microsoft n.d.). More specifically, the

learners can upload documents from any PC or Mac, exchange documents with others, and permit them

to edit files. Furthermore, the learners can also easily keep track of history (what is changed? changed by

who?) and update new files when finished work (Microsoft n.d.)

Secondly, OneDrive also has significantly compelling features since it owns compatibility across multi-

devices & platforms. In other words, from anywhere, on a computer, phone, tablet, or sync OneDrive to

PC or Mac, the student can easily access the documents even though the offline mode is on (Microsoft

n.d.). Another latest discovery of the benefits of Microsoft Office 365 is Real-Time Co-Authoring, an

upgrade version of exchanging and editing text (Microsoft n.d.). It enables students to co-edit together

files simultaneously, and the changes will be highlighted after publishing the update (Microsoft n.d.).

Additionally, it also offered the commenting function, advocate student to achieve such a direct and

significant interaction in the process of mutual exchange (Sherweb, 2018).

Doubtlessly, OneDrive is one of the technological tools with exceptionally suitable functions and features

that could be adopted for online learning. It not only helps learners spend less time on unimportant things

compared to working with books and papers but also increases productivity dramatically and decreases

the risk of losing files.

 III. RECOMMENDATION
SUGGEST A SIMPLE ONLINE LEARNING
SOLUTION
HOW THE TOOLS WORK TOGETHER TO
MEET LEARNERS’ EXPECTATIONS.

Invented and developed with a series of products, technology systems have turned yesterday's utopia into

today’s reality and changed how we live and work (Araujo A,2019). In terms of education, there is a

range of technological tools and applications which can help students and learners to realize and optimize

learning (Unistar n.d.). In order to gain deep-insight about that fact and desiring to support students to

achieve further knowledge, we have a simple solution for Online learning that is utilizing and combining

features of each application to create a general interface where approaching tools will be integrated and

exploited, specifically Microsoft Teams and OneDrive. The name of this solution is Technology-

Supported Learning. In this recommendation part, several methods to combine and integrate each app's

functions for delivering a better learning experience of users will be offered below. Followed by

indicating some unexpected drawbacks when adopting those tools and solving solutions as well.

1.Methods to combine features:

Creating/editing/storing and project planning/management:

To comprehensively describe how Teams and OneDrive are integrated to bring online learning

satisfactory experiences, we have assumed that there is a group of students assigned a project in a final

test.

First of all, a team leader has to create a team on Microsoft Teams for a group project, the team site then

automatically created for them, and all of their uploaded documents would be stored in Onedrive and

linked to the group in Teams. Teams and OneDrive both have common document storage, but the

difference is that files saved in Teams will be seen and accessed by all group members while saved files

in OneDrive only be seen after being shared by the owner (Microsoft, 2020). Instead of saving general

files in OneDrive and sharing links to teammates, uploading files and documents through a chat-based

system application in Teams’ group will be the better choice since members can directly open the files

and start editing or leaving comments (Microsoft, 2020). If a team member stores the files in OneDrive,

they could add it to the Teams channel whenever by using the Files tab in Teams (appendix 6). While in

the Teams interface, if they want to create new files directly before sharing, OneDrive also allows them to

do it, but Teams does not (Microsoft, 2020).

Although saving time when everyone could work together and support, sometimes collaboration is quite

inconvenient. For instance, people who use Microsoft Teams to meet online with team members about

their project and when they share files, those files will be immediately available in the general meeting.

The whole team can receive, in some cases, some members just want to share files with one or several

people instead of everyone in the group on Teams. Therefore, they can create a private group chat and

add people they want to discuss; once again, OneDrive will help them do fewer steps to exchange

documents than emailing to each person.

In conclusion, it is irrefutable that the technology revolution has exercised a marked influence on

learners’ expectations as they can integrate OneDrive and Teams in the general interface. In other words,

instead of taking time to generate both two new tabs, which is OneDrive and Microsoft Teams on the

toolbar and mouse moving many times when studying. It is more convenient for the learner when the

Microsoft Teams integrate the OneDrive features and function in its interface (Appendix 6 ), which are

not mutually exclusive but complement each other. According to Microsoft (2019), OneDrive integrated

into Microsoft Teams interface also has the full option as the official application version, such as creating

new files, editing/storing documents combining with Microsoft Teams with project planning/management

function in general console.

Doubtlessly, Microsoft Office 365 has offered immense indisputable advantages in meeting the demand

for student satisfaction by integrating these two tools in one interface, enabling them to achieve such a

satisfying and effective working in the online platform.

Video conferencing and Creating/editing/storing:

After work or school, students will want all the data stored on-campus computers to be transferred to their

laptops and home computers for the convenience of studying and working at home. To do this, the smart

way is to combine the use of Teams and OneDrive, as OneDrive has the synchronization function

between multiple devices, a function Teams does not have. On the Teams side, this will be a useful tool

for remote team meetings and learning as Teams offers the Meet button, which is in the upper right corner

of the channel interface (appendix 11), for an instant meeting. By keeping in touch to exchange

information, editing documents between members will become more accessible and more sequential than

texting through the chatbox. For instance, when member A is talking to B, C is talking to D, the messages'

order will be messed up and confusing.

Meanwhile, calling helps each member to capture all of the other members' opinions. When making calls,

members can share their PC screens or turn on the camera (appendix 12), which helps discuss information

and check presentation quality. To be specific, the team leader has a tool that wants to guide all members

to install, sharing the screen to observe will make it easier for all members to understand than verbal

descriptions. Similarly, if the group is going to have a presentation, turning on the camera will help people

evaluate whether the speaker's gestures, words, and expressions are good or not.
In conclusion, for Creating/editing/storing and Video conferencing functions, Onedrive is recommended

for file storing and creating because it is more flexible than MS Teams. All files stored in Onedrive are

always staying in private until they share it. Meanwhile, using MS Teams will help teamwork more

efficiently in showing and interpreting content. The combination of both functions will bring a great

online learning experience for people.

2.Solutions for unexpected drawbacks:

Referencing the survey among RMIT students about the online learning experience, three functions:

video conferencing, project planning/management, and creating/editing, have a relatively large influence

(more than 50% compared to other functions in the same features). However, these three primary

functions still have aspects that have not met the learner's expectations and need to be improved, such as

disconnecting, files losing, and so on. This part will suggest solutions to eliminate those inconveniences

and explain further how discrete functions are manipulated together.

On the one hand, Video Conferencing affects the communication experience as having problems such as

lesser personal interaction, which results in unable to communicate with lecturers frequently like in the

face to face class. Besides, some technical problems, such as an unstable WIFI connection or internet loss

(Daily.co Team, 2019), can interrupt student's and teachers' discussion. It significantly affects whether

between disturbing or satisfying the online experience of students. Thus, it is highly recommended that

students who have unstable internet transmission to change from online meetings to audio call and chat-

based environments on Microsoft Teams (Microsoft 2020) for a better connection and more influence

conservation while attending an online class. Nevertheless, since they switch to audio calls on Teams,

they will not observe the slides or documents that are being presented currently on the online meeting.

For documents and slides observing, all they need to do is share or download the documents and slides on

Onedrive to view these files online (in the real-time) or offline. Another way is that their teammates from

the other side can comment on documents and attach the account names of other members with the @-

sign, then the tagged people will receive an email with a link to documents that those who have been

attached to (Microsoft n.d.).

Next, students will use Teams audio calls to communicate and chat in real-time while keeping track of

previously shared files on the personal computer screen. This alternative method is only different from

video conferencing when everyone in the group is no longer observing the computer screen of the person

sharing their computer screen. Furthermore, of course, the improvement of the online learning experience

can still be guaranteed.

On the other hand, in terms of collaboration, a problem could affect the satisfactory team collaboration

experience, which is files moving from One Drive to OneDrive for work or school. When the owner

changes those files' locations, the newsfeed links to those files will expire (Microsoft n.d.), and members

who want access to those who have to get the owners' new links. If the files creator does not know that

fact, members will lose more time to wait until the owner sends back the new links and be confused by

the same documents. To resolve this, Microsoft Teams should be updated with a feature that sends

notifications to users about the correct address of saved files. Specifically, when the creator moves the

document to another location, the followers or recipients of the relocated files will receive a notification

with a link connecting to the files' new location. In case an individual user account cannot access One

Drive for business or school, OneDrive should make a backup copy of the document files and attach the

relative message: 'The files creator has moved the files to the new location, they will now only have the

backup files. If they want to have the latest update of those files, please contact the creator.' This might

seem inconvenient if the recipients, who only have One Drive account for individuals, frequently ask the

creator to submit an updated document, but it is still better than the unexpected loss of the document.

Finally, the factor impacts the online learning experience related to creating / editing / storing. Creating,

editing, and storing files play a significant role in effectiveness and efficiency at work and school.

However, when using Microsoft Teams, they can create and edit Office files only (Microsoft, 2020),

which is very inconvenient for a lot of people when they have non-Office files uploaded on Teams

(appendix 7 and 8). Meanwhile, non-Office files could be run on OneDrive (appendix 9 and 10). For

people who are using Teams for group projects, to edit them on Teams, they need to update their original

files in their Office applications such as Word, Excel, PowerPoint, and then upload them again

(Microsoft, 2020).

Therefore, for ensuring that they would not get stuck into this kind of problem, it is highly recommended

that they should use Onedrive for creating and editing and also stored files, which allow them to create

and edit on any device files then stored in Onedrive and post on Teams whenever they want.
 VI. CONCLUSION
SUMMARIES ALL INFORMATION MENTIONED
IN THE REPORT

In summary, due to the 2020 Coronavirus pandemic result in the quarantine regulation, with the

boom in the field of information technology, several online courses are available to students at

the tertiary level of education. Besides that, it is necessary to consider the students’ viewpoints

on expectations’ experience in the new learning system remote. From the survey, it can be

identified that there are three principal experiences such as communication experience, team

collaboration experience, writing/editing experience for different demands and their specific

factors like video conferencing, project planning/management and writing/editing/storing

significantly influence students' online learning’s satisfactory experience.

Furthermore, it identifies two technological tools and several features to meet learners'

expectations in online learning by recommending a few ways to integrate them for better

learning experience. Although, there remain some drawbacks that can not be perfectly overcome,

however the solutions given above can minimize its impact on students' online learning

experience.

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APPENDICES

Appendix 1:The  satisfactory learning experience for online learning

Appendix 2: The communication experience of RMIT’s online learning.

Appendix 3: The team collaboration experience of RMIT’s online learning.

Appendix 4: The writing/editing experience in RMIT’s online learning.

Appendix 6: Upload files from OneDrive on Teams

Appendix 6A: Generate new file/folder ( Word document/Excel workbook/ PowerPoint presentation/OneNote

notebook/ Forms for Excel) from OneDrive on Teams

Appendix 7: Non-Office files uploaded on Teams

Appendix 8: Non-Office files can not be opened on Teams

Appendix 9: Non-Office files uploaded on OneDrive

Appendix 10: Non-Office files can be opened on OneDrive

Appendix 11: Meet botton

Appendix 12: Camera sharing, Screen sharing