MBA 5111 MM Group Assignment - Group 2.5 & 2.6

Degree of Effectiveness of Virtual Learning Mode in Sri Lanka:
With Reference to
MBA - Faculty of Management and Finance, University of

Colombo
Course of Study: MBA Weekend - General
Subject Code : MBA 5111
Subject: Marketing Management
Group Nos: 2.5 & 2.6

Table 1: Individual Member Contributuion Matrix
Individual Member Contribution Matrix
Reg Number Name Group Focus Area/ Contribution
2020/MBA/WE/096 MH Prageeth
Demographic Profiles, Section
2020/MBA/WE/119 EKSH Siriwardhana 2.5
A, Section E and Final Section
2020/MBA/WE/123 P Vathsalyan
2020/MBA/WE/073 APEN Mendis

2020/MBA/WE/077 MAHP Nawarathna 2.5
B, Section E and Final Section
2020/MBA/WE/105 LAR Rukshika
2020/MBA/WE/097 HKCD Prasanna

2020/MBA/WE/108 V Sahathevan 2.6
C, Section E and Final Section
2020/MBA/WE/137 KRT Wijesinghe
2020/MBA/WE/122 WAJ Udeshika

2020/MBA/WE/124 TK Vidanage 2.6
D, Section E and Final Section
2020/MBA/WE/078 Ms. WGT Nilmini
ii
Acknowledgement
We take this opportunity to express our gratitude to those who gave support to do the study on
“Degree of Effectiveness of Virtual Learning Mode in Sri Lanka” and provide the support in
collecting information.
First, we would like to thank Prof. Pradeep Randiwela for providing guidance to prepare the
questionnaire, write the report and make presentation through the Course Outline and briefings
in Lectures.
Also, we would like to thank the respondents to the online survey for their valuable inputs to
gather information to make this survey success.
iii
Contents
Acknowledgement ..................................................................................................................... iii
Contents ..................................................................................................................................... iv
List of Tables ............................................................................................................................. vi
List of Figures .......................................................................................................................... vii
List of Annexures .................................................................................................................... viii
1. Introduction ......................................................................................................................... 9
2. Methodology ....................................................................................................................... 9
3. Section A: Conducive Environment at Your House for Virtual Learning ........................ 10
3.1. Data Presentation ....................................................................................................... 10
3.2. Analysis ..................................................................................................................... 11
3.3. Findings in relation to Demographic profiles ............................................................ 11
3.4. Interpretations ............................................................................................................ 12
4. Section B: Facilities Provided by University .................................................................... 12
4.2. Analysis ..................................................................................................................... 12
5. Section C: Progressive Mindset and Personal Qualities of Learner ................................. 15
5.2. Analysis ..................................................................................................................... 15
5.3.1 Skills and Communication ..................................................................................... 16
6. Section D: Success of Learning (from home) ................................................................... 19
iv
6.2. Analysis ..................................................................................................................... 21
7. Section E: Any other relevant Information ....................................................................... 25
7.2. Analysis ..................................................................................................................... 27
8. Overall Summary and Conclusion .................................................................................... 29
Annexures................................................................................................................................. 30
v
List of Tables
Table 1: Individual Member Contributuion Matrix ................................................................... ii

Table 2: List of Sections and Number of Questions .................................................................. 9
Table 3: Relationship between Gender and Conducive Environment ..................................... 11
Table 4: Relationship between Gender and Facilities Provided by the University .................. 13
Table 5: Relationship between Resident district and Facilities Provided by the University ... 14
Table 6: Ability to interact with lecturers outside the class ..................................................... 16
Table 7: Self-motivation towards learning ............................................................................... 17
Table 8: Positive Mindset ......................................................................................................... 17
Table 9: Time for studies while balancing personal and family commitment ......................... 18
Table 10: Relation to Gender ................................................................................................... 23
Table 11: Relation to Residential district ................................................................................. 24
Table 12: Relation to Dependent .............................................................................................. 24
vi
List of Figures
Figure 1: Response Summary of Section A - Conducive Environment ................................... 10

Figure 2: Analysis of Number of Power Interruptions ............................................................. 10
Figure 3: Response Summary of Section B – Facilities Provided by University .................... 12
Figure 4: Response Summary of Section C – Progressive Mindset and Personal Quality of
Learner ..................................................................................................................................... 15
Figure 5: Response Summary of Section D – Learning Experience ........................................ 19
Figure 6: Response Summary of Section D – Personal Experience ........................................ 19
Figure 7: Response Summary of Section D – Course Worthiness ........................................... 20
Figure 8: Response Summary of Section D – Instructors Rating ............................................ 20
Figure 9: Response Summary of Section D – Learning Experience ........................................ 21
Figure 10: Response Summary of Section D – Personal Experience ...................................... 22
Figure 11: Response Summary of Section D – Instructor Ratings .......................................... 23
Figure 12: Preference for Virtual Learning & Learn from Home ............................................ 25
Figure 13: Non Preference for Virtual Or Learning from Home ............................................. 25
Figure 14: Types of Additional Expenses for Virtual Learning by University ........................ 26
Figure 15: Reduction in Expenses Resulted by Virtual Learning ........................................... 26
Figure 16: Relationship between Gender and Reduction in Expenditure ................................ 28
vii
List of Annexures
Annexure 1: List Question IDs, Questions, Sections and Section Details ............................... 30
viii
1. Introduction
Virtual learning or distance learning is the hot topic in many countries with the development in
digital tools and platforms with cloud based storage facilities. Even though this got introduced
few years back, due to several barriers specially with the fixed mindset of the people, Virtual
learning is a nightmare for many people and institutions. However the Covid 19 pandemic
accelerate the requirement of Virtual learning across all levels of education starting from
primary school education to the higher level educations such as post graduate studies.
2. Methodology
As part of this study, first we prepare a questionnaire with 6 sections including a demographic
section to collect data through an online survey using google forms.
Table 2: List of Sections and Number of Questions

List of Sections and Number of Questions
Sections Sections Detail Number of

Questions
Demographics Demographics details of the respondents 13
Section A Conducive Environment at your house for virtual 9
learning
Section B Facilities Provided by University 14
Section C Progressive Mindset and Personal Qualities of 14
Learner
Section D Success of Learning (from home) 14
Section E Any other relevant Information 10
Total 74
There were 74 questions in total with several Likert scale survey questions, some inverted
questions and few open ended questions for the respondents to write their responses. Collected
data checked and organized in a manner to facilitate data analysis through SPSS Software and
MS Excel.
9
3. Section A: Conducive Environment at Your House for Virtual Learning
3.1. Data Presentation
Overall responses of Section A is shown in Figure 1
Figure 1: Response Summary of Section A - Conducive Environment

Response Summary of Section A - Conducive Environment
Section A - Conducive Environment at Your House for Virtual Learning
Overall Summary of Section A 5% 18% 58% 19%

QA07 - Overall, my usual learning environment is
0% 75% 25%
favorable for online studies
QA06 - I am satisfied with the support from the
0% 67% 33%
people in and around my location to continue online…
QA05 - I have a reasonably quiet and spacious place
0%8% 58% 33%
to continue the online studies
QA04 - Costs of network connection and the related
0%8% 92% 0%
infrastructure used for online learning purposes are…
QA03 - I have facilities to acquire hard copies (print
25% 58% 17% 0%
outs) of lecture materials at my location
QA02 - Internet Facilities (Speed, Access and Stable
0% 42% 42% 17%
Connectivity) available at my location to support…
QA01 - I am satisfied with the appropriateness of
8% 8% 58% 25%
digital devices available at my location to facilitate…
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Strongly Disagree Disagree Agree Strongly Agree
Figure 2: Analysis of Number of Power Interruptions

Analysis of Number of Power Interruptions
10
3.2. Analysis
Based on the responses given to QA01, 83% of the respondents are satisfied with the availability
of appropriate digital devices at their locations. At the same time, 17% of the respondents are
dissatisfied with the digital devices presence in their locations.
While majority, 58% of the respondents has the stable internet connection and speed, 42% of
the respondents don’t have such internet facilities which revealed through the responses given
to QA02.
As per the responses given to QA03, we found 83% of the respondents don’t have the facilities
to obtain hard copies of lecture materials or take the printouts of lecture materials in their
location. This is a barrier for the people who use traditional learning mentality of referring paper
based learning materials.
Responses given to QA05, QA06 & QA07 clearly showing, 97% of the respondents are having
better environment and they get enough support from the people around them to focus on
studies.
However we noticed the 50% of the respondents faced more than 4 power interruptions during
the trimester and another 42% of the respondents have 1-3 interruptions which was the main
concern highlighted (Figure 2).
3.3. Findings in relation to Demographic profiles

The data was collected from male and female MBA students that includes male (N=6) and
female (N=6). The descriptive statistics shows that the mean score on the perception of
conducive environment for Female was 3 (SD = 0.443) which is higher compared to mean score
on the perception of conducive environment for male 2.833 (SD=0.210).
Table 3: Relationship between Gender and Conducive Environment

Relationship between Gender and Conducive Environment
Gender Mean N Std. Deviation

Male 2.833 6 0.210
Female 3.000 6 0.443
Total 2.917 12 0.342
11
3.4. Interpretations
Overall results of Section A shows that most of the respondents are satisfied with the conducive
environment and the facilities available in their locations. But most of the people have concerns
with taking printouts or obtaining hard copies of the learning materials and the network or
internet speed. Female respondents are more satisfied with the conducive environment and
facilities than the male respondents.
4. Section B: Facilities Provided by University

Overall responses of Section B is shown in Figure 3
Figure 3: Response Summary of Section B – Facilities Provided by University

Response Summary of Section B – Facilities Provided by University
Section B - Facilities Provided by University
Overall Summary of Section B 4% 17% 57% 21%
QB13 - Overall, I am satisfied with the facilities provided by…

0%8% 92% 0%
QB12 - Absence of extra curricular activities (professional…

0%8% 42% 42%
QB11 - I am satisfied with the PGMCDU unit/ office's…

0%8% 83% 8%
QB10 - I am satisfied with the accessibility to appropriate… 17% 33% 42% 8%
QB09 - I prefer to submit my assignments via the LMS…

0% 42% 58%
QB08 - The availability of lecture recordings on the LMS…

0% 25% 33% 42%
QB07 - I am satisfied with E-LIBRARY facility provided by… 33% 42% 25% 0%
QB06 - I am satisfied with the efficient way the time slots are…
0% 33% 50% 17%
QB05 - I am satisfied with the use of Smart learning…

0% 25% 67% 8%
QB04 - Timely availability of learning materials in the LMS…

0% 25% 67% 8%
QB03 - I am satisfied with the e- learning tools/materials used…

0%8% 75% 17%
QB02 - I am satisfied with the Zoom LEARN platform and…

0% 50% 50%
QB01 - The Learning Management System (LMS) software…

0%8% 75% 17%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
4.2. Analysis
Based on the responses given to QB01, QB02 and QB03, 92% of the respondents are satisfied
with the Learning Management System (LMS), Zoom Learn Platforms and other e-learning
tools. At the same time, 8% of the respondents having concerns with the LMS Software and the
e-learning tools used by the university.
12
Based on the responses given to QB04, QB5, QB8 75% of the respondents are satisfied with
the availability of study materials, lecture recordings in the LMS and the smart techniques used
by the lecturers, while, 25% of the respondents are dissatisfied with them.
Further, according to the QB6, 67% of the respondents think that the time slots allocated for
each module in the weekend enable both lectures & students to utilize the weekend more
effectively, where the remaining 33% disagree with that statement.
Responses given for QB09 clearly shows that 100% of the respondents prefer to submit their
assignments via the LMS upload module.
As per the responses for QB07, 75% respondents are dissatisfied with E-LIBRARY facility
provided by the University, also as per the responses for QB010, 50% of the respondents are
dissatisfied with the accessibility to appropriate supporting tools (plagiarism checking tools
etc.) required for my learning while the other 50% are satisfied.
As per the responses given to QB11, we found that 92% of the respondents are satisfied with
the PGMCDU unit/ office's support service for MBA related inquiries and at the same time 8%
of the respondents are dissatisfied to that. Responses given to QB12, 84% of the respondents
agreed that absence of extra-curricular activities (professional events, cultural events,
networking) due to virtual learning has diminished their learning experience.
Finally, We noticed that 92% of respondent are satisfied with overall facilities provided by the
University for virtual learning and 8% of the respondents are dissatisfied with overall facilities
provided by the University.

Gender and Facilities Provided by the University
Table 4: Relationship between Gender and Facilities Provided by the University
Relationship between Gender and Facilities Provided by the University
Gender Mean N Std. Deviation

Male 2.885 6 0.252
Female 3.051 6 0.274
Total 2.968 12 0.265
The data was collected from male and female MBA students that includes male (N=6) and
female (N=6). The descriptive statistics shows that the mean score on the perception of the
13
facilities provided by university for Female was 3.051 (SD = 0.274) which is higher compared
to mean score on the Facilities provided by university for male 2.885 (SD=0.252).
Resident district and Facilities Provided by the University

The data was collected from MBA students that includes from Colombo (N=7) , Gampaha
(N=3) and Kalutara (N=2). The descriptive statistics shows that the mean score on the
perception of the facilities provided by university for Colombo students was 3.022 (SD = 0.276)
which is higher compared to the mean score on the Facilities provided by university for other
two districts.
Table 5: Relationship between Resident district and Facilities Provided by the University
Relationship between Resident district and Facilities Provided by the University
Resident district Mean N Std. Deviation

Colombo 3.022 7 0.276
Gampaha 2.974 3 0.320
Kalutara 2.769 2 0.109
Total 2.968 12 0.265
Based on the statistical analysis done on Section B responses, majority of the respondents are
satisfied with the facilities provided by the university for virtual learning except inaccessibility
to the e-library facility and the supporting tools (plagiarism checking tools etc.).
As per the descriptive analysis between Facilities Provided by the University and the Gender
from demographic profile, female respondents are more satisfied than the male respondents.
As per the descriptive analysis between Facilities provided by the University and the
Residential Distrct from demographic profile, respondents from Colombo are more satisfied
than the respondents from Gampaha and Kalutara.
14
5. Section C: Progressive Mindset and Personal Qualities of Learner
Overall responses of Section C is shown in Figure 4
Figure 4: Response Summary of Section C – Progressive Mindset and Personal Quality of Learner
Response Summary of Section C – Progressive Mindset and Personal Quality of Learner
Section C - Progressive Mindset and Personal Qualities
Overall Summary of Section C 6% 19% 55% 21%
QC14 - Overall, I believe I have the right mindset and personal

0%
8% 75% 17%
qualities to acces Learn from Home•
QC13 - I find online open-book examinations are more
50% 42% 8%0%
stressful than on-site examinations
QC12 - I prefer for online learning than physical classroom
0%8% 58% 33%
based learning as it is more supportive for the balance of my…
QC11 - I have peace of mind during my online learning
8% 17% 58% 17%
sessions (free from distractions and disruptions)
QC10 - I am able to dedicate sufficient time for my studies
0% 17% 75% 8%
while balancing personal and family commitments
QC9 - I am able to dedicate sufficient time for my studies
0%8% 83% 8%
while balancing professional commitments
Questions
QC8 - I am a person with a high level of positive mindset 0% 58% 42%
QC7 - I am highly self-motivated towards learning to achieve

0%
0% 67% 33%
my academic goals
QC6 - I have a high ability to interact with lecturers outside
8% 42% 50% 0%
the class
QC5 - I have a high ability to interact with lecturers during
8% 42% 50% 0%
virtual class sessions
QC4 - I have a high ability to interact with my MBA
0% 50% 42% 8%
batchmates during virtual class sessions
QC3 - I am more comfortable collaborating with my
0% 17% 58% 25%
teammates on a virtual platform than in-person discussions
QC2 - I have adequate knowledge about the digital learning
0% 42% 58%
tools in the virtual platform (Apps, portals, LMS, etc)
QC1 - I am confident with my level of English to follow the
0% 67% 33%
MBA coursework and join discussions
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
5.2. Analysis
92% of members think open book online examinations are easier and less stressful than on site
examinations. But 8% does not agree with that and they think it is much more stressful. 98%
members believe that they can balance their personal life because of online learning. More than
15
half percentage can participate to online lectures without outside disturbances. 75% members
have enough capability to balance their day to day personal life tasks with MBA program and
they think they have enough time to allocate for MBA reading while balancing personal life.
And also 83% members can balance their professional life with MBA program.
All members are working with positive mindset and self-motivated to achieve goals as per the
feedback they have given. 50% members think that they cannot interact with lectures at outside
and 50% members think it is possible. And situation is same as in the virtual lectures. Half of
the members think that they cannot interact with lectures easily during virtual classes. 50% of
members think that they can easily interact with their group members for discussions while the
other 50% think that it is impossible. More than 80% members think that they are more
comfortable with virtual classes than physical classes.
All members are with positive mindset to adequate required knowledge about virtual learning
also all members believe that they have enough knowledge of English to read for MBA.

5.3.1 Skills and Communication
Table 6: Ability to interact with lecturers outside the class

Ability to interact with lecturers outside the class
Skills and Communication [I have a high ability to interact with

lecturers outside the class]
Strongly Disagree Agree Strongly agree
disagree
Count Table Count Table Count Table Count Table
N% N% N% N%
Virtual learning Yes 1 8.3% 3 25.0% 3 25.0% 0 0.0%
platforms using
prior to the MBA No 0 0.0% 2 16.7% 3 25.0% 0 0.0%
25% of members believe that they can communicate with batch mates during virtual lectures
even they did not use those platforms before while 16.7% members believe that they can
communicate with batch mates like they use those platforms before. 33.3% members think they
cannot use efficiently virtual platforms to communicate with batch mates even they are familiar
with virtual platforms before MBA program. 25% of members do not have confidence about
contacting lectures during virtual lectures, even they are familiar with virtual platforms before.
But 33.3% agree with that they can contact lectures during lecture time and they are familiar
16
with those platforms before. 25% of members think that they can interact with lectures outside
the class and 16.7% members do not think that they can interact with lectures outside the class
and they don’t have virtual platform experience before. 33.3% members think that they cannot
interact with lectures outside virtual classrooms even they have virtual platform experience
before and 25% of them think that they can interact with lectures outside even they have
experience in virtual platform before.
Attitude of Learner
Table 7: Self-motivation towards learning

Self-motivation towards learning
Attitude of Learner [I am highly self-motivated towards

learning to achieve my academic goals]
Strongly Disagree Agree Strongly
disagree agree
Coun Table Coun Table Coun Table Coun Table
t N% t N% t N% t N%
On a daily
0 0.0% 0 0.0% 1 8.3% 2 16.7%
basis
Work place Few times a
requires to access week 0 0.0% 0 0.0% 3 25.0% 0 0.0%
virtual platforms
sometimes 0 0.0% 0 0.0% 3 25.0% 1 8.3%
Never 0 0.0% 0 0.0% 1 8.3% 1 8.3%
Quarter of the members having daily basis access to virtual platforms from their work places
are self-motivated towards learning to achieve their academic goals.
Table 8: Positive Mindset

Positive Mindset
Attitude of Learner [I am a person with a high level of

positive mindset]
Strongly Disagree Agree Strongly
disagree agree
Coun Table Coun Table Coun Table Coun Table
t N% t N% t N% t N%
On a daily
0 0.0% 0 0.0% 1 8.3% 2 16.7%
basis
Work place Few times a
requires to access week 0 0.0% 0 0.0% 2 16.7% 1 8.3%
virtual platforms
sometimes 0 0.0% 0 0.0% 3 25.0% 1 8.3%
Never 0 0.0% 0 0.0% 1 8.3% 1 8.3%
17
25% of the members having daily basis access to virtual platforms from their work places are
having high level of positive mindset for learning.
Table 9: Time for studies while balancing personal and family commitment
Time for studies while balancing personal and family commitment
Attitude of Learner [I am able to dedicate sufficient time for my studies

while balancing personal and family commitments]
disagree
Count Table Count Table Count Table Count Table
N% N% N% N%
Marrie
0 0.0% 1 8.3% 6 50.0% 1 8.3%
Marital d
Status Unmar
0 0.0% 1 8.3% 3 25.0% 0 0.0%
ried
Most of the married members who have dependents can be able to balance their studies with
professional and family commitments
As an overall summary, 77% of members agree that they have progressive mindset and personal
qualities as a leaner and they like to learn and follow virtual lecture effectively. They believe
that their mindset and quality is enough to follow the MBA course and get the maximum output
from virtual lectures while maintaining good communications with teammates. And everyone
thinks that their English knowledge is enough to complete MBA course successfully even
lectures are conducting virtually. Around 50% members of the members believe about
interacting with lectures during lectures and outside is difficult and other 50% believe that it is
easier than physical classes.
18
6. Section D: Success of Learning (from home)
Figure 5: Response Summary of Section D – Learning Experience
Response Summary of Section D – Learning Experience
Section D - Learning Experience
Overall Summary of Learning Experience 2% 14% 62% 21%

QD07 - Despite the restrictiveness of virtual… 8% 25% 50% 17%
QD06 - Learning from home has helped me to take…
0% 58% 42%
Questions
QD05 - I can concentrate more on take home…

0%8% 75% 17%
QD04 - I believe virtual learning process is a lot…
0% 42% 33% 25%
QD03 - I have gained a high level of advancement … 8%0% 75% 17%
QD02 - My overall learning experience with…
0%8% 75% 17%
QD01 - I believe I have achieved most of the…
0% 17% 67% 17%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 6: Response Summary of Section D – Personal Experience

Response Summary of Section D – Personal Experience
Section D - Personal Experience
Overall Summary of Section D - Personal Experience 6% 25% 58% 10%
QD11 - I am able to freely share my ideas and

0% 17% 75% 8%
experiences during lectures?
Questions
QD10 - Are you satisfied with the online evaluation of

0% 92% 8%
student presentations?
QD09 - I can focus on the lecture through distance
17% 33% 33% 17%
learning more than in a classroom setting
QD08 - Virtual learning has improved my interpersonal
8% 50% 33% 8%
and intrapersonal skills more than in a classroom setting
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
19
Figure 7: Response Summary of Section D – Course Worthiness
Response Summary of Section D – Course Worthiness
Tabulated Data - 3 - Course Worthiness

100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
91.67%
40.00%
30.00%
20.00%
10.00%
8.33%
0.00%
Yes No
QD10. Do you think the course
91.67% 8.33%
provided good value for money?
Figure 8: Response Summary of Section D – Instructors Rating

Response Summary of Section D – Instructors Rating
Tabulated Data - 4 - Instructors Rating

70.00%
58.33%
60.00%
50.00%
50.00%
41.67%
40.00%
33.33%
30.00%
20.00%
8.33% 8.33%
10.00%
0.00% 0.00%
0.00%
Poor Fair Good Excellent
QD11. How would you rate your instructors for the following points in association with virtual
learning : Innovative methods of teaching
QD12. How would you rate your instructors for the following points in association with virtual
learning : Approachability
20
6.2. Analysis
Tabulated data – 1 – Learning Experience
QD1, 16.67% of students believe they are not achieved most of the learning outcomes of the
courses because of learning from home concept. Rest of students 83.3% are satisfied
achievement. QD2, 8.33% of students are not happy with overall learning experience of
learning from home concept and rest of 75% people are satisfied. QD3, 8.33% students are
strongly disagreeing on gained a high level of advancement in knowledge with the overall
learning experience and rest of students are agreed.
QD4, 41.67% students are believing virtual learning process is a lot more efficient than
traditional lecture room learning process and 57.33% is not believe. QD5, 91.67% students
concentrate more on take home assignments and can get ready for the lessons beforehand and
8.33% is not agreed. QD6, 100% students agreed on learning from home has helped them to
take part in many group activities and meetings because it eliminates their geographical barriers.
QD7, 33.33% students are disagreeing on receive right amount of practical experience and rest
of 67.67% students are agreed.
As a summary 83.33% students are agreed on learning experience questions and rest disagreed
Figure 9: Response Summary of Section D – Learning Experience

Response Summary of Section D – Learning Experience
Summary - Learning Experience

70.00% 61.90%
60.00%
50.00%
40.00%
30.00% 21.43%
20.00% 14.29%
10.00% 2.38%
0.00%
Strongly Disagree Agree Strongly Agree
Disagree
21
Tabulated Data - 2 – Personal Experience
QD8, 41.66% students agreed on virtual learning has improved their interpersonal and
intrapersonal skills more than in a classroom setting and rest 58.34% is not. QD9, 50% of
students agreed on they can focus on the lecture through distance learning more than in a
classroom setting and rest 50% is not.
QD13, 100% of students agreed and satisfied with the online evaluation of student
presentations. QD14, 83.33% of students agreed on they could freely share their ideas and
experiences during lectures and rest 16.67% is not
As a summary 68.75% students are agreed on personal experience questions and rest disagreed
Figure 10: Response Summary of Section D – Personal Experience

Response Summary of Section D – Personal Experience
Summary - Personal Experience

70.00%
58.33%
60.00%
50.00%
40.00%
30.00% 25.00%
20.00%
10.42%
10.00% 6.25%
0.00%
Strongly Disagree Agree Strongly Agree
Disagree
Tabulated Data – 3 – Course Worthiness
QD10, 91.67% students agreed and accept they will receive good value for money form the
course provided and rest 8.33% is not agreed
Tabulated Data – 4 – Instructors Ratings
QD11, 8.33% of students marked as poor innovating teaching methods from instructors and
rest of students state that as fair and good and none of student mentioned it as excellent. QD12,
8.33% of students marked as excellent on their instructor on approachability of virtual learning
22
and rest 91.67% of students mentioned it as fair and good and none of students marked it as
poor.
As a summary 95.83% students are agreed on teaching methods and approachability of

instructors and 4.17%
Figure 11: Response Summary of Section D – Instructor Ratings

Response Summary of Section D – Instructor Ratings
Summary - Instructor ratings

60.00%
50.00%
50.00%
41.67%
40.00%
30.00%
20.00%
10.00% 4.17% 4.17%

0.00%
Poor Fair Good Excellent

Table 10: Relation to Gender
Relation to Gender
I believe I have achieved most of the learning outcomes of the courses offered for
learning from home (Knowledge/ practical experience)
disagree
Count Table N Count Table N Count Table N Count Table N
% % % %
Male 0 0.0% 0 0.0% 5 41.7% 1 8.3%
Gen
der Femal
0 0.0% 2 16.7% 3 25.0% 1 8.3%
e
2 of female students believe they are not achieved most of the learning outcomes of the courses
because of learning from home concept. Other 4 of female and 6 of male students are satisfied
on the learning outcome.
8.33% students in 26-30 age group is strongly disagreeing on gained a high level of
advancement in knowledge with the overall learning experience and rest of age limit students
are agreed and strongly agreed on learning from home concept.
23
Table 11: Relation to Residential district
Relation to Residential district
Despite the restrictiveness of virtual learning, the course provided the right
amount of practical experience for me
Strongly disagree Disagree Agree Strongly agree
% % % %
Colombo 1 8.3% 1 8.3% 4 33.3% 1 8.3%
Resident Gampah
0 0.0% 0 0.0% 2 16.7% 1 8.3%
district a
Kalutara 0 0.0% 2 16.7% 0 0.0% 0 0.0%
2 students from Colombo, 2 students from Kalutara are disagreeing on receive right amount of
practical experience and rest of 5 students from Colombo, 3 students from Gampaha are agreed.
Table 12: Relation to Dependent

Relation to Dependent
I can focus on the lecture through distance learning more than in a

classroom setting
disagree
% % % %
I have Yes 1 8.3% 3 25.0% 3 25.0% 1 8.3%
dependents No 1 8.3% 1 8.3% 1 8.3% 1 8.3%
4 of students with dependent and 2 of students without are agreed on they can focus on the
lecture through distance learning more than in a classroom setting and rest of 6 students are not.
From those 4 students with dependent and 2 without.
Based on the statistical analysis of the responses related to learning experience, course
worthiness and personal experience, most of the respondents are satisfied with the virtual
learning platform than the physical learning.
24
7. Section E: Any other relevant Information
Figure 12: Preference for Virtual Learning & Learn from Home
Preference for Virtual Learning & Learn from Home
Preference for Virtual Learning & Learn from Home
Safer in pandemic times 21.15%

The environment is lot more comfortable 19.23%
Save travelling time & energy 15.38%
Can have access to recorded lectures 15.38%
Have a calm place to study 11.54%
Its more spacious 5.77%
I can be more punctual to lectures 5.77%
For me, it is easier to learn from home, because 1.92%
Can get maximum marks for attendance 1.92%
Any other relevant Information 1.92%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00%
Figure 13: Non Preference for Virtual Or Learning from Home

Non Preference for Virtual Or Learning from Home
Non Preference for Virtual Or Learning from Home
Not developing PR skills 21%

I feel bored due to less interactions 21%
Printed tutorials are not readily available 18%
Unable to concentrate 12%
Finds it challenging to concentrate 9%
Cannot see lecturerâ€™s body language 9%

No Response 6%
I donâ€™t have a proper place to study 3%
I cannot learn from home, because 3%
0% 5% 10% 15% 20% 25%
25
Figure 14: Types of Additional Expenses for Virtual Learning by University
Types of Additional Expenses for Virtual Learning
Types of Additional Expenses for Virtual Learning

30%
29%
25%
25%
20%
15% 18%
14% 14%
10%
5%
0%
I need to I need to I need to I need to Not applicable
spend for spend for spend for spend for
electricity internet printed Technological
facilities tutorials devices
Figure 15: Reduction in Expenses Resulted by Virtual Learning

Reduction in Expenses Resulted by Virtual Learning
Reduction in Expenses Resulted by Virtual Learning
9.52% 4.76%
4.76%
28.57%
52.38%
Access to electronic study materials Food expenses are not there

No travelling costs Not applicable
Special lodging expenses are not there
26
7.2. Analysis
Based on the given responses 21.15% of the responders like virtual learning as it is safer in
pandemic times where as 19.23% happy with virtual learning as the environment is lot more
comfortable unlike physical classes.15.38% of the responders says that they prefer online
learning as they can save their travelling time and they can have access to recorded lectures
later.11.54% of the population has mentioned that they prefer virtual learning as they can
participate for learning session in a calm place.5.77% of the responders says it is more spacious
and they can be punctual to lectures respectively.1.92% of the responders say that they can get
maximum marks for attendance during online learning sessions. With the majority we can
conclude that students prefer virtual learning as it is safer in the pandemic time.
Based on the figure 13: 21% of the responders do not like virtual learning as it does not develop
PR skills and as they feel bored due to less interactions respectively.18% of the population do
not prefer virtual learning as printed tutorials are not been readily available.12% of the
responders says that they are unable to concentrate during online learning sessions.9% and 3%
of the responders do not prefer virtual learning as they cannot see the lecture’s body language
and as they don’t have a proper place to study. From the total responses majority does not prefer
virtual learning as it does not develop PR skill and students feel bored due to lack of
interactions.
As shown in Figure 14, majority of respondents highlighted the increase in expenditure for
taking printouts or obtaining hard copies of learning materials and the cost of internet or
network. Some respondents highlighted the additional expenditure for obtaining technological
devices and electricity.
However there are significant reduction in some other expenditure especially 52% reduction of
transport cost and 29% reduction in cost of meals due to the virtual learning.
27
Figure 16: Relationship between Gender and Reduction in Expenditure
Relationship between Gender and Reduction in Expenditure
Relationship between Gender and Reduction in

Expenditure
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Access to Food expenses No travelling Not applicable Special lodging
electronic study are not there costs expenses are not
materials there
Female Male
Majority of the respondents preferred the virtual or learning from home since they feel which
is safer during the pandemic period, more comfortable environment, availability of recorded
lectures and printed materials and safe time and energy and less expenditure for transport,
accommodation or meals.
However there are respondents prefer the physical sessions due to lack of interactions between
the colleagues and lecturers, less chances to develop PR skills and difficulties in obtaining hard
copies or printouts of lecture materials.
28
8. Overall Summary and Conclusion
According to the results of the study, following conclusions were derive. However due limited
samples of the study and inherent limitation of data collection may impact final results of the
study.
• The majority of people are content with the conducive environment and amenities provided
in their location, but they are concerned about printing or receiving hard copies of learning
materials, as well as network or internet speed.
• The majority of respondents are satisfied with the facilities provided by the university for
virtual learning except inaccessibility to the e-library facility and the supporting tools
(plagiarism checking tools etc.).
• As per the descriptive analysis between Facilities provided by the University and the
Residential District from demographic profile, respondents from Colombo are more
satisfied than the respondents from Gampaha and Kalutara.
• Majority of members agree that they have progressive mindset and personal qualities as a
leaner. Everyone thinks that their English knowledge is enough to complete MBA course
successfully. Around half of the sample believe about interacting with lectures during
lectures and outside is difficult.
• According to statistical analysis of replies relating to learning experience, course
worthiness, and personal experience, the virtual learning platform is preferred by the
majority of respondents over physical learning.
• The majority of respondents preferred virtual or home learning because they believe it is
safer during a pandemic, provides a more comfortable environment, provides access to
recorded lectures and digital materials, saves time and energy, and requires less expenditure
for transportation, lodging, or meals. However, other respondents prefer physical sessions
owing to a lack of connection between colleagues and lecturers, fewer opportunities to
improve public relations skills, and challenges acquiring hard copies or printouts of lecture
materials.
29
Annexures
Annexure 1: List Question IDs, Questions, Sections and Section Details
List Question IDs, Questions, Sections and Section Details
Question
Questions Sections Sections Detail
ID
DM01 Respondent Demographics Demographics
DM02 Timestamp Demographics Demographics
DM03 Gender Demographics Demographics
DM04 Age group Demographics Demographics
DM05 Resident District Demographics Demographics
DM06 Employment Status Demographics Demographics
DM07 What is your first-degree area? Demographics Demographics
DM08 I have dependents (parents, Demographics Demographics
siblings, children)
DM09 Marital Status Demographics Demographics
DM10 Have you used virtual learning Demographics Demographics
platforms prior to the MBA?
DM11 My work place requires me to Demographics Demographics
access virtual platforms...
DM12 My primary mode of attending Demographics Demographics
virtual learning sessions are
DM13 My primary internet connection is Demographics Demographics
QA01 I am satisfied with the Section A Conducive
appropriateness of digital devices Environment at your
available at my location to house for virtual
facilitate online learning. learning
QA02 Internet Facilities (Speed, Access Section A Conducive
and Stable Connectivity) available Environment at your
at my location to support online house for virtual
learning is satisfactory learning
QA03 I have facilities to acquire hard Section A Conducive
copies (print outs) of lecture Environment at your
materials at my location house for virtual
learning
QA04 Costs of network connection and Section A Conducive
the related infrastructure used for Environment at your
online learning purposes are house for virtual
affordable learning
QA05 I have a reasonably quiet and Section A Conducive
spacious place to continue the Environment at your
online studies house for virtual
learning
QA06 I am satisfied with the support Section A Conducive
from the people in and around my Environment at your
location to continue online studies
30
house for virtual
learning
QA07 Overall, my usual learning Section A Conducive
environment is favorable for Environment at your
online studies house for virtual
learning
QA08 During the last trimester how Section A Conducive
many times you as a learner had to Environment at your
face power interruptions while house for virtual
engage in online studies. learning
QA09 Write your experience on the Section A Conducive
events, challenges or problems that Environment at your
you as a learner have encountered house for virtual
while engaging in online studies learning
QB01 The Learning Management System Section B Facilities Provided by
(LMS) software used by UoC is University
satisfactory for virtual learning
QB02 I am satisfied with the Zoom Section B Facilities Provided by
LEARN platform and features University
available
QB03 I am satisfied with the e- learning Section B Facilities Provided by
tools/materials used (PPT slides, University
video/audio clips & etc.)
QB04 Timely availability of learning Section B Facilities Provided by
materials in the LMS supports my University
effective learning
QB05 I am satisfied with the use of Section B Facilities Provided by
Smart learning techniques used by University
lecturers (ie: white board, polling ,
breakout rooms etc.)
QB06 I am satisfied with the efficient Section B Facilities Provided by
way the time slots are allocated for University
each module in the weekend
enabling both lectures & students
to utilize the weekend more
effectively
QB07 I am satisfied with E-LIBRARY Section B Facilities Provided by
facility provided by the University University
QB08 The availability of lecture Section B Facilities Provided by
recordings on the LMS platform University
supports my learning experience
QB09 I prefer to submit my assignments Section B Facilities Provided by
via the LMS upload module University
QB10 I am satisfied with the accessibility Section B Facilities Provided by
to appropriate supporting tools University
(plagiarism checking tools etc.)
required for my learning
31
QB11 I am satisfied with the PGMCDU Section B Facilities Provided by
unit/ office's support service for University
my MBA related inquiries
QB12 Absence of extra curricular Section B Facilities Provided by
activities (professional events, University
cultural events, networking) due to
virtual learning has diminished my
learning experience.
QB13 Overall, I am satisfied with the Section B Facilities Provided by
facilities provided by the University
University for virtual learning
QB14 Briefly write down the challenges Section B Facilities Provided by
or problems you have encountered University
with respect to facilities provided
by UoC for virtual learning
QC01 Skills and Communication [I am Section C Progressive Mindset
confident with my level of English and Personal Qualities
to follow the MBA coursework of Learner
and join discussions]
QC02 Skills and Communication [I have Section C Progressive Mindset
adequate knowledge about the and Personal Qualities
digital learning tools in the virtual of Learner
platform (Apps, portals, LMS,
etc)]
QC03 Skills and Communication [I am Section C Progressive Mindset
more comfortable collaborating and Personal Qualities
with my teammates on a virtual of Learner
platform than in-person
discussions.]
a high ability to interact with my and Personal Qualities
MBA batchmates during virtual of Learner
class sessions]
a high ability to interact with and Personal Qualities
lecturers during virtual class of Learner
sessions]
a high ability to interact with and Personal Qualities
lecturers outside the class] of Learner
QC07 Attitude of Learner [I am highly Section C Progressive Mindset
self-motivated towards learning to and Personal Qualities
achieve my academic goals] of Learner
QC08 Attitude of Learner [I am a person Section C Progressive Mindset
with a high level of positive and Personal Qualities
mindset] of Learner
QC09 Attitude of Learner [I am able to Section C Progressive Mindset
dedicate sufficient time for my and Personal Qualities
studies while balancing of Learner
professional commitments]
32
QC10 Attitude of Learner [I am able to Section C Progressive Mindset
dedicate sufficient time for my and Personal Qualities
studies while balancing personal of Learner
and family commitments]
QC11 Attitude of Learner [I have Section C Progressive Mindset
â€˜peace of mindâ€™ during my and Personal Qualities
online learning sessions (free from of Learner
distractions and disruptions)]
QC12 Attitude of Learner [I prefer for Section C Progressive Mindset
online learning than physical and Personal Qualities
classroom based learning as it is of Learner
more supportive for the balance of
my professional and personal life]
QC13 Attitude of Learner [I find online Section C Progressive Mindset
open-book examinations are more and Personal Qualities
stressful than on-site of Learner
examinations]
QC14 Attitude of Learner [Overall, I Section C Progressive Mindset
believe I have the right mindset and Personal Qualities
and personal qualities to â€œ of Learner
Learn from Homeâ€•]
QD01 I believe I have achieved most of Section D Success of Learning
the learning outcomes of the (from home)
courses offered for â€˜learning
from homeâ€™ (Knowledge/
practical experience)
QD02 My overall learning experience Section D Success of Learning
with â€˜learning from homeâ€™ is (from home)
satisfying
QD03 I have gained a high level of Section D Success of Learning
advancement in my knowledge (from home)
with the overall learning
experience offered for â€˜learning
from homeâ€™
QD04 I believe virtual learning process is Section D Success of Learning
a lot more efficient that traditional (from home)
lecture room learning process
QD05 I can concentrate more on take Section D Success of Learning
home assignments and can get (from home)
ready for the lessons before hand
QD06 Learning from home has helped Section D Success of Learning
me to take part in many group (from home)
activities and meetings because it
eliminates geographical barriers.
QD07 Despite the restrictiveness of Section D Success of Learning
virtual learning, the course (from home)
provided the right amount of
practical experience for me
QD08 Virtual learning has improved my Section D Success of Learning
interpersonal and intrapersonal (from home)
33
skills more than in a classroom
setting
QD09 I can focus on the lecture through Section D Success of Learning
distance learning more than in a (from home)
classroom setting
QD10 Do you think the course provided Section D Success of Learning
good value for money? (from home)
QD11 How would you rate your Section D Success of Learning
instructors for the following points (from home)
in association with virtual learning
: Innovative methods of teaching
QD12 How would you rate your Section D Success of Learning
instructors for the following points (from home)
in association with virtual learning
: Approachability
QD13 Are you satisfied with the online Section D Success of Learning
evaluation of student (from home)
presentations?
QD14 I am able to freely share my ideas Section D Success of Learning
and experiences during lectures? (from home)
QE01 I do like virtual learning, because, Section E Any other relevant
Information
QE02 I do not like virtual learning, Section E Any other relevant
because, Information
QE03 For me, it is easier to learn from Section E Any other relevant
home, because Information
QE04 I cannot learn from home, because Section E Any other relevant
Information
QE05 My family members like me Section E Any other relevant
attending virtual learning because, Information
QE06 My expenses on learning have Section E Any other relevant
increased because, Information
QE07 My expenses on learning have Section E Any other relevant
decreased because, Information
QE08 Before the Covid 19, pandemic, I Section E Any other relevant
used travel to the university from Information
home
QE09 If Yes; How much you spend for Section E Any other relevant
travelling: â€¦ Information
QE10 My family members help me my Section E Any other relevant
studies by Information
34

MBA 5111 MM Group Assignment - Group 2.5 & 2.6

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MBA 5111 MM Group Assignment - Group 2.5 & 2.6

Uploaded by

Copyright:

Available Formats

Degree of Effectiveness of Virtual Learning Mode in Sri Lanka:

MBA - Faculty of Management and Finance, University of

Course of Study: MBA Weekend - General

Subject Code : MBA 5111

Subject: Marketing Management

Group Nos: 2.5 & 2.6

Individual Member Contribution Matrix

Reg Number Name Group Focus Area/ Contribution

2020/MBA/WE/073 APEN Mendis

2020/MBA/WE/097 HKCD Prasanna

2020/MBA/WE/122 WAJ Udeshika

Acknowledgement ..................................................................................................................... iii

List of Tables ............................................................................................................................. vi

List of Figures .......................................................................................................................... vii

List of Annexures .................................................................................................................... viii

3. Section A: Conducive Environment at Your House for Virtual Learning ........................ 10

3.1. Data Presentation ....................................................................................................... 10

3.2. Analysis ..................................................................................................................... 11

3.3. Findings in relation to Demographic profiles ............................................................ 11

3.4. Interpretations ............................................................................................................ 12

4. Section B: Facilities Provided by University .................................................................... 12

4.1. Data Presentation ....................................................................................................... 12

4.2. Analysis ..................................................................................................................... 12

4.3. Findings in relation to Demographic profiles ............................................................ 13

4.4. Interpretations ............................................................................................................ 14

5. Section C: Progressive Mindset and Personal Qualities of Learner ................................. 15

5.1. Data Presentation ....................................................................................................... 15

5.2. Analysis ..................................................................................................................... 15

5.3. Findings in relation to Demographic profiles ............................................................ 16

5.3.1 Skills and Communication ..................................................................................... 16

5.4. Interpretations ............................................................................................................ 18

6. Section D: Success of Learning (from home) ................................................................... 19

6.1. Data Presentation ....................................................................................................... 19

6.3. Findings in relation to Demographic profiles ............................................................ 23

6.4. Interpretations ............................................................................................................ 24

7. Section E: Any other relevant Information ....................................................................... 25

7.1. Data Presentation ....................................................................................................... 25

7.2. Analysis ..................................................................................................................... 27

7.3. Findings in relation to Demographic profiles ............................................................ 28

7.4. Interpretations ............................................................................................................ 28

8. Overall Summary and Conclusion .................................................................................... 29

Table 1: Individual Member Contributuion Matrix ................................................................... ii

Figure 1: Response Summary of Section A - Conducive Environment ................................... 10

Table 2: List of Sections and Number of Questions

Sections Sections Detail Number of

Figure 1: Response Summary of Section A - Conducive Environment

Section A - Conducive Environment at Your House for Virtual Learning

Overall Summary of Section A 5% 18% 58% 19%

Strongly Disagree Disagree Agree Strongly Agree

Figure 2: Analysis of Number of Power Interruptions

3.3. Findings in relation to Demographic profiles

Table 3: Relationship between Gender and Conducive Environment

Gender Mean N Std. Deviation

4. Section B: Facilities Provided by University

Figure 3: Response Summary of Section B – Facilities Provided by University

Section B - Facilities Provided by University

Overall Summary of Section B 4% 17% 57% 21%

QB13 - Overall, I am satisfied with the facilities provided by…

QB12 - Absence of extra curricular activities (professional…

QB11 - I am satisfied with the PGMCDU unit/ office's…

QB10 - I am satisfied with the accessibility to appropriate… 17% 33% 42% 8%

QB09 - I prefer to submit my assignments via the LMS…

QB08 - The availability of lecture recordings on the LMS…