CHAPTER – 1

INTRODUCTION

1.1 Introduction

This chapter presents a background to the research and discusses the

importance of the study. The chapter is divided into eight sections. First section

introduces the educational institution challenges for learning and introduction of the

topic for research. Second section presents the conceptual background to the study,

including educational sector in India, its growth and contribution. Third section

describes introduction about e-learning. Fourth section briefly describes the e-learning

Categories in learning environment. The fifth section defines trends of current e-

learning technologies for learning background of the research. Sixth and seventh

section presents the components and Institutional e-learning practices. Final section

presents e-learning motivation.

Educational institutions are facing many challenges around the world to bring

quality education into 21st century. Most of the countries are developing institutions

in many ways by implementing various learning programme for strengthening the

education practices and skills which required for students. Learning is the central

work of educational institutions and universities. Learning in education has become a

significant factor to students for better and immediate response and to institutions for

survival. Learning is one of the most important activities in education. Learning

involves acquiring new skills and knowledge by students. It is at the very core of the

educational process. It provides the needed relevance and meaning to the education

process. For thousands of years, philosophers and psychologists have sought to

1
understand the nature of learning. Learning experience can create relevant and

memorable educational experiences that successfully addresses the specific challenges

of the learners. The Learning can leverage the experience and knowledge of the

students whenever possible. Linking educational material to real-world situations

already understood by students is an excellent way to bring concepts to life and make

them immediately relevant in education. The Learning is an important response for

decision making about the development of the education to achieve academic

strategy. The purpose of education is not only to develop the required knowledge and

skills in students but also to develop the fundamental capacity of learning how to

learn the mindset of creation.

Learning Objective is a clearly written statement of observable student

behaviors that can be measured and contributes in reaching the learning goals in

education. Knowledge is actually co created in the process of learning from

experiences. Learning goals are the behavior, knowledge or understandings that

learners identify as important for their own learning. Adaptation of new technology in

education involves thinking about all dimensions of the design of teaching and

learning environments.

1.2 Educational Sector in India

The Indian education system has made significant progress in recent years.

India is the most exciting educational market in the world. Education in India is

undergoing considerable change. Education is a continuous improvement process. It

deals with over growing man in ever growing society. Over 600 million people in

India are under 25 years old. The system is under tremendous pressure to expand.

Since India’s young population has a huge appetite for education and as the growth in

the size of the middle class escalates, millions are increasingly able to pay for it. By

2
2020, India will have the largest territory -age population in the world and will have

the second largest graduate talent pipeline globally, following China and ahead of the

USA. The education sector in India is standing at $600 billion and the private

educational institutions segment alone is expected to cross $45 billion. It is expected

that employment opportunities will continue to grow in this sector for the next two

decades.

The importance of Education is today’s need, as it is not only the development

of intellectual skills and knowledge but also induces effective growth and

development of Indian economy. The Education system needs to make students as

learners, innovators, researchers and trainers. Education sector is undergoing a change

in the educational institutions. Institutions are also actively involved in education and

its role will become more poignant in future. The colleges’ role in the higher

education sector has been growing at a rapid pace over the last decade and needs to

further expand at an accelerated rate. The education market is now thriving on the

back of the workforce proving itself equal to their counterparts elsewhere in the world

in productivity. According to the Investor Relation Society research, skill and

vocational training are fast growing and good amount of employment opportunities in

the education space in India.

The goal of our new education system should be to create entrepreneurs,

innovators, artists, scientists, thinkers and writers who can establish the foundation of

knowledge based economy rather than the low quality service provider nation that we

are turning into.

1.2.1 Education growth and contribution in institutions

The education is a tool that permits the progress of the society. It has been

developed in many years to capture and analyze knowledge for forming and

3
reproducing. Education system in India has witnessed remarkable growth in the past

few years. India has one of the largest education systems in the world with a network

of more than 18,000 higher education institutions. More than half of the country’s 1.2

billion population falls in the target market for education and related services. India is

definitely ahead of other developed countries in the field of education and training.

The number of educational institutions offering many courses is much more in India

when compared to China and the US. The higher education institute sector in India is

poised at a crucial stage in its growth. India’s demographic advantage of having a

large population of youth, coupled with low gross enrollment ratios, presents a huge

opportunity to education sector players.

The growth of the economy and development of a country depend upon the

education system of that particular country. A perfect and successful batch of youth of

a country come from education sector. Many foreign / abroad countries including

India, China, Australia, New Zealand, Singapore and many other development moves

are started to welcome more international students.

A latest report by Ernst & Young states that the number of institutes offering

higher education in India is 44,668. Of that, 33,668 offer various degrees and the rest

offers diplomas. The total number of institutes in China is 4,192, while in the US, the

number is 6,500. According to the E & Y report, the number of students pursuing

higher education is also on the rise. Based on this observation, several foreign

institutions are foraying into India. This is expected to boost the quality of education

in the country.

India holds an important place in the global education industry. The country

has more than 227 million students enrolled and more than 36,000 higher education

institutes. Still it needs a lot of potential for further development in the education

4
system. India has become the second largest market for e-learning after the US. The

sector is currently pegged at US$ 2-3 billion, and is expected to touch US$ 40 billion

by 2017. The distance education market in India is expected to grow at a Compound

Annual Growth.

Education has long been viewed as an important determinant of economic

well-being. The theoretical growth literature emphasizes at three mechanisms through

which education may affect economic growth. First, education can increase the

human capital inherent in the labor force. It increases labor productivity and thus

transitional growth towards a higher equilibrium level of output (as in augmented

neoclassical growth theories of Mankiw et al. (1992)). Secondly, education can

increase the innovative capacity of the economyand the new knowledge on new

technologies, products, and processes promotes growth (as in theories of endogenous

growth, cf., e.g., Lucas (1988), Romer (1990), Aghion and Howitt (1998)). Thirdly,

education can facilitate the diffusion and transmission of knowledge needed to

understand and process new information and to successfully implement new

technologies devised by others, which again promotes economic growth (cf., e.g.,

Nelson and Phelps, 1966, Benhabib and Spiegel, 1994).

Education is one of the most potential weapons to fight against socio-

economic problems like poverty and inequality. Education is equally a key to enhance

India’s competitiveness in the global economy especially in view of interdependence

and integration of Indian economy. The Indian economy with world economy was

posing many challenges like maintaining international quality in higher education and

acceptability and sustainability of skilled manpower. This seems to be more important

for a country like India, which is the second largest system of higher education, next

to USA.

5
According to data released by Department of Industrial Policy and Promotion

(DIPP),the total amount of Foreign Direct Investments (FDI) inflow into the

education sector in India stood at US $ 1,209.40 million from April 2000 to December

2016,

Figure 1.1 Growth of Educational Sector In Institutions

Source: https://www.ibef.org/industry/education-presentation

1.2.2 Current Scenario in Educational Institutions

Education is vital to the human resources development and empowerment in

all the stages of growth of a nation. In any education system, higher education

institutions encompassing Management, Engineering, Medicines etc., plays a major

role in imparting knowledge. While, the Government is committed to providing

primary education and certain facilities/subsidies for higher education, even involved

in giving the higher cost involved in the establishment of higher education institutes.

We are witnessing the entry of private sector to run educational institutions. The

world economy is changing and so is the higher education. The availability of

knowledge will be involving in ensuring quality to the economy at large that happens

to be a strong determinant of national competitiveness and qualities of human

resources in a country. The economic progress cannot be sustainable in absence of a

higher education system equipped with stringent quality assurance processes. Quality

6
is a critical factor in influencing the educational outcome of the educational institute

on one hand and employability of the graduates on the other. In today’s contemporary

world the interests of many stakeholders like students, parents, future employers, the

State and funding bodies need to be taken care while developing a strategy leading to

quality in higher education.

This necessitates developing a stringent monitoring mechanism to maintain

and improve the standards of education. In this regard, India has established National

Assessment and Accreditation Council (NAAC), similar policies adopted by many

developed nations like UK, Canada to promote quality in education. The overall

quality assurance framework followed by NAAC has all the basic elements of quality

assurance like accreditation, assessment and academic audit. Further, the methods

adopted by NAAC like institutional self study report, onsite

Visits, face-to-face interaction with faculty and students leave a fair degree of

consequential impacts on the educational institutions to adhere to quality norms and

standards.

An initiative of the University Grants Commission, the plan is structured to

remedy the fundamental lapses in the Indian higher education system. Accreditation

of higher educational institutions was made mandatory under UGC (Mandatory

Assessment and Accreditation of higher Educational Institutions) Regulations-2012.

The institutions are accredited for a period of five years and this status was tied to the

funds, which they would receive from the UGC. Accreditations are also made

mandatory for any higher educational institutions to receive the title of a university &

educational institutions. There is an increasing requirement to expand accrediting

institutions to keep pace with the growing number of higher educational institutions.

7
 The NAAC was established to operate under the UGC in 1994 to maintain the

quality of higher educational institutions in India. For technical education under the

AICTE, the NBA was established during the same year. The major problem which

blocked the functioning of these institutions providing accreditation was their

dependence and existence as appendages to the regulators (UGC and AICTE). The

situation continued for nearly a decade before the NBA separated and became

independent from the AICTE. However, NAAC has until very recently remained part

of the UGC. The process of separation is currently being decided. The regulatory

environment is not limited to the UGC alone. All India Council for Technical

Education(AICTE), Department of Electronics Accreditation of Computer Courses

(DOEACC), Distance Education Council (DEC), Indian Council for Agricultural

Research (ICAR), Bar Council of India (BCI), National Council for Teacher

Education (NCTE), Rehabilitation Council of India, Medical Council of India,

Pharmacy Council of India (PCI) Indian Nursing Council (INC), Dentist Council of

India (DCI), Central Council of Homeopathy (CCH), Central Council of Indian

Medicine, Council for Architecture, National Council for Rural Institute, and State

Councils for Higher Education together decide the quality of higher educational

institutions in India. Despite this regulatory environment, the Indian judiciary has

been constantly involved in defining private investments in higher education

indicating the inadequacy of the present regulatory system.

Higher education is defined as a not-for-profit sector. Private investments

were to be made by sponsoring bodies that had to be a “Society registered under the

Societies Registration Act 1860. The State provided for tax exemptions for donations

made to this sector (Loomba, 2014). It was only during the Twelfth Five Year Plan in

India (2012-2017) that the state considered re-evaluating this status of higher

8
education in India. However, until recently there has been no clarity on how this

suggestion would be implemented.

Foreign Direct Investment (FDI) is promoted in higher education through the

automatic route which requires no prior approval from the state. However, the

regulatory environment prescribes several conditions for foreign universities

including fixing of fees, or the need of foreign institutions to affiliate with an Indian

counterpart, which has dissuaded investments.

1.2.3 Foreign University Campuses – Legislation Awaited

The Foreign educational institutions (Regulation of entry and operations) Bill

2010, has been tabled in Parliament. Key features of the Bill (based on newspaper

reports) are:

Own Campus

Franchise route not permitted

Prior Central government approval mandatory

Reservation applicable

Fee and admission policy will be regulated

No profiteering/commercialization allowed

Some relaxations for universities of excellence if they fulfill certain conditions

Requirement of a deposit of INR 50 crore (~ USD 10 million) as corpus fund

Embassy to certify antecedents of the University

1.2.4 AICTE regulations for Foreign Universities

AICTE has in place regulations for Foreign Universities/Institutes which

propose to collaborate/enter into twinning arrangement (where a student does a part of

the course in India and part overseas) in Technical Education. The broad features of

these regulations are:

9
 Franchise is not permitted

Fee/seats prescribed by AICTE

Degree/institution to be recognized in the home country

Compliance with affirmative action mandatory

For degree granting institutions, affiliation / tie-up with Indian University

mandatory

India needs to embrace internet and technology. It has to teach all of its huge

population, the majority of which is located in remote villages. Now, that we have

computers and internet which makes sense to invest in technological infrastructure

that will make access to knowledge easier than ever. Instead of focusing on outdated

models of brick and mortar colleges and universities, we need to create educational

delivery mechanisms that can actually take the wealth of human knowledge to the

masses. The tools for this dissemination will be cheap smart phones, tablets and

computers with high speed internet connection. While all these are becoming more

possible than ever before, there is lot of innovation yet to take place in this space.

1.2.5 Role of Technology in Education

Another important element in today’s academic landscape is technology.

Technology is the efficient tool of any learning system adopting methods, processes,

and products to serve identified educational goals. Improved and more widely

available communications and information technology has not only fostered the

globalization of the economy, it is changing the way that education is delivered.

Technologies are being leveraged to develop engaging and powerful learning

experiences and to provide professional tools, interactive content, and increasingly

targeted feedback. The Internet is full of resources that students can interact with in

10
authentic and meaningful ways that contribute to improved learning outcomes in

education.

Students can now learn through self-paced or real-time online courses. They

collaborate online on special projects, and they meet with instructors during virtual

office hours. Even in traditional classroom environments, instructors often take a

blended approach, incorporating technology into their lectures, class assignments, and

interaction with students. Technology support learning needs in education, including

Web-based teaching and learning

online classrooms and collaboration

Social learning and content/practices sharing

Assessment

Analytics and reporting on outcomes and for accreditation

Mobile learning, collaboration, and connectivity.

Educational technology is a systematic and organized process of applying

modern technology to improve the quality of education. Technology in education has

improved communication. The incorporation of information technology in education

has brought so many positive changes. As technology infrastructure and content is

changing and improving, there is a great deal of excitement. In its new education

strategy, USAID has placed a particular focus on promoting technology as a positive

force for education reform and improvement.

In 21st century, technology has crept its way into learning and teaching

environments. As more technological advancements are made, then there is dire need

for increased literacy levels on the use of technology. Here are some of the roles

played by information technology in education.

11
 Technology as a instructor

Technology as a teaching tool

Technology as a learning tool.

More educational institutions systems should embrace technology because it

makes teaching more effective and aids in practical learning. Students should also

embrace it because in the future, most of the jobs will be technologically based. With

time, everyone will see the significance of information technology in education.

Information technology in education has improved and has also brought about an easy

access to different learning resources. They help to improve teaching skills and

learning abilities of students. These learning resources include audio and visual

education. With the help of new technology comes an explosion of learning and

receiving new information, download eBooks, which can be read from anywhere

through your phone or tablet.

In today’s technology-enabled knowledge economy, many educational

institutions find themselves facing a new challenge. But knowledge is required to

leverage technology effectively in the workplace. The new generations are ready to

work with these new technologies, which play an important role in students learning

and acquiring various type of knowledge so that the educational technology must be

incorporated into future curriculum. Technology can also enhance the opportunities

for communication and community within education. Technology has the potential to

improve educational productivity by accelerating the rate of learning, taking

advantage of learning time outside of educational institutions hours, reducing the cost

of instructional materials and better utilizing faculty time. These strategies can be

particularly help the faculty and students in remote areas to overcome distance. With

the expansion of technology faculty must also take on the added responsibilities of

12
teaching students how to use the computer as a tool and creating innovative strategies

to enhance computer literacy and computer based training in the curriculum.

1.2.6 Technology Development Stages in institutions

Advancement in technology and the way that technology is incorporated into a

system is a dynamic process. Each institution must work within the context of its own

system to fit choices to what suits best to its unique situation and culture. Even within

a college, various units or courses may use different approaches. The approaches are

hierarchical with the emerging approach as a beginning point, and the transforming

approach as a goal many perceive as the future of education. This approach should

prove useful to institutions as an aid in determining their stage of development with

regard to technology development.

1.2.6.1 Emerging

The emerging approach is linked with institutions at the beginning stages of

communication technology development. Such colleges begin to purchase computer

equipment and software or perhaps have had some donated. In this initial phase,

administrators and faculty are just starting to explore the possibilities and

consequences of adding technology for college management and the curriculum. The

college is still firmly grounded in traditional, faculty -centered practice.

1.2.6.2 Applying

The applying approach is linked with college in which a new understanding of

the technology to learning has developed. In this phase, administrators and faculty use

technology for tasks already carried out in college and in the curriculum. Faculties

still largely dominate the learning environment.

13
1.2.6.3 Infusing

The infusing approach is linked with colleges that now have a range of

computer-based technologies in laboratories, classrooms, and administrative areas.

Faculty explores new ways in which technology changes their personal productivity

and professional practice. The curriculum begins to merge subject areas to reflect

real-world applications.

1.2.6.4 Transforming

The transforming approach is linked with schools that have used technology

creatively to rethink and renew educational institution. Technology becomes an

integral though invisible part of the daily personal productivity and professional

practice. The focus of the curriculum is now much more learner-centered and

integrates subject areas in real-world applications.

Figure 1.2 Stages of ICT Integration in Education

Adapted from: Anderson and van Weert (2002) and Majumdar (2005).

The technology stages-enhanced education programs like taped classrooms,

digital texts, and PowerPoint transparencies, animate, simulate, and capture reality.

The technology development through the generation stages and transmission of new

knowledge, development of technical skills, machinery and equipment, constitutes a

14
fundamental factor to the promotion of innovation in the institutions. This makes

possible the insertion of these technologies at the market through tools or service

which can generate business value in educational institutions. Technology

development processes are defined in three stages of educational institutions. The

planning of technology is at the initial stage. Technology development is at the

intermediate stage and technology transfer is at the final stage.

Figure 1.3 Technology Development Process

Source: J.Technol. Manag. Innov(2012)

Technology is highly influenced various learning activities to enhance

education. In this view e-learning is one of the important technologies to meet

educational needs for interactive learning activities. Now present research is aimed to

examine e-learning systems in educational institutions at college level, in Tuticorin

Dist.

1.3 INTRODUCTION

1.3.1 E-learning

E-learning systems are a new system of technology. E-learning systems are

multidisciplinary. Due to the rapid growth of internet technology, institutions and

universities around the world are investing heavily in e-learning systems to support

their traditional teaching. It improves their students learning experience and

performance. The success of e-learning depends on two factors 1.Technological factor

(software and hardware that are used to build e-learning systems).2. Human factor

15
(students and Faculty). These e-learning systems are divided into three interfaces,

Student, faculty and institution. E-learning is technology based educational tool for

learning. E-learning is becoming more and more vital in the world of education. E-

learning is a powerful tool that can support and transform education in many ways. E-

learning is education through digital media, personal computer, DVDs, mobile phones

and the internet. Through the use of new technological resources, e-learning programs

make it possible for many students to attain their educational goals. E-learning is the

new generation’s learning methodology with the provision of learner’s flexibility to

learn at their own pace, place & time. E-learning has occupied almost every aspect of

life today in education. E-learning in fact is learning or training that is prepared,

delivered or managed using a variety of learning technologies and which may be

deployed either locally or globally. E-learning delivers are indeed a key for a

meaningful education and focusing on result of technology is essential to inform

diagnosis and improve learning. It suggest the ability to share information in all kinds

of formats such as instant messaging, videos, audios, slideshows, word documents

and PDFs .The importance of learning, especially in many countries, has undergone

conversion with the improvement of electronic and communication technologies. In

many countries traditional classroom model of faculty teaching practice mainly by

imparting knowledge to the entire class are fast disappearing. Today’s classroom is a

more interactive environment with e-learning content such as new e-learning

applications and the internet enabling faculty to provide more personalized learning

experiences to individual students working with computers and other electronic

devices.

The E-learning systems is defined as “Digitalized learning” that extends

knowledge via connecting and sharing with computer network and web based

16
technology. E-learning is essentially the network-enabled transfer of skills and

knowledge. E-learning applications and processes include web-based learning,

computer-based learning, virtual classrooms and digital collaboration. E-learning was

first called as Internet-Based training and then Web-Based Training. E-learning offers

potential flexibilities in what is learned, how it is learned, and where it is learned. It

can provide numerous ways to access resources and information and to interact with

teaching staff and student. E-learning requires internet to deliver learning material for

students.

E learning tools and technologies used to improve the quality of content.

Small, personal devices such as tablets, smart phones and e-readers are all relatively

new technologies in e-learning. Even PowerPoint, flash, screen-sharing, video

conferencing will help presentation to show ability and skills for students. They are

rapidly gaining popularity due to their declining price, large number of web-based

software applications, powerful graphics. Educational uses could include listening to

audio lessons or audio books, gaming, watching videos, and reading.

E-learning achieves economy of scale through wide access to digital resources

and information systems, combined with quality through shared tools and resources,

and common standards of curriculum design and effectiveness. For students, it

provides access to information and knowledge repository that are practically

unlimited, improving a number of opportunities for individualized learning. E-

learning provides to deliver all the learning material for teaching in educational

institutions. E-learning can even reach out and re-engage student who are currently

not involved in education because it is interactive, and can adapt to their needs. E-

learning is using personalized online guidance and support to allow students to take

greater responsibility for their own learning at the pace and level appropriate to them

17
in educational institutions. The evaluation of the National Learning Network (NLN)

in further education uses qualitative data to show that students are becoming more

sophisticated in their e-learning expectations and that ICT is increasingly permeating

college life. Ufi’s surveys, market research and tracking are building evidence of what

makes learning effective. E-learning can provide an individualized learning

experience for all students, including those who are disadvantaged, disabled,

exceptionally gifted, have special curriculum or learning needs, or who are remote, or

away from their usual educational institutions.

E-Learning has the capability to connect technical environment to new ways

of teaching in educational institutions. E-Learning is thus a broad term that covers

teaching, learning and the enabling educational environment. It can use a range of

pedagogical approaches and electronically supported technologies. E-learning offers a

wide range of design tools to enable faculty and students to be innovative, creating

and sharing ideas, or customizing digital learning resources for their own use. In

addition the use of different technologies in the classroom can help faculty to save

time and allow for more attention to be paid to the content of course. In the past, these

have included the use of mainframe computers, floppy disk, multimedia, CD-ROMs,

and interactive videodisks. Most recently, Web technology (both Internet and Intranet

delivery) are being used. The e-learning can be delivered by a number of ways in

education. E-Learning is done over the WORLD WIDE WEB, CD-ROM, and some

variations incorporate traditional media. Here is some common education delivery

methods used in e-Learning.

18
 Table 1.1 Delivery Methods

TYPES OF DELIVERABLES SOFTWARES

E-learning Courses Adobe Captivate
Quizzes Cam tasia
Videos Articulate
Slideshows Adobe Flash
Templates Adobe Edge
Simulations Adobe Dream wear
Animations Adobe Photoshop
Interactions Adobe Sound booth
Graphics Adobe After Effects
Course Evaluations Adobe Illustrator

1.3.2 Management Environment in institutions

Management is based on the perception of the managing environment in

institution by student and faculty. It is characterized by the relationships between

people (student and faculty) and management and relations of super ordination and

subordination. They are determined by mutual influence of targets, formal structures,

processes and behavior of people. The student feeling and faculty are perception of

values, rules, patterns of behavior, ways of management, etc. Management

environment provides students with the knowledge how to plan, conduct & administer

training about every industry. Management Environment enables the students with the

ability to understand their work situation and create winning career strategies that

align with their skills, desires, goals and values and included personalized sections to

assess. Management environment enhances fully aligned with managing strategy,

culture and structures that support learning and collaborating work. The principles and

management environment practices are covered with specific objectives

19
 Understand the importance of an evidence-based approach in developing

management strategies

Apply quantitative techniques to assess the effects of institutions

Management environment provides support teaching and learning has had

great impact on the way content is developed and managed to use e-learning

environment in educational institutions. Management environment are formulating

comprehensive knowledge and provides blue print for how knowledge can be

accessed and exchanged from anywhere, but most importantly from the student’s

desktop. This program has a special emphasis on conducting through eLearning

technologies. The adjustment in human mechanisms for organizing and interacting

with educational content has become necessary due to the re-mediation of established

e-learning practices through the introduction of various technology-based approach to

structure content.

1.3.3 Why is e-learning important for Educational institutions

Many institutions are using e-learning because it can be as effective as

traditional training at a lower cost. Many education institutions have adopted a wide

range of e-Learning tools into their educational delivery and support processes.

Developing e-learning is more expensive than preparing classroom materials and

training the trainers especially, if multimedia or highly interactive methods are used.

However, delivery costs for e-learning (including costs of web servers and technical

support) are considerably lower than those for classroom facilities, instructor time,

participant’s travel and job time lost to attend classroom sessions. Interestingly, an

education institution already fosters an excellent model for innovation and

progression through an adaptive model of change. E-learning is a highly disruptive

most innovation adaptive technology for education. Lessons so far demonstrate that a

20
wide range of e-Learning projects have stimulated an agenda of bottom-up innovation

rather than one of institutionally-led changes in educational delivery processes.

Nearly all institution has major interest in e-learning at least at the level of some

departments. E-learning course are everywhere, with more institutions offerings

several courses in online & more than half offering a significant number of course in

online. Furthermore, the implementation of e-Learning has primarily been

evolutionary and not revolutionary. It has mainly been a process of bottom-up,

incremental change within through which the use of e-Learning is integrated in old

and existing practices (Collis & Van der Wende, 2002). Institutions are most likely to

have a center dedicated to e-learning and to offer a significant number of online

courses. E-learning curriculum should be relevant and specific to student needs, roles

and responsibilities in professional life. This kind of content like skills, knowledge

and all kind of learning media provided to keep the focus on student. Institutions think

e-Learning is an important option to right learning methods.

The above described processes relate to the general process of change in

education as described by Fullan (1991) and applied to the introduction of e-learning

in educational institutions by Collis & Moonen (2001). The following steps can be

distinguished.

Internet access to digital versions of materials unavailable locally

Remote control access to local physical devices

Communications tools for collaboration with other students and teachers in

institutions.

Implementation in which a more e-learning strategic approach is developed

Personalised information and guidance for learning support

Simulations or models of scientific systems

21
 Virtual reality environments for development and manipulation

Broadening choice by making available new subject options and new learning

methods to meet individual needs, including where students are geographically

isolated, for example in small rural institutions

1.3.4 Forms of E-learning

Electronic learning (e-learning) has become popular tools for teaching and

learning in business and educational institutions. There are many e-learning settings

and forms available to use in educational institutions, each with their own advantages

and applications. Often the best solution is a combination of technologies depending

on the particular need and learning environment. The term e-learning comprises a lot

more than online learning, virtual learning, distributed learning, networked or web-

based learning. E-learning would incorporate all educational activities that are carried

out by individuals or groups working online or offline, and synchronously or

asynchronously via networked or standalone computers and other electronic devices.

These various forms of e-learning activity are represented below.

1.3.4.1 Individualized self-paced e-learning online

Refers to situations where an individual learner is accessing learning resources

such as a database or course content online via an Intranet or the Internet.

A typical example of this is a learner studying alone or conducting some

research on the Internet or a local network.

1.3.4.2 Individualized self-paced e-learning offline

Refers to situations where an individual learner is using learning resources

such as a database or a computer-assisted learning package offline (i.e., While, not

connected to an Intranet or the Internet). An example of this is a learner working

alone off a hard drive, a CD or DVD.

22
1.3.4.3Group-based e-learning asynchronously

Allows the participants to complete the WBT (Web-based training) at their

own pace, without live interaction with the instructor. Basically, it is information that

is accessible on a self-help basis 24/7. The advantage is that this kind of e-Learning

offers the learners about the information whenever they need it. It also has interaction

among the participants through message boards, bulletin boards and discussion

forums. These include computer based training; (CBTs) modules on CD-Rom’s, Web

based training accessed through intranet (WBTs) or through well written articles and

other write ups.

Advantage

Available ‘just in time’ for instant learning and reference.

Flexibility of access from anywhere at any time.

Ability to simultaneously reach an unlimited number of employees.

Uniformity of content and onetime cost of production.

Recorded lectures & webinars

E-mail discussion forums,

Downloadable learning materials

1.3.4.4Group-based e-learning synchronously

Involves interaction of participants with an instructor via the Web in real time.

For example – VCRs or Virtual class rooms that are nothing else but real classrooms

online. Participants interact with each other and instructors through instant messaging,

chat, audio and video conferencing etc and more all the sessions can be recorded and

played back.

23
Advantage

Ability to log or track learning activities.

Continuous monitoring and correction is possible

Possibilities of global connectivity and collaboration opportunities among

learners.

Ability to personalize the training for each learner

Live lectures

Live meetings & webinars

Chat

Figure 1.4 E-learning Forms in Institutions

Adopted from Naidu 2006

1.3.5 E-learning Benefits for Institution

The benefits of e-learning for colleges and Institutes have not understood by

students, faculty and administrators nationwide. Recent polls indicate that half of

educational institutions-bound students seek out hybrid and wholly computerized

learning courses for their lower cost, convenience, and ease of use. However,

institutions of higher learning also benefits tremendously by using an LMS or online

learning platform. E-learning and the application of information and communication

technologies into the traditional education systems in world has continued to lag

behind that of many industrialized nations. It is worth noting that the enhanced use of

e-learning technology for educational deliveries have brought new opportunities to the

non-traditional student as well as to the traditional educational institutions.

24
 E-learning programs are easier to monitor than traditional class based courses.

In addition, e-learners or students are given the opportunity to interact with faculty

members, instructors and other peers via electronic mail. Furthermore, E-learning is

likely to result in cost savings both for the students and the institutions in various

ways. For instance, the funds, which are previously used by institutions for building

and maintaining classrooms, are no longer necessary and that results in more savings.

E learning is also cheaper for the students as it saves both time and money thus

making higher education more available than before.

E-learning system can improve the experience of higher learning at any level,

from grade institute to universities offering doctoral programs. These convenient

platforms offer dynamic interactions between students, teachers, and support staff.

Multifunctional, convenient, and easily accessible. E-learning systems might be the

ideal solution for the college or university.

It is flexible when issues of time and place are taken into consideration. Every

student has the luxury of choosing the place and time that suits him/her. According to

Smedley (2010), the adoption of e-learning provides the institutions as well as their

students or learners then much flexibility of time and place of delivery or receipt,

according to learning information.

It is able to provide opportunities for relations between students by the use of

discussion forums. This e-learning helps to eliminate barriers that have the potential

of hindering participation including the fear of talking to other students. E-learning

motivates students to interact with others, as well as exchange and respect different

point of views. E learning eases communication and also improves the relationships

that sustain learning. Wagner et al (2008) note that e-learning makes available extra

prospects for interactivity between students and teachers during content delivery.

25
 Increased enrollment was the most frequently cited benefit of e-learning by

both the survey respondents and focus group participants. E-learning increases access.

Online course and program offerings reach a broader geographical range of students.

Some participants discussed how their online initiatives are resulting in increased

enrollments from parts of the state previously outside their market share. Others

discussed how they are seeing increased enrollments globally. Offering general

education requirements online can attract new students to the institution early in their

academic careers. Some participants stated that online offerings also increase student

retention and persistence by giving students more flexibility.

E-learning initiatives have enhanced their institutional reputation, some at a

regional level, some at a National level, and some at an international level. Most

participants were eager to discuss how their e-learning courses and programs as well

as the infrastructure, policies were support to them. This enhanced reputation has

enabled many to form more partnerships and collaborations with other institutions and

corporations. It has also led some to provide e-learning services for other institutions,

giving rise to a new revenue stream. In addition, some students perceive institutions

with strong online e-learning offerings as more innovative.

The greatest benefit of e-learning that offers to the student is increased

flexibility, both in course offerings and in access to course resources. When courses

are offered online, students can often access lectures and other course materials on

their own schedules. This enables institutions to retain many non-traditional (or post-

traditional) students, working and continuing education.

E- Learning systems can organize much of the administrative work for

teachers and aides from enrollment to keeping up with each student’s progress within

the course in institutions. With the ability to post notes online, set deadlines, and set

26
reminders, students and teacher stay fully appraised about all aspects of the course.

Interface dashboards of E-learning programs are adaptable and may be customized to

highlight the appearance of important information quickly.

1.3.6 E-learning Standard

Standards are international agreements documented or norms established by

world-wide consensus. The goal of standards is to provide fixed data structures and

communication protocols for e-learning objects. E-learning standards provide

structures and protocols for creating and communicating e-learning objects. Learning

object designates something that is both an informational or interactive object and that

has an evident educational application. Learning object could conceivably be

implemented by any of a number of digital media. These media can include Flash

animations, audio and video clips but they can also take the form of more exclusively

informational materials such as Web pages, Web sites, PDF documents, or

PowerPoint presentations in educational institutions. Any of these resources can be

used.

By faculties to augment classroom or online lessons

By students for remedial or independent study

By instructors or designers to construct online courses

By administrators for purposes of curriculum coordination.

If a future e-learning standard accomplish these characteristics, the users will

win the following advantages

It even makes possible to interchange and transaction of courses, allowing that

the institutions obtain extraordinary benefits on their investments.

27
 Increases the number of courses available in the market, reducing of the

acquisition costs and avoiding expensive developments because older courses

were not compatible.

The standard will make the appearance of tools for the contents so that

organizations can

Develop their own contents without getting specialists in e-learning.

It guarantees the future viability of an investment.

Goals of the Standard

Accessibility- the ability to locate and access learning content from anywhere

and anytime.

Adaptability- the ability to tailor instruction to individual and organizational

needs.

Affordability- the ability to increase efficiency and productivity by reducing

the time and costs involved in delivering instruction.

Durability- contents will not easily become obsolete and will be preserved

even when technology changes.

Interoperability-different tools and platforms communicate and work

efficiently together.

Reusability- learning contents can be easily modified and used many times by

different tools and platforms, so reducing costs.

E-learning standards are being developed by four main organizations.

Advanced Distributed Learning Initiative

Aviation Industry Computer Based Training Committee

IEEE Learning Technology Standards Committee

Instructional Managements Systems Project

28
1.3.6.1 Advanced Distributed Learning Initiative

ADL was created in 1997 by the DoD (`United States Department of Defense)

like the solution for increasing problem which day after day they were faced. The

purpose of the ADL is to ensure access to high-quality education and training

materials. Initiative is a collaborative effort between government, industry and

academic circles to establish a new distributed learning environment that permits the

interoperability of learning tools and course content on a global scale. The most

widely accepted ADL publication is the ADL Shareable Content Object Reference

Model (SCORM). The purpose of the ADL is to ensure access to high-quality

education and training materials.

1.3.6..2 SCORM

The importance of standards to the continued growth, expansion, and

evolution of e-learning cannot be overemphasized. E-learning content was being

developed on different platforms, using different standards, specifications, delivered

on different and incompatible systems. Standards foster efficiencies and synergies that

enable markets to grow and the promise of e-learning to be realized. SCORM is

probably the most important and widely emerging e-learning standard today whose

ultimate goal is ensuring ubiquitous access to the highest quality education and

training and delivered cost-effectively anywhere in the world at anytime. SCORM,

today’s e-learning standard, is a collection of specifications adapted from multiple

sources to provide a comprehensive suite of e-learning capabilities. It enables

accessibility and reusability of Web-based learning content. The SCORM

specification combines elements of IEEE, AICC and IMS specifications into a

consolidated document that can be easily implemented.

29
1.3.6.3 Aviation Industry Computer Based Training Committee

The AICC is an international association of technology-based training

professionals. The AICC develops guidelines for aviation industry in the

development, delivery, and evaluation of CBT (Computer-Based Training) and

related training technologies. The objectives of the AICC are as follows

Given that the future is inherently uncertain, the more your e-learning tools

and technologies are based on standards the more likely they will fit into

tomorrow’s e-learning environments for educational institutions.

Provide an open forum for the discussion of CBT (and other) training

technologies

Develop guidelines to enable interoperability

1.3.6.4IEEE Learning Technology Standards Committee

The IEEE is an international organization that develops technical standards

and recommendations in technical areas ranging from computer engineering,

biomedical technology and telecommunications, to electric power, aerospace

engineering and consumer electronics among others. It is chartered by the IEEE

Computer Society Standards Activity Board to develop accredited technical standards,

recommended practices, and guides for learning technology. IEEE, LTSC (Learning

Technology Standards Committee) developed the homonymous standard for learning

material. The most widely acknowledged IEEE, LTSC specification is the Learning

Object Metadata (LOM) specification, which describe learning resources. The

objectives of the IEEE are as follows

To enable computer agents to automatically and dynamically compose

personalized lessons for an individual student.

30
 To enable learners or instructors to search, evaluate, acquire, and utilize

Learning Objects

To provide researchers with standards that support the collection and sharing

of comparable data concerning the applicability and effectiveness of Learning

Objects.

1.3.6.5 Instructional Managements Systems

It develops and promotes the adoption of open technical specifications for

interoperable learning technology. Several IMS specifications have become

worldwide defects standards for delivering learning products and services.

Instructional Management Systems Global Consortium is an international USA

association of vendor’s educational institutions and implementers who focus on the

development of technical specifications for learning resources. These specifications

describe the key characteristics of courses, lessons, assessments, learners and groups.

To define specific guidelines which guarantee interoperability between

applications and

Services in e-learning.

To support guidelines application in international products and services.

31
1.3.7 The Proposed Conceptual Framework

STUDENT
MOTIVATION
DEMOGRPHICS
STUDENT
ATTITUDE

PROBLEMS

INSTITUTION
E-LEARNING

PRACTICE
FACULTY

THEORY PRESENTATION
FACULTY

DEMOGRPHICS

32
 The framework categorizes are important factors in e-learning systems

development. The factors are causally connected with successful educational

development. Now at present the main elements were adapted to e-learning systems.

This framework is a theoretical generalization resulting from the educational

development on e-learning dimensions. It is significant to highlight that this study is

focused on the use of e-learning technology by students embedded within an

institutions context. In the effort to understand technology use, numerous attributes of

institutions have been studied. These studies suggest that institutional factors have a

highly significant influence on student individual e-learning technology use for

learning environment. The e-learning systems theoretical framework contains the

various components of information systems. These components are student, faculty,

technologies, and services. E-learning technologies enable the direct or indirect

interaction of the different groups of students. E-learning technologies provide

support to integrate content, enable communication and provide collaboration tools.

Designing an e-learning framework needs careful analysis and investigation of the

resources available to the institution. E-learning identified the following factors that

cover various objectives of framework. Institutional, pedagogical, e-learning

practices, motivation factor, student’s attitude and problems. These factors discussed

in the six dimensions of the framework can provide guidance in the design,

development, delivery and evaluation of e-learning environments. All the six factors

should be considered so that the extent of e-learning integration suits the institutional

that wants to embrace e-learning integration. This is important because different

colleges have different priorities, different learning environments, different roles and

different needs. Six factors of integrating e-learning suggest that the point should also

be considered. From this frame work point of view, institutional theories are totally

33
different from the rational economic perspective of online environment. It highlights

economic optimization, individual self-interest, and conscious decision making. The

future framework is functionally implemented in institution about e-learning systems.

It is assured continuous follow up for quality education.

1.4 E-learning Categories in learning environment

E-learning categories can be basically influenced in the educational

institutions in various modes. Each category presented here is most effective. It

properly matched with the appropriate learning environment in institutions. Lot of

categories can be identified focusing on the complex field of e-Learning in education.

One of the biggest challenges in discussing e-learning arises from different

understandings of the field in education. For institutions, e-learning often means

courses or learning materials directed to meet objective. It is useful within the larger

scope of program development. Most e-learning are designed with specific uses in

mind. It allows an ordinary student to concentrate on the categories at hand. It is

normally to be successful e-learning implementation. The categories of e-learning are

1. Courses

2. Informal learning

3. Blended learning

4. Communities

5. Knowledge management

6. Networked learning

7. Work-based learning (EPSS)

1.4.1 Courses

Most discussion of e-learning centers is on courses. Institutions typically take

existing educational materials, add various media, sequence the material and it

34
transferred to the online environment. The popularity of the learning management

systems (LMS) like WebCT and Blackboard show important courses as a view of e-

learning. Some e-learning designers are beginning to employ simulations, story-

telling, and the unique traits of online media in an effort to transform the material for

representation in a digital environment. Both students and faculty are able to relate the

general structure and flow on a course.

1.4.2 Informal Learning

The informal procedure is another kind of learning. It is through casual

communication and reading books. The learning that maintains is edifying someone

outside the basic form of education because it needs extra activities and it is

developed in different institutions without the use of any learning methods. Informal

learning is perhaps the most dynamic and versatile aspect of learning. Informal

learning is an activity involving the pursuit of understanding, knowledge or skill. This

occurs without the presence of externally imposed curricular criteria. Informal

learning in the 21 century has grown to include many web 2.0 technologies such as

instant messaging, chat rooms, blogs, wikis, user forums, video and audio blogging

and other modern communication technologies. Student can learn more in the break

room than in the classroom at work .Student discovers how to do our jobs through

informal learning observing others and asking the person in the next partition.

Informal learning is classes, workshops and online events. It is the source of only 10%

to 20% of what learn at work.

1.4.3 Blended Learning

As the name indicates blended learning blends different instruction media. It

integrates traditional class room learning with learning from digital content. In this

learning technique, online instructions replace part of face to face instructions to fetch

35
the best from both learning strategies. Digital content development can benefit from

different technology choices such as e-learning, pre-recorded sessions, websites, job

aids and many more. This feature of blended learning model allows the students to

take control over pace, place and path of learning. It represents a much greater change

in basic technique than simply adding computers to classrooms. Blended learning

provides the best opportunities for learning transition from classroom to e-learning.

Blended learning involves classroom (or face-to face) and online learning. Blended

learning focuses on following four key areas.

Development of online and offline course content.

Facilitation of communication with and among students, including the

pedagogy of communicating content online without the contextual clues

students would get in person.

Guiding the learning experience of individual students and customizing

material wherever possible to strengthen the learning experience.

Assessment and grading, not unlike the expectations for teachers within the

traditional framework.

1.4.4 Communities

Online communities allow students to stay current in their field through other

student of the same institution, or the larger global field. Communities strongly

contribute to the flow of tacit knowledge. Effective learning communities can be most

effective. The e-learning environment provides an opportunity to connect with others,

share information, exchange ideas to enhance and drive learning. Online learning

community is a strategic and resourceful approach to share and manage knowledge,

education and technology. Online are convenience cost, and diversity in learning style

36
1.4.5 Knowledge Management

Knowledge management focuses on knowledge acquisition, storage, retrieval

and maintenance. Knowledge management (KM) is the significant challenge for

businesses in a knowledge economy. KM involves the process of identifying,

indexing, and making available (in various formats) knowledge generated within the

daily activities of institutions. It presents eight categories of knowledge management

as Learning and development. Those are information management, client feedback,

knowledge capture, knowledge generation, virtual teams, communities of practice and

content management systems. Knowledge is an understanding of information acquired

by study, investigation, observation, or experience. Knowledge management is a

discipline originating from studies. Knowledge management takes an institution

perspective on learning. The main problem is that it tries to address the lack of sharing

knowledge among student of the college.

1.4.6 Network Learning

Communities are typically form a particular goal, concept or theme. Learning

in (social) networks is the loosest form of collective learning. Student can share a

common interest, exchange ideas and help each other in a network. Students call on

each other when they have a problem to solve something (Dekker & Kingma, 1999).

The students in a network participate voluntarily and have a great deal of personal

freedom. It is the cornerstone of personal knowledge management. Although

individuals within the network frequently meet face-to-face and the whole network

rarely meets together (McDermott, 1999). Networks facilitate is individual

collaboration and determine the content and form of knowledge sharing (Walton,

1999).

37
1.4.7 Work-based learning (EPSS)

Electronic Performance Support Systems (EPSS) and work-flow learning

attempt to inject learning content into the actual point of need. Electronic

Performance Support Systems (EPSS) is a method for online learning and

performance support applied in institution for the past years.

The results indicate that EPSS effectiveness is highly dependent on learning

environments and student experience. As an alternative to courses, this style of

content presentation requires heavy emphasis on context and the employee control in

initiating the learning needed. The current research aims to assess EPSS effectiveness

for both learning and performance. It is supported by considering a number of

institutions factors including, the education and learning environment.

1.5 Current Trends in E-Learning Technologies for learning

Technology is required to produce and deliver e-learning. Many institutions are

now transforming their learning and development programs to the e-Learning domain.

E-learning technology is becoming a necessity in institutions classrooms. Technology

gives to lecturers about the diversity of their lectures, displaying more information,

and enhancing student learning. In addition the use of different technologies in the

classroom can help lecturers to save time and allow for more attention to content of

course. Education institutions are turning to deliver content and manage their online

activities to students. The learning platform is a set of interactive e-learning services

that provide students with access to information, technology, tools and resources to

support educational delivery and management. They provide access and services to a

wide user base through the Internet. Today e-learning allows us to share and manage

knowledge and skills of the professionals .As per MNC Horizon report, top e-learning

technology trends in learning are summarized details which are given below.

38
 Virtual Classrooms

Flip Classrooms

Interactive e-lessons

Instructor Led

Self paced Learning

Mobile Learning

Cloud Learning

Electronic Simulations

Online Discussions

1.5.1 Virtual Classrooms

A virtual classroom is an online classroom that allows participants to

communicate with one another, view presentations or videos, interact with other

participants, and engage with resources in work groups. Students can interact with the

trainers and they can solve their queries instantly online. Not only this, students can

also interact with each other with the help of a chat tool feature. This is just like

ordinary chatting tools used by web users all around the world. E-learning is being

designed every day at the heart of the virtual class rooms.

1.5.2 Flip Classrooms

Flip class room is one of the latest educational delivery mechanisms. Which

uses combination of online and offline learning to offer high quality learning

experience. Flipped class room approach is different from the exiting knowledge

sharing session and expert forum concept. The salient features of flipped class room

approach are explained below.

Flip class room = Self guided learning Expert Guidance + Practice

39
1.5.3 Interactive e-lessons

E-lessons are one method instructors have adopted in an effort to create a blended

learning approach. E-lessons appear to consist of a book’s content simply transferred

to a computer screen. The students concluded that e-lessons are more suitable for less

technical courses .The instructor is adopting e-lessons should support students in the

new learning environment by allowing extra time due to technical difficulties.

Kelting’s (2011) research recommended interactive e-lessons that included.

Videos, case studies and unit engagers to connect lesson content with

residential construction concepts.

Content broken into manageable segments to keep the learner engaged.

Assessments to determine whether students met lesson objectives.

Flashcards to provide students with the opportunity to review key terms and

calculations.

The normally generated content and developed interactive e-lesson features

for the following topics: foundations, framing, structural hardware, mechanical and

electrical features, plumbing, drainage planes, exterior cladding, energy efficiency

and insulation, drywall, interior finishes, storm-water pollution prevention plan,

jobsite safety, scheduling, estimating, and contracts.

1.5.4 Instructor Led

Instructor-led is any kind of training that occurs in a training room, typically in

classroom or conference room. Few educational institutions are considered more

valuable than meeting and interfacing directly with an instructor staff support for

various programs and other students. Instructor-led training allows instructing a larger

group at once. This means that you can use a variety of techniques such as role-

playing, exercises and games to enhance the learning experience.

40
1.5.5 Self paced Learning

The learner isn’t required to be online at the same time as the instructor.

Teach-yourself method of learning that is initiated and directed by the learner.

Learners are able to go at their own pace and even participate in courses when they

are on-the-go. There is no scheduling involved.

1.5.6 Mobile Learning

Mobile learning is the ability to provide educational content on personal

pocket devices such as PDAs, smart phones and mobile phones. Mobile learning use

handheld computers in infancy and terms of both technologies and pedagogies.

Educational content refers to digital learning assets which includes any form of

content or media made available on a personal device.

1.5.7 Cloud Learning

E-learning is available in the cloud means that resources are stored in a virtual

environment. It is accessed from various forms of web-enabled devices. Cloud

learning allows for context-based communication and collaboration. The student is

able to take this information for personalize and customize their learning experience

to meet their own personal needs. The student is able to increase connections,

interactions and sharing in Cloud learning environment which allows effective

learning.

1.5.8 Electronic Simulations

Simulation that emulates a real-world machine will have certain common

scenarios coded for the learning level of the student. An electronic simulation

involves the conveying of an online experience.

41
1.5.9 Online Discussions

Discussions are one of the most commonly used tools in online teaching.

Discussion board activities can serve a variety of purposes and can be used to meet a

wide range of instructional objectives. The effective use of the Discussion board goes

simply asking students to respond for textbook readings.

Figure 1.5 E-learning Trends in Technology (Source: By Soni Amit K (2015))

1.6 Components of e-learning programme to implement institutions

There are five e-Learning components that are essential for all successful e-

learning courses. Each component plays an important role in designing E-learning

systems to implement in institutions.

1.6.1 Audience

From concept of implementation, the student is a critical factor in the process

of developing e-learning courses. The whole thing that should be done with the

student in mind. This analysis will help to find out the basic structure of the other four

e learning components. We should forever consider the following about the student to

develop an online course

Expectations

Learning abilities (prerequisites)

42
 Available hardware/software

Learning Environment

Job Responsibilities

Preferences

1.6.2 Course Structure

Course structure refers to how a course is intended for e learning. The structure of

a course plays a critical role in how the student learns the content. How the course

should be structured for e learning. Consider the following items when structuring the

course

Group content into logical modules

Size of modules

Incorporate interactive concepts

Use pictures/graphics to help explain ideas, concepts, or statements

1.6.3 Page Design

The page design of an online course is critical to the learning process. How the

page is intended can have a huge impact on the learning experience of our student.

Consider some of the following tips when formatting the course.

Navigation must be intuitive.

Appearance must not hinder the learning process

Balance between text and graphics is critical

White space is good

Consistency is golden (includes fonts, layouts, and pop-ups).

Ease of scanning information is imperative

43
1.6.4 Content engagement

Content engagement refers to how the student interacts with content of the course.

Because studies have shown that the learning experience. It is greatly enhanced when

exercises or activities are incorporated into the learning process. Consider the

following when attempting to engage the student in an e learning environment.

Use hyperlinks for additional concepts, explanations, or definitions

Incorporate interactive graphics such as animations or simulations.

Provide additional options/choices for the student

Incorporate quizzes, tests, skill assessments

Create fun activities such as games or other educational methods of interactive

learning

Keep activities focused on the course objective

1.6.5 Usability

Many creative ideas are refused .Because they do not work. Similarly e learning

course can be ill-received, if it does not function properly. Usability refers to the

testing of e learning content and applications. Once we built the online course, we

should forever test it in the same environment. That the student will complete the

course. Consider the following when we conduct the usability analysis.

Ensure that graphics are visible

Verify that course objectives and expectations are met

Ensure that activities function as intended

Inspect content to ensure that grammar and spelling are correct

44
Figure 1.6 Components of E-learning Systems

Adopted from S.S. Gautam & Manish Kumar Tiwari (2016)

1.7 Institutional e-learning practices

E-learning practice plays an important role in teaching as well as in higher

education institutions. For example Singh et al. (2005) argue that the e-learning

practice development over the last two decades. It is not only have the potential to

change the way institution accesses and maintains the knowledge. But It is also to

restructure the traditional models of delivery of education. Today’s Western youth are

growing up with technology practice and the Internet (e.g. mobile phones, chatrooms,

games and simulations). They have almost all day access to Internet (either at home or

at school) and integrating these technologies into their daily lives. These (rapidly

changing) technologies are influencing the e-learning practice for opening access to

knowledge, both within higher education institutions. E-learning practices have

become common place entities in all aspects of student’s life. The use of e-learning

has fundamentally changed the practices and procedures. It is nearly all forms of

endeavor within class room teaching in institution. The e-learning uses practice in

education lends itself to more student-centered learning settings in institutions.

45
Educational institutions have taken a number of different approaches to embedding e-

learning into academic practice. There is no single clearly successful approach to take

that ensures that e-learning practices. It will become embedded. The right model is the

one that works for each specific institution. Features of good e-learning practices are

cited in a number of the audit reports. It is identified the strengths in areas including

strategic approaches to the development and implementation of e-learning. It is the

use of virtual learning environments to support flexible and blended learning .It is the

provision and quality control of e-learning materials. Overall the reports indicate that

institutions are meeting the challenges involved in implementing strategies and

policies, resourcing, coordinating projects, initiatives, identifying and disseminating

e-learning practice. In providing staff development opportunities, several institutions

have recognized their responsibility to offer training in the pedagogical as well as the

technical aspects of e-learning. E-learning practices can develop in isolation from

other teaching practices. Wills & Alexander (2000) highlights the five factors that

must be closely integrated if the practice is to be successful in strategy, structure,

management processes, roles and skills. Institutions and management structures may

need to be change in traditional divides to achieve this integration. Faculties aim to

bind the concerns of pedagogy, economy, technology and administration within

structures that do directly support this as a result. Use of e-learning practice in

educational institutions can be divided into two groups according to the degree of

adoption. Classical uses (>50%) (online materials, online discussions, video recording

of lectures and social networks) are widespread. Innovative uses (<50%) (online

simulations and laboratories, mobile learning, serious games and learning analytics)

which are much less frequent in educational institutions. E-learning practices are

46
widely used by institutions of management as the most effective way of delivering

education.

1.7.1 Institutional Infrastructure for supporting e-learning practice

E-learning practice based technology expenditure has increased significantly

by educational institutions in recent years. Inspite of increased spending, e-learning

infrastructure in institutions varies greatly. Some institutions have an infrastructure .It

is comparable with some of the best found in the commercial world. Some institutions

are only just embarking on providing first class services that enhances learning and

teaching. Students and faculty need high quality e-learning resources to support them

in their learning and teaching. Similarly, administrators and institution managers are

able to use e-learning resources that allow them to undertake their work efficiently

and effectively. Institutions should be able to concentrate on their priorities for

meeting the expectations of the student rather than attempting to priorities on

particular perceived e-learning requirements. It supports teaching and learning

processes and to improve overall education institution by a variety of e-learning

practice. It is assisted instructional approaches have been implemented over the years,

ranging from the use of computers, Internet and other technologies. E-learning

practice involves expanding very rapidly, both in teaching and in higher education

institutions. However, the main question is whether the use of these e-learning

practices will lead to a sweeping reinvention of how students and faculty teach, learn

or whether it is merely a technical substitute (Peterson and Dill, 1997: 13). Bates

(2000: 2001) describes that appropriate technology infrastructure is an essential

requirement for e-learning practice-based teaching. The term infrastructure is in

common use begin from this common understanding. The challenge for institutions is

to build infrastructure for this new environment. The traditional approach to meeting

47
e-learning infrastructure demand is to build it within the institution. Developing e-

learning practice for student communities internal and external to the institution

requires a mixture of local and cloud infrastructure and internal and external services.

For example, institutional-based communication and collaboration technologies such

as video conferencing are used in combination with consumer-based solutions, such

as Skype, to facilitate students. However, institutions infrastructure has changed in

recent times to leverage the cost savings and efficiencies of using cloud infrastructure,

whether as Infrastructure as a Service (IaaS), Software as a Service (SaaS) or Platform

as a Service (PaaS). Institutions need to focus the future of institutional e-learning

practice infrastructure:

Using e-learning based practice to offer a wide range of choice and access.

Using e-learning practice to support flexible working.

Using e-learning practice to manage data and improve efficiency.

Using e-learning practice to secure data and protect the student or user.

Becta’s infrastructure specifications, frameworks and tools offer a coherent and

comprehensive approach to institutional infrastructure requirements for e-learning

practice. Institution is demonstrated following specifications to support e-learning

practice.

1.7.1.1 Functional Specification: Institutional Infrastructure

It sets out the functional requirements for institutions to achieve within the few

years.

1.7.1.2 Technical Specification: Institutional Infrastructure

Supports the Functional Specification is done by setting out the technical

specifications. It requires for an institutions infrastructure to support e-learning

48
practice in four key areas: institutional networks, institutional services and

applications, institutional ICT security, and ICT hardware requirements.

1.7.1.3 Institutional Infrastructure matrix tool

This is a tool that an institution can use for self-evaluation processes against

the requirements set out in the Functional Specification of e-learning.

1.7.1.4 Functional Specification Procurement Guidance

Supports the Functional Specification by giving institutions supplementary

advice on questions to ask before implementation of a requirement takes place.

1.7.1.5 Framework for e-learning practice based Technical Support

A best-practice Framework for Technical Support (FITS) is available to

support the delivery of e-learning in institution.

1.7.2 Why is e-learning practice vital to effective use in institution

E-learning practice enables multi-modal teaching, changing curriculum and

producing rich forms of research and collaboration. It is interesting to note that

despite the growing array of practice-enabled teaching tools available. It nearly of

students that the greatest potential benefit are in technology practice. It is something

far more straightforward -namely, the expanded access to educational and reference

resources that it provides. To positively affect faculty action in the classroom, faculty

must be convinced that these new e-learning practice will actually lead to increased

student learning. Faculty has created a personal goal of using e-learning practice with

new technical skills. But learning is something entirely different with e-learning.

(NSDC, 2006). Joellen Killion, Director of Special Projects for the NSDC, states that

the ultimate goal of any educational professional development is to improve the

student’s achievement. It can be accomplished in three ways: (1) increasing teacher

content Knowledge using e-learning practice (2) changing faculty attitudes about their

49
content areas, and (3) expanding the faculty repertoire of instructional practices

(Killion & NSDC, 2002). It is clearly that, Educational development would overlay

the goal that involves in increasing the meaningful use of e-learning practice with

both content and pedagogy. These sections of this concept outlined from research and

experience the potential of e-learning practice to enhance educational policies,

objectives, and practices. The effectiveness of e-learning the realization of their

potential depends to a large extent on the context and quality of application.

Moreover, since e-learning are only tools for education. It is difficult to isolate the

factors that may be contributing to a positive result. It comprises educational

philosophy, quality of teaching, and student’s characteristics. If the primary purpose

of e-learning practice vital to effective use in institution. It is to improve the learning

outcomes of students. The first goal of any professional development model should be

to change teaching (Guskey, 2002). Initial tangible differences in the ways faculty

conduct their classes as a result of a workshop. It might entail in using a computer

with a projector to demonstrate a science simulation. It might include guiding students

to do research independently.

1.7.3 Challenges in Faculty Use and Attitude of E-Learning practice

The interest for e-learning practice (especially computers) included predictions

about making faculty jobs easier. Experience has shown these early predictions to be

immature. Faculty is nearly unanimous in the early stages of e-learning

implementation at least their job becomes harder. The technical demands posed by e-

learning practices are just the tip of the iceberg. Faculty must be able to select, adapt

or design e-learning .It enhanced materials that meet the needs of their particular

students. E-learning enhanced curriculum. It often place new demands on faculty

50
subject matter knowledge to take on new roles. It comprises curriculum designer,

team builder, and coach.

Faculty’s attitudes towards e-learning practice have been identified by key

factors associated with technology use in the classroom (e.g., Inan & Lowther, 2010;

Sandholtz et al., 1997; Zhao & Frank, 2003). Faculty need to hold a positive attitude

towards e-learning practice in order to use it effectively in their teaching. Attitude is a

pre-disposition to respond favorably or unfavorably to an object, person, or event .To

successfully initiate and implement e-learning practice in college depends strongly on

faculty support and attitudes. Moreover, their pedagogical beliefs and existing

teaching practices will shape how they incorporate technology in the classroom (e.g.,

Honey & Moeller, 1990; Sandholtz et al., 1997). In order to use e-learning practice

effectively for educational purposes. Faculty must not only be familiar with how to

operate equipment, but also understand how these tools are effectively used in the

subjects they teach.

While, many faculties use e-learning practices in educational institutions and

know how to operate it, they often lack some of the other knowledge and skills

required to support teaching and learning. Faculty need ongoing professional

development to keep up how professionals are using e-learning in the subjects they

teach and to better understand the essential role that e-learning plays in supporting the

work and generating knowledge in those subjects. Some researchers find that faculty’s

who placed a more positive value on computers tend to use computers more

frequently in their institution. It believes about the value of e-learning practice greatly

enhanced faculty’s perceptions about the effectiveness of e-learning for teaching and

learning. Research has shown that faculty’s attitudes towards e-learning practice

influence their acceptance of the usefulness of technology. It integrates into teaching.

51
Faculty’s e-learning experience relates positively to their computer attitudes. The

more experience faculty’s have with computers, the more likely that they will show

positive attitudes towards computers. Positive computer attitudes are expected to

foster computer integration in the classroom. According to successful transformation

in educational practice, faculty needs to develop positive attitudes toward the

innovation. With exponential growth in e-learning practices in higher education, there

is increasing interest in faculty members for use and perceptions of e-learning. While

the innovators and early adopters of e-learning have embraced it enthusiastically, the

majority of faculty members seem still disengaged and uninterested in e-learning (see

Newton, 2003). Many reasons that, including their concerns about poor access to the

network, point to the heart of faculty member’s dispositions to change, innovation

adoption, and general unwillingness to move out of their comfort zones, and develop

new skills and competencies in order to be able to cope with new phenomena. It is

suggested that engagement in innovative educational practices has tended to render

faculty members vulnerability.

1.7.4 E-learning practices for students

E-learning is everywhere, entwined in almost every part of student’s life. E-

learning practice is also involved in driving the way teachers teach and students learn.

With their great and increasing presence in our lives it only makes sense to have e-

learning practice in the classroom. Yet, there are some institutions that are delaying

this imminent future of using practice in the classroom as the valuable learning tool it

is. Here is a list of reasons for using e-learning practices in the classroom to students.

If we used e-learning practice correctly, will help prepare students for their

future careers, which will inevitably include the use of many technology.

52
Integrating practice into the classroom is definitely a great way to reach

diversity in learning styles.

It gives students the chance to interact with their classmates more by

encouraging collaboration.

E-learning practice helps the teachers prepare students for the real world

environment. As our nation becomes increasingly more technology-dependent,

it becomes even more necessary that to be successful citizens, students must

learn to be tech-savvy.

With practices, the classroom is a happier place. Students are excited about

being able to use technology and therefore are more apt to learn.

When e-learning practice is readily available in the classroom, students are

able to access the most up-to-date information quicker and easier than ever

before.

The traditional passive learning mold is broken. With e-learning practice in the

classroom the teacher becomes the encourager, adviser, and coach.

Students become more responsible. E-learning helps students take more

control over their own learning. They learn how to make their own decisions

and actually think for themselves.

E-learning practice also develop some writing skills: spelling, grammar,

punctuation, editing and re-drafting (Lewin et al, 2000). Still new practices

encourage independent and active learning, and students’ responsibility for

their own learning (Passey, 1999) e-learning proves that students who used

educational technology felt more successful in institution they are more

motivated to learn more and have increased self- confidence and self-esteem.

It is also confirmed that many students found learning in a technology

53
 practice-enhanced setting more stimulating and much better than in a

traditional classroom environment.

The classroom is becoming more and more untethered. With the explosion of

e-learning practice like PPT, laptops, and tablets are taking a more central role

in the classroom. E-learning that once received blame for the decline of

education are now fostering real, measurable learning. With the e-learning

practices now available to learn at any time and from any place, even those not

enrolled in a course of study can find some time to get the benefits of a little

education.

1.7.5 Information searching behavior of student

Information searching includes initiating a search, constructing search

strategies, locating and evaluating the identified sources. Information-searching

behaviors is focusing on understanding how the Internet, social media, and other

technological and communication-based changes. It includes mobile technologies,

have changed the way of the students search information in order to understand

the information behaviors of the students of tomorrow. Kakai, et al., (2004) have

defined information-searching behavior as an individual's way and manner of

gathering and sourcing for information . E-learning has increasingly influenced

the information seeking behavior of students in higher education over the past few

decades. The mass availability of information on the web has seen significant

changes in the electronic information. It needs information retrieval and

communication patterns (information seeking behavior) of university students.

The majority of the student needs the information for academic purposes (such as

papers, assignments or examinations), frequently using information sources like

books, journal articles, online sources etc. For many students the internet was a

54
 very important source in finding academic materials. Most of the students

received advice in finding relevant information sources from their lecturers, peers,

and librarians. Information-searching behavior includes those activities that a

student may engage in when identifying their own needs for information. It

searches for such information and using or transferring that information. The

purpose of this process was to identifying information about search behaviors of

college student travelers by applying the concept of specialization. A variety of

inter-related factors were found to influence information behavior, level and

subject of study being most significant. Ease and speed of access and familiarity

of sources were predominant factors. The easy to use behavior would promotes

more information seeking while constantly attracting more new students, and

achieves this immeasurably faster than traditional repositories. Barakutty and

Salih (1999) cited by Owolabi (2007) at Calicut University, India, shows that the

students used the Internet as the major source of information for their academic

development. 12 percent of the students required information for their personal

development. 11.25 percent claimed information for health matter. 64.1 percent

sought of information to academic development. 9.3 percent accessed information

to secure employment.

1.8 E-learning Motivation

Motivation is essential in all educational environments, and especially for

attendants in physically isolated online surroundings. Motivation is probably the most

important factor that students can target in order to improve learning. E-learning

motivation is one of the most frequently studied variables. The concept of e-learning

motivation has been defined as the organized pattern of pursuing goals, beliefs, and

emotions (Ford, 1992). Wlodkowski (1985) that are defined the e-learning motivation

55
as a force to arouse. It gives direction to continue and choose a particular online

learning behavior. In examining the relationship of e-learning motivation is

classroom-based instruction and other types of instruction such as computer-based

and online instruction. Sankaran and Bui (2001) found that less motivated student

does not performed well on knowledge tests as motivated students. Keller (1991)

delineated the motivational elements of instructions as encompassing four necessary

components: engaging and maintaining student interests, relating course content to

student interests, enhancing student confidence in understanding course content and

satisfying student’s curiosity related to information. Those are encouraging student’s

active involvement in learning. The motivation of those students should not be

automatically assumed. For this reason, just as lecturers prepare their lessons,

they also have to plan their motivation strategies. The implementation of techniques

that encourage motivation will ultimately affects the student’s level of engagement.

Their is willingness to persist at a task. John Keller’s ARCS model, for example, uses

such activities to improve student motivation. This model is based on four concepts,

attention (A), relevance (R), confidence (C), and satisfaction (S). These four

categories represent the sets of conditions that are necessary for a person to be

fully motivated. ARCS model in mind may help to create techniques to engage and

stimulate students. The model may be easily implemented in an online environment

through the development of online activities. Creating motivating and effective

e-learning requires intentionality and attention to the students. Now following ways

are here

1. Provide Choice

2. Build Competency

3. Lead to Success

56
 4. Feed Creativity and Critical Thinking

5. Novel Content

Provide Choice

Effective e-learning provides the students to motivate with various choices. It

makes along the way catering for the student’s skills, background knowledge, culture,

and abilities. By giving students a choice, whether it is a big or small one, give them a

sense of control. E-learning courses can provide choice through how students

demonstrate proficiency, how they apply skills, how they organize their learning or

how they share their experiences with other students.

Build Competency

Motivational e-learning helps build competency by challenging existing

beliefs and actions, and testing out new ideas in old situations. Effective elearning

courses can build competency by engaging students in case studies with different

variables. It is through engaging and compelling stories that show the content in the

context of real-world scenarios.

Lead to Success

Effective e-learning courses lead students to authentic, successful moments

through clear goals, hands-on activities and flexible assessments.

Feed Creativity and Critical Thinking

Rote, boring tasks that require little thought do not serve to motivate students.

To motivate learners, provide opportunities for students to engage in a deeper level of

thinking.

Novel Content

The new and unfamiliar can motivate students as well as they encounter

something different than the same old slides and graphs. Novel is not the same as

57
shocking. Instead, look for unconventional stories or current events where content

could apply or engage students through games and simulations. That requires learners

to apply the information in unfamiliar contexts.

1.8.1 Factors motivating use of e-learning

The e-learning now had motivated the way education being approached

globally. Many educational psychologists also accept that an e-learning motivation. It

is positively influences student behavior and enhances his persistence in learning

activities (Woolfolk, 2007; Stipek, 1998). E-learning has many motivating factors that

attract students to pursue an advance degree through online instead of a traditional

classroom. Motivation is the best variable that improves student’s e- learning. Thus

the students who are in the e- learning environment need external motivation in order

to stimulate their learning. It is supported their participation in e-learning

environment.

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

dependability, and flexibility. E-learning processes, inventions and methods are being

used for motivation factor to students. It suggests such as adaptive delivery of

educational content, individualizing learning materials, dynamic feedback, cognitive

diagnosis, score reporting and course placement (Scalise et al., 2007). The specific

learning objectives and applications that e-learning technologies are expected to

support some motivation factor includes the following,

Instruction (lecture, demonstration, webinars, literature, e-books).

Collaboration (virtual chat room, discussion board, study group, mentored

exercise, instant message).

Practice (interactive tutorials, online labs, simulation, role playing schemes).

58
 Assessment (performance testing, proficiency evaluation, feedback

mechanism).

E-learning also can be more exciting, fun, and entertaining than self-directed

learning (McCormac & Jones, 1998; Rosenberg, 2001; Collis & Meeuwsen, 1999). A

number of recent e-learning studies offer guidelines for instructional design, teaching

strategy and multimedia selection. De Lange et al. (2003) argues that student’s

motivation factor is a product of the interest generated by the instructional medium. It

is used the delivery of the subject matter. Frey et al. (2003) assert that multimedia,

graphics, ppt combination used to present learning materials. It is just as important as

the motivation factor of learning adopted by students. This supports the principles for

motivating e learning materials. Because e-materials are current engaging and they

arouse the student’s curiosity and excitement. List internal and external motivational

factors that are of relevance for students motivation to this study based on Burdens

(1997) framework.

Internal factors

Arousal of curiosity

Personal relevance, interests

Feelings of competence

self-efficacy

confidence

anxiety, fear

attitudes towards the target la

External factors

Attitudes from parents

Attitudes from peers

59
 Mediated learning experiences

Comfort

These internal and external factors can make a difference in the student’s

motivation towards the topic that is to be learnt. All of these attributes can be

connected to the motivational aspects including e-learning in the classroom. The

forms of motivation factors arose the result of e-learning were concerned with a

commitment to learn. It is more than with a mere completion of tasks or to gain a

competitive edge.

1.8.2 Attitude of students towards e-learning

The modern Information and Communication are technological tools and

resources used to communicate, store and manage information. It can bring about

changes in attitude. It is instrumental for enhancing academic achievement. The

attitude of students towards e-learning is scheduling flexibility, reducing costs and

time saving. The students have the opportunity to learn regardless of location or time.

Hence, e-learning is a solution for employed students, allowing them to adapt their

learning schedule to their job hours. Experts have discovered that student attitude

indicates in a certain degree the possibility of adopting certain behavior. Students with

attitude show a greater probability of accepting e-learning systems. Fishbein model

proposes an analysis of attitudes through the student’s beliefs and evaluations. The

student’s beliefs refer to the probability of accepting that e-learning systems that has a

certain features as follows

1. E-learning approaches led to changes in learning providing.

a. Greater stimulation

b. More opportunities to understand

2. E-learning helped to reinforce what was taught/learned in the classroom

60
 3. E-learning provided scope for class members to share knowledge more

efficiently and effectively

Student’s current use of email and the internet to support their studies is

clearly high. Student’s attitudes toward e-learning based on the interest,

consequences, curriculum, and career scales.

The following present information has been done to attitude of students

towards e-learning in educational institution environment.

Student want to transfer assignments material through e-mail to friends,

faculty

Student download picture, diagram for summer training report & projects

Student feels comfortable to download learning content, material from

Internet

Student face many problems while using internet for self assess & study

Student use digital library for writing assignments.

Student prefer different educational blogs for interaction with subject expect

Digital or online learning is much more comfortable

Student wants to use Internet for accessing in any time to improving self

study

Student expect to read e-book to enable interest

Student prefer to learn many things from Internet through trial-error method

The most of the student attitude appreciated aspect of Web-enhanced

instruction. It was the enhancement of communication opportunities with the faculty.

It is followed by the availability of faculty presentations through the internet, getting

grades from the web, online submission of assignments, posing questions through the

internet, saving time, thorough understanding of the course materials, and enhancing

61
communication opportunities with classmates respectively. Most students’ attitude

preferred having a softcopy of the course syllabus rather than hardcopy from the

institutions. This student attitude enables faculty member’s trust in one another’s

ability, using advanced technologies in teaching, as well as in building up teamwork

spirit in the institutions. Flexibility also has been listed as a major attitude of students

in e-learning. Flexibility in a variety of forms was also an often-identified positive

feature of the on-line environment in institutions. It is summarized as follows.

Flexibility, accessibility, convenience

Multimedia capability.

Increased reliability.

Cross-platform capabilities.

Web browser software and Internet connections are widely available

Travel cost and time savings

Inexpensive worldwide distribution

It is believed that positive attitude of the students have positive effects on

student achievement to complement faculties existing philosophies.

1.8.3 Student Satisfaction in e-learning experience

When an institution applied e-learning environment, student satisfaction

should be considered in evaluating the effectiveness of e-learning. Student satisfaction

is an important indicator of the quality of learning experiences (Moore & Kearsley,

1996; Yukselturk & Yildirim, 2008). It is worthwhile to investigate student

satisfaction in e-learning settings. New technologies have altered the way that

students interact with faculty and classmates (Kaminski, Switzer, & Gloeckner, 2009).

Student satisfaction is related to several outcome variables such as persistence (Allen

& Seaman, 2008), retention, e-learning course quality and student success (Keller,

62
1983; Pike, 1993; Noel-Levitz, 2011). Education institutions are preparing students

for a rapidly changing e-learning environment driven world. Students’ initial

perceived satisfaction with technology-based learning will determine whether they

will use the system continually. E-learning identifies determining of student

satisfaction towards faculty, institution, individual student factors interaction,

communication factors, course factors, and learning environment. The development of

an e-learning environment allows students to participate in the educational process by

exploring and playing with the lesson material (Michailidou & Economides, 2003).

Particularly the subjects that involve discussion, brainstorming, and reflection are best

suited to the online format (Wells, 1992). Students’ interactions through course

discussions appear to be one of the most important features to satisfaction. Now

following diagrams shows model of student satisfaction in e-learning experience

Figure 1.7 Student Satisfaction in E-learning Experience

Source: Abdulhakim Elmoawe Dreheeb(2015)

1.8.3.1 Information quality

It is the output quality of an e-learning systems. It was measured in terms of

accuracy, ease of understanding, usefulness, completeness, relevance and whether it

was up to date (Liao et.al, 2006). E-learning with high information quality can help

the study to deliver customized, innovative learning material to their students. (Chiu

et al., 2005).

63
1.8.3.2 System quality

System quality is the processing quality of e-learning systems. It was

measured in terms of ease of use, functionality, availability, flexibility, reliability and

response time (Shih, 2004). System quality is driven by factors such as fast page

loading, clear presentation, and simple, intuitive navigation (Cameron, 1999).

1.8.3.3 Student ability

Students express their demands and preferences by interacting with e-learning

components. Their skills can be identified as system information. It is important to

increase student abilities to learn how to browse and to find relevant information on

the web (Liu and Arnett, 2000). If student computing ability is generally high,

satisfaction with an e-learning system can also be high. If student extraction and

acceptance of e-learning are easy then student participation can be actively achieved

in the progress .

1.8.3.4Educational services availability

Student's satisfaction can be influenced by support services in educational

institutions. Service quality is an intangible measurement criterion associated with e-

learning systems.

Educational institutions provide many services like

i. Registration service

ii. Email services

iii. Students' status system (grades, attendance record, financial status)

iv. Research databases (online library service, international library services)

v. E-learning gateway (Class material and lecture notes.)

vi. Social media links and communities

64