MGT590 ACTION RESEARCH - MODULE 1 ASSESSMENT

Develop a Research Design

Step 1: Think about your goals and approach.

Before you begin designing your research, you should have a clear idea of the research question
you want to investigate.

For instance, consider the research question, "How can teachers adapt their lessons for
effective remote learning?"

There are numerous approaches you could take to answering this question. Your research design
choices should be guided by your goals and priorities; begin by considering what you want to
achieve.
The first decision you must make is whether to use a qualitative or quantitative approach.
qualitative method approach Quantitative method approach
▪ Recognize subjective experiences, beliefs, ▪ Variables are measured and frequencies,
and ideas averages, and correlations are described.
▪ Learn everything there is to know about a ▪ Test hypotheses about variable
specific context or culture. relationships.
▪ Investigate unsolved problems and ▪ Evaluate the efficacy of a new treatment,
generate new ideas program, or product.

Qualitative research designs are more adaptable and inductive, allowing you to change your
approach based on what you discover during the research process.
Ex: qualitative research

A qualitative approach makes the most sense if you want to generate new ideas for online
teaching strategies. This type of research can be used to investigate exactly what teachers and
students struggle with in remote classes.

Quantitative research designs are more fixed and deductive in nature, with variables and
hypotheses clearly defined prior to data collection.
Ex: quantitative research.

A quantitative approach is best suited for testing the effectiveness of an online teaching method.
This type of research can be used to assess learning outcomes such as grades and test scores.

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A mixed methods design that incorporates aspects of both approaches is also an option. You can
gain a more complete picture of the problem you're studying and strengthen the credibility of your
conclusions by combining qualitative and quantitative insights.
Considerations for both practical and ethical research design
When designing your research, you must consider both scientific and practical aspects. If your
study involves humans or animals, you must also consider research ethics.

▪ How much time do you have to gather data and write up the findings?
▪ Will you be able to obtain the data you require (for example, by traveling to a specific
location or contacting specific people)?
▪ Do you have the necessary research skills (e.g., statistical analysis or interview
techniques)?
▪ Will you require ethical clearance?
Ensure that your choices are practically feasible at each stage of the research design process.

Step 2: Select a research design type

There are several types of research designs to choose from in both qualitative and quantitative
approaches. Each type serves as a foundation for the overall shape of your research.
Quantitative research design types
There are four types of quantitative designs. Experimental and quasi-experimental designs can test
cause-and-effect relationships, whereas descriptive and correlational designs can measure
variables and describe their relationships.
Designing Type Characteristics and purpose
experimental ▪ To put to the test causal relationships
▪ Manipulation of an independent variable and measurement of its
effect on a dependent variable
▪ Subjects are assigned to groups at random.
▪ Usually carried out in a controlled environment (e.g., a lab)
Quasi-experimental ▪ To put to the test causal relationships
▪ The same as an experimental design, but without the random
assignment
▪ Frequently involves comparing the outcomes of previously
established groups.
▪ Frequently carried out in a natural setting
Correlation ▪ Used to determine whether (and to what extent) variables are
related.
▪ Variables are measured without being influenced.
Descriptive ▪ Term used to describe characteristics, averages, trends, and so on.

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▪ Variables are measured without being influenced.

You can get a clear picture of characteristics, trends, and relationships as they exist in the real
world using descriptive and correlational designs. However, no conclusions can be drawn about
cause and effect (because correlation does not imply causation).

Ex: Correlational design

You could use a correlational design to see if the recent increase in online teaching correlates
with any changes in test scores.
However, this design cannot establish a causal relationship between the two variables. Many
other factors, such as increased stress and health issues among students and teachers, could have
influenced any change in test scores.

Experiments are the most powerful way to test cause-and-effect relationships without worrying
about other variables influencing the results. Their controlled conditions, on the other hand, may
not always reflect how things work in the real world. They are frequently more difficult and costly
to implement.

Ex: experimental design

In an experimental design, you could collect a sample of students and randomly assign half to
be taught online and the other half to be taught in person, while controlling all other relevant
variables.
By comparing their test scores, you can be more confident that any change in scores was caused
by the teaching method (rather than other variables).

Qualitative research design types

Qualitative designs are looser in their definition. This method focuses on gaining a rich, detailed
understanding of a specific context or phenomenon, and it allows you to be more creative and
flexible in designing your research.
The table below depicts some of the most common types of qualitative design. They frequently
use similar approaches to data collection but concentrate on different aspects when analyzing the
data.
Type of designing Characteristics and purpose
Case study ▪ a thorough examination of a specific subject (e.g., a place, event,
organization)
▪ A variety of sources and methods can be used to collect data.

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▪ The emphasis is on gaining a comprehensive understanding of the

case.
Ethnography ▪ Detailed examination of a specific community's or group's culture
▪ Data is gathered through extended immersion and close
observation.
▪ Describes and interprets beliefs, conventions, social dynamics, and
so on.
Grounded theory ▪ Aims to develop a theory inductively through the systematic
analysis of qualitative data.
Phenomenology ▪ Aims to comprehend a phenomenon or event by describing the
lived experiences of participants.

Step 3: Determine your population and sampling strategy.

Your research design should clearly define who or what your study will focus on, as well as how
you will select participants or subjects.
In research, a population is the entire group about which you want to draw conclusions, whereas a
sample is the smaller group of people from whom you will collect data.
Defining the population
A population can be anything you want to study, including plants, animals, organizations, texts,
countries, and so on. It usually refers to a group of people in the social sciences.
Will you, for example, target people from a specific demographic, region, or background? Are you
looking for people with a specific job or medical condition, or users of a specific product?
The more precisely your population is defined, the easier it will be to collect a representative
sample.

Ex: Population

It would be extremely difficult to obtain a sample that is representative of all secondary school
students in the UK if you were researching the effectiveness of online teaching.

You could focus on a smaller population, such as Year 7 students in low-income areas of
London, to make the research more manageable and to draw more precise conclusions.

Methods of sampling
Even with a narrowly defined population, collecting data from every individual is rare. Instead,
you'll gather information from a sample.

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There are two methods for selecting a sample: probability sampling and non-probability sampling.
The sampling method you use influences how confidently you can generalize your findings to the
entire population.
Probability sampling Non-probability Sampling
▪ Random methods are used to select the ▪ A non-random sample was chosen.
sample. ▪ This term is used in both qualitative and
▪ It is mostly used in quantitative research. quantitative research.
▪ enables you to draw strong statistical ▪ Easier to achieve, but with a higher risk of
conclusions about the population bias

Probability sampling is the most statistically valid option, but it is often difficult to achieve unless
you have a very small and easily accessible population.
Many studies use non-probability sampling for practical reasons, but it's important to be aware of
the limitations and carefully consider potential biases. Always make an effort to collect a sample
that is as representative of the population as possible.
In qualitative research, case selection
In some qualitative designs, sampling may be unnecessary.
In an ethnography or a case study, for example, the goal is to deeply understand a specific context
rather than to generalize to a population. Instead of sampling, you could simply aim to collect as
much information about the context as possible.
You must still carefully consider your choice of case or community in these types of designs. You
should be able to explain why this particular case is appropriate for answering your research
question.
For example, you could select a case study that reveals an unusual or overlooked aspect of your
research problem, or you could select several very similar or very different cases to compare.

Step 4: Determine how you will collect data.

Methods of data collection are ways of directly measuring variables and gathering information.
They provide you with first-hand knowledge and unique insights into your research problem.
You can use a single data collection method or a combination of methods in the same study.
Methods of survey
Surveys allow you to collect data about people's opinions, behaviors, experiences, and
characteristics by directly asking them. There are two types of surveys available: questionnaires
and interviews.

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Questionnaires
▪ More prevalent in quantitative research
▪ It is possible to distribute it online, by
phone, by mail, or in person.
▪ Typically, closed questions with limited
options are provided.
▪ Many people can provide consistent data.
Interviews
▪ More prevalent in qualitative research
▪ Conducted in person, by phone, or online
by the researcher
▪ Allow participants to respond in their own
words whenever possible.
▪ A smaller group can delve deeper into
ideas.

Methods of observation
Observations allow you to collect data in an unobtrusive manner by observing characteristics,
behaviors, or social interactions rather than relying on self-reporting.
Observations can be made in real time, taking notes as you go, or audiovisual recordings can be
made for later analysis. They can be either qualitative or quantitative in nature.
Quantitative observation Qualitative observation
▪ Methodically counting or measuring ▪ Taking careful notes and writing detailed
▪ Predetermined categories and criteria descriptions
▪ All pertinent observations can be
documented.

Other data collection methods

Depending on your field and topic, there are numerous other ways to collect data.
Filed Example of data collecting methods
Media and communication Obtaining data on cultural norms and narratives by collecting a
sample of texts (e.g., speeches, articles, or social media posts).
Psychology Using neuroimaging, eye-tracking, or computer-based tasks to
collect data on topics such as attention, emotional response, and
reaction time.
Education Using tests or assignments to gather knowledge and skills data

Physical science Using scientific instruments to gather information such as weight,

blood pressure, or chemical composition

If you're unsure about which methods will be most effective for your research design, read some
papers in your field to see what data collection methods they used.
Secondary Data
If you don't have the time or resources to collect data from the population of interest, you can use
secondary data collected by other researchers, such as datasets from government surveys or
previous studies on your topic.

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With this raw data, you can conduct your own analysis to answer new research questions that the
original study did not address.
Using secondary data can broaden the scope of your research because you may have access to
much larger and more diverse samples than you could gather yourself.
However, because you have no control over which variables are measured or how they are
measured, the conclusions you can draw may be limited.

Step 5: Make a plan for your data collection procedures.

In addition to deciding on your methods, you must plan how you will use these methods to collect
data that is consistent, accurate, and unbiased.
Planning systematic procedures is especially important in quantitative research, where variables
must be precisely defined and measurements must be reliable and valid.
Operationalization
Some variables, such as height or age, are easily quantifiable. However, you will frequently be
dealing with more abstract concepts such as satisfaction, anxiety, or competence. Turning these
hazy ideas into measurable indicators is what operationalization entails.
Which events or actions will you count if you use observations?

Ex: Observations

You could count the number of times students ask and answer questions in an online course to
gauge student engagement.
Which events or actions will you count if you use observations?

Which questions will you ask in surveys, and what range of responses will you provide?
Ex: Surveys

You could create a questionnaire with a 5-point rating scale to assess teachers' satisfaction with
online learning tools.

You can also use or modify existing materials designed to measure the concept you're interested
in, such as questionnaires or inventories whose reliability and validity have already been
established.
Validity and Reliability
Reliability means that your results can be reproduced consistently, whereas validity means that
you're measuring the concept you're interested in.

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Reliability Validity
▪ Does your metric consistently capture the ▪ Do your test materials cover all aspects of
same concept over time? the concept?
▪ Is it consistent in its output across ▪ Is it related to various measures of the same
contexts? concept?
▪ Do all questions assess the same concept?

Your measurement materials should be thoroughly researched and carefully designed for valid and
reliable results. Plan your procedures so that you perform the same steps in the same order for each
participant.
When creating a new questionnaire or other instrument to measure a specific concept, conducting
a pilot study allows you to test its validity and reliability ahead of time.
Procedures for sampling
In addition to selecting an appropriate sampling method, you must have a concrete plan for
contacting and recruiting your chosen sample.
This includes making decisions on things like:
▪ How many participants are required for a sufficient sample size?
▪ What criteria for inclusion and exclusion will you use to identify eligible participants?
▪ How will you reach out to your sample: by mail, online, phone, or in person?
If you use a probability sampling method, make sure that everyone who is chosen at random
actually participates in the study. How are you going to ensure a high response rate?
How will you avoid bias and ensure a representative sample if you use a non-probability method?
Data management
It is also critical to develop a data management strategy for organizing and storing your data.
Will you need to transcribe interviews or enter data for observations? Any sensitive data should
be anonymized and safeguarded, and backups should be performed on a regular basis.
Keeping your data organized will save you time when it comes to analyzing it. It can also help
other researchers validate and add to your findings.

Step 6: Choose your data analysis strategic methods.

Raw data cannot answer your research question on its own. The final step in designing your
research is to plan how you will analyze the data.

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Analyzing quantitative data

Statistical analysis will almost certainly be used in quantitative research. You can use statistics to
summarize your sample data, make estimates, and test hypotheses.
You can summarize your sample data using descriptive statistics in terms of:
▪ The data's distribution (e.g., the frequency of each score on a test)
▪ The data's central tendency (e.g., the mean to describe the average score)
▪ The data's variability (e.g., the standard deviation to describe how spread out the scores
are)
The precise calculations you can perform are determined by the level of measurement of your
variables.
You can use inferential statistics to:
▪ Based on your sample data, make population estimates.
▪ Hypotheses about a relationship between variables are tested.
Comparison tests (such as t tests and ANOVAs) look for differences in the outcomes of different
groups, whereas regression and correlation tests look for associations between two or more
variables.
The statistical test you use is determined by several aspects of your research design, including the
types of variables you're dealing with and the distribution of your data.
Analysis of qualitative data
In qualitative research, your data will typically be dense with information and ideas. Instead of
summarizing it in numbers, you'll need to go through the data in depth, interpret its meanings,
identify patterns, and extract the parts that are most relevant to your research question.
Thematic analysis and discourse analysis are two popular approaches.
Approach Characteristic
Thematic analysis ▪ focuses on the data's content
▪ It entails coding and organizing data to
identify key themes.
Discourse analysis ▪ focuses on contextualizing the data
▪ It entails analyzing various levels of
communication (language, structure, tone,
etc.)
Depending on the goals of your research, there are numerous other methods for analyzing
qualitative data. Try reading some qualitative research papers in your field to get a sense of
potential approaches.

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Literature Review
E-learning and Education
Nowadays, the education system is undergoing constant change, with universities required to keep
up with students' needs, desires, and requirements. Thus, information technologies and E-learning
systems are regarded as critical components in the operation of universities, with these institutions
increasingly investing in online systems and devices (Popovici, A.; Mironov, C., 2015). However,
in this day and age, one of the most difficult challenges for universities is to integrate innovative
E-learning systems that reinforce and support both teaching and learning (Fischer, H.; Heise, L.;
Heinz, M.; Moebius, K.; Koehler, T., October 2014).
The concept of E-learning has multiple definitions due to its complexities. Simply put, E-learning
is the use of information and computer technologies and systems to create and design learning
experiences (W, 2006). Elmarie Engelbrecht, on the other hand, defines E-learning as a concept
that uses electronic media such as the internet, CDs, mobile phones, or even television to provide
distance learning and teaching (Engelbrecht, 2005). In a nutshell, E-learning is the transfer of
knowledge and education through the use of various electronic devices (Koohang, A.; Harman,
K., 2005), and the concept is better understood when integrated into a context in which technology
is used to meet people's need to learn and evolve (Cohen, E.; Nycz, M, 2006).
Distance education dates back to 1840, when Isaac Pitman used mail and a shorthand technique to
teach and collaborate with students (Bezhovski, Z.; Poorani, S., 2016), and the term E-learning is
said to have first appeared in the educational field in the mid-1990s (Lee, B.-C.; Yoon, J.-O.; Lee,
I., 2009). Considering the previously mentioned factors, this type of online learning can be viewed
as a natural progression of the concept of distance learning (Sangrà, A.; Vlachopoulos, D.; Cabrera,
N., 2012). A more complex and inclusive definition states that E-learning is a type of teaching and
learning that incorporates electronic resources and mediums, with the goal of fostering
development and improving the quality of education and training (Sangrà, A.; Vlachopoulos, D.;
Cabrera, N.; Bravo, S., 2011). E-learning can also be defined as a formal teaching system or a
network in which information is distributed to a large number of people via electronic resources.
Computers and the internet are the primary components that ensure the operation of such systems
(Babu, D.G.S.; Sridevi, D.K., 2018).
E-learning has certain features that facilitate and nurture the learning-teaching process by
providing a wide range of possibilities for sharing information and uploading documents in various
formats. Because it is a web-based system, no additional tools must be installed, and once
uploaded, the content is accessible to users at any time (Raheem, B.R.; Khan, M.A., 2020). In this
regard, the wide range of technological tools available today enabled the development of numerous
types of E-learning. Individual courses that people take on their own without having classmates,
virtual classes that are constructed similarly to a traditional, face to face course, learning games
where the process of understanding and assimilating information is done through simulated
activities, blended learning that combines traditional and online classes, mobile learning, or
knowledge management are some of these types identified by Horton.

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As a result, E-learning is a complex process that includes elements such as technological tools and
design, e-learning platforms, content, and users/participants (Cohen, E.; Nycz, M, 2006). E-
learning differs from traditional or other methods of learning in that it focuses not only on
instruction but also on learning that is tailored to individuals, according to (Oye, N.D.; Salleh, M.;
Iahad, N.A., 2012). In other words, while traditional education is more teacher-centered, the
development of E-learning has resulted in a shift toward a student-centered education (Gallie, K.;
Joubert, D., 2004).
Differences between traditional and online learning may be recognized in terms of primary sources
of information, assessment, or educational quality. While in traditional education, students are only
evaluated by teachers, who also serve as their primary source of information, and the quality of
education is determined by the teacher's knowledge and skills, in online learning, the evaluation
can be done using tools and systems, students can obtain information from various documents
uploaded on the platform, and the quality of education is influenced by the level of training that
teachers have in using technology (Nycz, M.; Cohen, E.B., 2007). Cheung and Cable identified
and described eight core principles of effective online teaching, including: encouraging contact
between students and faculty, collaborative learning, quick feedback, active learning, task time—
encouraging students to allocate more time for completing tasks, high expectations—the teacher
should communicate their expectations in order to encourage and motivate students, diversified
learning, and technology application ( Cheung, C.; Cable, J., 2017).
Given that the evolution and application of systems and technologies favored the development and
expansion of educational opportunities (Zare, M.; Sarikhani, R.; Salari, M.; Mansouri, V, 2016),
the use of E-learning in higher education, as well as students' perceptions of the usefulness of this
type of learning, became topics of interest for many researchers. The Technology Acceptance
Model (TAM) is useful in researching the use of E-learning because it has proven to be useful in
analyzing and comprehending how students intend to use E-learning (Almarabeh, 2014). Fred
Davis created the model because he believed that the degree to which people accept the integration
of technology was a critical factor in the success of information systems. The model provides
information and explains the relationships between system features, how people behave while
using it, and the attitude that people may have toward using the system—which is influenced by
perceived usefulness and ease of use (Venkatesh, V.; Morris, M.G.; Davis, G.B.; Davis, F.D. ,
2003).
A study (Vitoria, L.; Mislinawati, M.; Nurmasyitah, N., 2018), which focused on students'
perceptions of the implementation and integration of E-learning platforms while using the TAM
model as a theoretical foundation, found that all students thought the E-learning module they took
was useful and easy to use, stating that they understood information and easily navigated and
accessed documents. A similar study conducted at the University of Jordan (Almarabeh, 2014) and
based on the TAM model confirmed that perceived usefulness and ease of use have a direct
influence on students' attitudes toward E-learning. TAM was also used to investigate teachers'
perceptions of E-learning, with one study (Mahdizadeh, H.; Biemans, H.; Mulder, M., 2008)
finding that, along with previous experience, teachers' perceptions of E-learning influenced their
behavior and how they used it.

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In terms of the use of E-learning in higher education, the literature generally supports its
usefulness, effectiveness, and positive influence on student performance. According to a study on
the impact of E-learning on students and teachers (Burac, Fernandez, Cruz, & Cruz, 2019), the
majority of respondents, represented by teachers, believe that E-learning has the potential to
improve the educational process and that it improves collaboration and communication with
students, as well as that it provides flexibility and helps students better understand the lectures.
Dookhan discovered that students' attitudes toward E-learning are positive and improve when they
perceive that E-learning systems are easy to access (Odit-Dookhan, 2018).
Another study found that using E-learning as an additional method to traditional classes improved
students' learning experiences and increased their engagement with the lectures. According to a
study comparing traditional and online learning (Alsaaty, Carter, Abrahams, & Alshameri, 2016),
a high percentage of students who completed the survey stated that they assimilated more
information in face-to-face classes than online, but they positively perceived their overall online
experience, despite difficulties encountered while using E-learning platforms.
While most studies highlight positive attitudes toward E-learning, similar studies concluded that
students believe online courses do not have the same value as courses taught in the classroom, and
that students would prefer blended learning, a combination of online and face-to-face classes, over
only online learning.
E-Learning platform in e-learning
E-learning in education is accomplished through the use of various online platforms. Many terms
have been used to describe online learning over time, including computer-mediated learning, web-
based training, E-learning systems, and Learning Management Systems. Regardless of their
names, all of these systems use the Internet and have certain features that allow registration,
assessment of learners' and teachers' activities (Costa, Alvelos, & Teixeira, 2012), and also
facilitate the delivery of lectures and interaction between students, their colleagues, and teachers.
Among the most important functions of online learning platforms are forums, which allow
asynchronous student-teacher communication and collaboration, web conferences, which allow
video, audio, and written communication, and chat, which allows users to send messages and
receive real-time responses. A Learning Management System is defined as a piece of software that
operates and includes a variety of services designed to assist teachers in managing their lectures
and courses, and they were designed to monitor and evaluate students, assign grades, track course
attendance, and perform other administrative tasks as required by educational institutions. These
systems are classified into two types: open source-Moodle platforms and commercial or
proprietary platforms such as Blackboard.
Moodle is a web-based flexible learning environment that facilitates user collaboration (Benta,
Bologa, & Dzitac, 2014). It was created to provide students, teachers, and administrators with a
system that can assist them in creating an enhanced and customized learning environment.
Teachers can upload and provide students with information and resources that they would not have
had access to in face-to-face classes, and students can easily share information, state their
difficulties, and receive feedback through these platforms (Martín-Blas & Serrano-Fernández,

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2009). As a result, Moodle includes a variety of features such as forums, chats, and private
messaging, and higher education institutions can use it as an adjunct to traditional education or
solely for online learning.
As a result, Moodle platforms are simple to access and use, and they have been shown in studies
to have a positive impact on students' learning performance, with Martn-Blas and Serrano-
Fernández finding that students who used Moodle during the academic year had better results and
higher grades than students who were not asked to use it (Martín-Blas & Serrano-Fernández,
2009).

Effectiveness, benefits and downside of e-Learning

E-learning can improve the educational process due to its complex characteristics and diverse
features. To positively influence collaboration and performance, however, teachers and students
must understand how to effectively integrate it into the teaching and learning process. According
to Tham and Werner, the effectiveness of E-learning is determined by three elements: institution—
which refers to teachers knowing how to use the tools to enhance learning, how to interact with
students and create a comfortable learning environment, and how to creatively bring students
closer and capture their attention, students—who may feel isolated due to the absence of physical
colleagues, a case in which teachers should know how to establish a comfortable learning
environment, and students—who may feel isolated due to the absence of physical colleagues.
Comparative studies of face-to-face and online learning produced results that support its
effectiveness in the educational field. According to studies, when E-learning was used, students
were able to assimilate information as well as, if not better than, traditional students and that online
learning proved to be effective especially in the case of shy, easily intimidated, and slow learning
students who usually do not have the courage to speak up and learn. They can express themselves
in class (Stern, 2004).
Unlike face-to-face learning, E-learning has grown in popularity due to its flexibility in delivering
education and accessing content and resources. Thus, E-learning is very important in the E-
learning process because it has the ability to improve its quality by allowing learners to personalize
and adapt courses to their needs (Babu, D.G.S.; Sridevi, D.K., 2018). E-learning eliminates space
and time barriers, allowing users to access a wide range of information, facilitating collaboration,
allowing students to learn at their own pace, motivating them to interact with their peers, discuss
and exchange points of view and ideas. Other studies have found that online learning is faster,
saves time and money because it does not require travel, and the uploaded content is consistent
and easily updated. Furthermore, while researching students' and teachers' perceptions of E-
learning, Al-Dosari discovered that, among benefits such as accessibility, student focus, flexibility,
and collaboration, participants considered accessibility to be the most significant benefit of online
learning (Al-Dosari, 2011).
E-learning has many advantages, but there are some disadvantages as well. E-learning is dependent
on technology: the internet and computers, which students may not have access to, and

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interruptions or other system errors may occur during courses. Students' ability to organize how
they study and the amount of time spent on learning can sometimes result in decreased motivation,
and students may feel isolated due to a lack of physical interaction and the presence of colleagues.
The disadvantages of E-learning can also be seen in terms of physical health. Online learners and
teachers may develop vision or back problems as a result of spending so much time seated and in
front of a screen, and their outdoor activity may be reduced.

References

Cheung, C.; Cable, J. (2017). Eight Principles of Effective Online Teaching: A Decade-Long
Lessons Learned in Project Management Education. Proj. Manag. World J., 6, 1–16.
Al-Dosari, H. (2011). Faculty Members and Students Perceptions of E-Learning in the English
Department: A Projec Evaluation. journal of social science, 7, 391–407.
Almarabeh, T. (2014). Students’ Perceptions of E-learning at the University of Jordan. Int. J.
Emerg. Technol. Learn. IJET, 9, 31–35.
Alsaaty, F., Carter, E., Abrahams, D., & Alshameri, F. (2016). Traditional Versus Online Learning
in Institutions of Higher Education: Minority Business Students’ Perceptions. Business and
Management Research, 5, 31.
Babu, D.G.S.; Sridevi, D.K. (2018). Importance of E-learning in Higher Education. A study. Int.
J. Res. Cult. Soc., 2, 84–88.
Benta, D., Bologa, G., & Dzitac, I. (2014). E-learning Platforms in Higher Education. Case Study.
Procedia Computer Science, 31, 1170–1176.
Bezhovski, Z.; Poorani, S. (2016). The Evolution of E-Learning and New Trends. Infomation and
Knowlage Management, 6, 50–57.
Burac, M., Fernandez, J., Cruz, M., & Cruz, J. (2019). Assessing the impact of e-learning system
of higher education institution’s instructors and students. IOP Conference Series:
Materials Science and Engineering, 482, 1–8.
Cohen, E.; Nycz, M. (2006). Learning Objects and E-Learning: An Informing Science Perspective.
Interdisciplinary Journal of e-Skills and Lifelong Learning, 2, 23–34.
Costa, C., Alvelos, H., & Teixeira, L. (2012). The Use of Moodle e-learning Platform: A Study in
a Portuguese University. Procedia Technology, 5, 334–343.

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