ISSN (Print) : 0974-6846

Indian Journal of Science and Technology Vol 8(32), DOI: 10.17485/ijst/2015/v8i32/92103, November 2015 ISSN (Online) : 0974-5645

LearnCube: A Conceptual Framework for E-Learning

Implementation in Secondary School
Su-Kheng Haw1, Su-Cheng Haw2*, Chee-Onn Wong1 and Yan-Peng Lim1
1
Faculty of Creative Multimedia, Multimedia University, Selangor, Malaysia ; su_kheng@outlook.com,
cowong@mmu.edu.my, forest.lim@mmu.edu.my
2
Faculty of Computing and Informatics, Jalan Multimedia, Cyberjaya - 63100, Malaysia;
sucheng@mmu.edu.my

Abstract
Background/Objectives: E-Learning (EL) enable educators to make use of the internet facilities to deliver their teaching
online. Yet, this technology has not been fully explored especially in secondary school. Methods/Statistical Analysis: This
paper investigates the effectiveness of implementing EL in a secondary school. Firstly, a theoretical conceptual framework
for EL will be proposed. The conceptual framework is essential to ensure that the Critical Success Factors (CSFs) for EL is
clearly identified. Next, we modelled the CSF in cube for multi-dimensional analysis. Findings: The outcome of this paper
is (i) a conceptual framework for EL implementation which integrates the CSFs and the demographic variables of the
personnel involved in the teaching and learning process (for example, teachers and students), and (ii) inter-relationship
among the attributed factors. This certainly helps school to adopt EL CSF by overcoming obstacles, and henceforth, it will
reduce the failure risk. Application/Improvements: The CSFs are essential to ensure the effective implementation of EL in
any organization. From this paper, one can find the suggestion on area to be focused if EL is to be adopted.

Keywords: E-Learning, E-Learning Implementation, Critical Success Factors, Conceptual Framework, Learning Process,
Secondary School

1. Introduction EL simulates the collaboration learning experience by

E-Learning (EL) encompasses systems to enable informa-
tion gathering, access, distribution, and communication
in various forms especially the use of Information and
Communication Technologies (ICT) in teaching and
learning1. Over the past few years, EL has emerged as a
new tool to enable educators to make use of the internet
facilities to deliver their teaching online in higher learning
institution2-4. With EL, traditional learning environments
are transformed into more efficient and attractive learn-
ing experiences. In addition, it has overcome restrictions
of space, location and time constraints by leveraging equal
learning opportunities for anyone, anywhere, anytime, in
any desirable mode5.
having resource-rich educational content6, so that learn-
ers could manage their learning modes, while educators
have a more manageable space. In addition, EL provides
opportunities to learners to develop their interests based
on creativity, allows learners to determine the flow of the
content to suite their own learning styles, and improves
the quality of the learning experience7.
The main objective of implementing EL in a learning
institution is to enrich the teaching and learning process
to attain a better quality of education. Many universi-
ties and higher learning institutions have adopted EL in
their teaching mode. Since EL is able to provide learn-
ing environment unrestricted from spatial and temporal
constraints, its adoption has been increasing every year.

*Author for correspondence

 LearnCube: A Conceptual Framework for E-Learning Implementation in Secondary School
Yet, this technology has not been fully explored and
implemented especially in secondary school students.
On the other hand, the failure percentage for EL
implementation is still relatively high8-10, as the Critical
Success Factors (CSFs) has not been identified properly.
This is due to lack of a comprehensive EL framework. As
such, this paper aims to address the gap by proposing an
EL conceptual framework. In our implementation, we
take into account to identify the CSFs of implementing
EL in a secondary school.
The main contribution of this paper is to propose a
conceptual framework for the implementation of EL
which integrates the EL CSFs and the user demographic
of the personnel involved in the teaching and learning
process.
2. Related Work
The adoption of EL in educational sector has been grow-
ing rapidly since its inception in the 1990s. The need to
know about its tools, concepts, skills, and so forth, drive
this development forward. Indeed, with ICT, the two
types of rapidly developing technology has further drives
the implementation of EL. The first is the dimension of
the Personal Computers (PC) is getting more compact
and more affordable, yet more powerful. Also, with the
emergence of mobile computers such as iPads and smart
phones, many education applications (apps) could be
installed to learner. The second is with the emergence
of wireless and hotspot area everywhere to further allow
access to Internet whether nearby or afar. Thus, this has
indirectly make ICT essential in supports for the teaching
and learning process.
Among some of the benefits of using ICT are com-
puter with large storage capacity, rapid retrieval of
information, the use of multimedia elements, and inter-
activity for learners provides inspiration and feedback.
Some others immediate benefits include more enjoyable
and lively learning process without the location and time
restrictions, conveying the idea of continuity and lifelong
learning11,12. As such, there is a paradigm shift in the edu-
cational sector, from conventional classroom teachings to
student-centered and autonomous learning.
Nevertheless, although EL has been implemented
in many educational settings, many EL initiatives are
not sustained13,14. As such, by identifying the successful
implementation EL and examining the success factors is
2 Vol 8 (32) | November 2015 | www.indjst.org
one method of increasing the percentage of success, and
henceforth, minimising the percentage of failure in these
implementation.
15
proposed the first EL framework named as “Eight-
component framework for EL” in year 2001. This
framework identifies the eight dimensions contributing
to the success of EL environment as shown in Figure 1.
The institutional dimension includes dealing with affairs
related to administrative, academic, and even student ser-
vices. The pedagogical dimension is relates to the teaching
and learning process, while the technological dimension
deals with issues of technology in an organization. On
the other hand, the other dimensions are merely refer to
the EL systems (interface design), assessment and evalu-
ation (evaluation), managing and maintenance of systems
(management), the support for online version (resource
support) and finally, the social and cultural issues (ethical).
8
proposed an EL integrated model comprising of six
dimensions, and thirteen variables within the identified
dimensions (see Figure 2 for the overall framework). In
Learner dimension, they believed that learner attitude
towards computers influences the EL satisfaction. As
such, they have proposed few hypotheses such as “learner
attitude towards computers will positively influence per-
ceived e-Learner satisfaction with EL”, “learner computer
anxiety will negatively influence perceived e-Learner
satisfaction with EL”, and “learner Internet self-efficacy
will positively influence perceived e-Learner satisfaction
with EL”. On the other hand, in Instructor dimension, the
Figure 1. Eight-component framework15.
Indian Journal of Science and Technology
 Su-Kheng Haw, Su-Cheng Haw, Chee-Onn Wong and Yan-Peng Lim
Figure 2. Dimension and antecedents of perceived
e-Learner satisfaction.8
timely response from the instructors will influences learn-
ers’ satisfaction. It is believed that the instructor capability
of handling EL activities and responding quickly to stu-
dents’ needs will improve the learning process.
In the Course dimension, the flexibility is the main
concern. Flexibility covers factors such as time, location,
Figure 3. Five Dimensions of EL Conceptual Model19.
Vol 8 (32) | November 2015 | www.indjst.org
method, participation and satisfaction. In the technology
dimension however, the Internet quality, user-friendliness
of the software tools, the present of good infrastructure
and adequate equipments contributed to the success
of EL implementation. In the technology dimension,
the Technology Acceptance Model (TAM) proposed by
Davis16 is still commonly used to predict and assess user’s
tendency to accept technology17,18. In the Environmental
dimension, the proper feedback mechanisms through
learning environments and activities are important to
e-Learners.
In addition, they also conducted a survey to study the
factors affecting learners’ satisfaction in EL systems. From
their survey, the factors such as learner computer anxiety,
course quality, course flexibility, and EL ease of use are
among some of the critical factors contributing to the suc-
cess of EL implementation.
19
proposed an EL conceptual framework consists of
five factors as depicted in Figure 3. Satisfaction of student
is based on the student’s attitude towards ICT. Learner
with positive attitude will positively enhance his learn-
ing satisfaction. On the other hand, the instructor role
is very important, as student will seek advice from their
instructor and expecting timely response. In addition, the
flexibility, ease of use, and quality of the course attributed
Indian Journal of Science and Technology 3
 LearnCube: A Conceptual Framework for E-Learning Implementation in Secondary School
TEACHER
DESIGN
COURSE
STUDENT
TECHNOLOGY
SUPPORT
Figure 4. LearnCube: Conceptual framework for EL in
Secondary School.
to success of EL implementation. The design focuses on
the interface of the EL system. The ease of use and proper
Human Computer Interface (HCI) design is important. In
the technology perspective, the qualities of technological
attributes need to be excellent. Additionally, they empha-
sized on the interrelationship among these factors are
important to ensure the success of EL implementation. For
example, if the interaction between student and instructor
is good, student will enjoy the learning environment.
3. Proposed Conceptual
Framework
Constructing a theoritical framework is essential to ensure
that factors contributing to the success of EL implentation
will be clearly identified20. Having this in mind, we pro-
pose constructing a conceptual framework to identify the
CSFs on implementing EL in secondary school education.
Figure 4 depicts the LearnCube, our proposed con-
ceptual framework, which contains of 6 main dimensions
with 18 numbers of variables within the dimensions. The
dimensions are Student, Teacher, Technology, Course
Content, Design, and Support.
The beauty of modeling the conceptual framework
in cube is we can analysis the CSFs in multi-dimen-
sional. Hence, it is a focal point for EL. In addition, it
support decision making by allowing users to (i) slice
and dice a dimension for selection of a specific item
of interest (see Figure 5), and (ii) Ability to analysis
inter-relation between two or more dimensions. For
4 Vol 8 (32) | November 2015 | www.indjst.org
instance, to analysis the inter-relation between Student
and Teacher.
4. Discussion on the Proposed
Conceptual Framework
The following subsections explain each of the dimensions
identified.
4.1 Student Dimension
Students’ characteristics usually associated with the atti-
tudes and motivations towards E8,21,22. Some students have
computer skills and are eager for online experience in
order to reap the benefits of EL21.
Another important factor on the success of EL imple-
mentation is students’ attitudes. Students’ whom have
positive attitude towards a newly introduced technology,
tend to have richer experience, and, ultimately, influences
students’ satisfaction rates19 22.
The other attributes which contributed to the Student
dimension is the peer influences. Students, especially
those at their younger age are easily influences by their
friends. Also, with the booming technology of social net-
work such as facebook, twitter and so on, students are
likely to follows and trace their friend’s learning style.
4.2 Teacher Dimension
Teacher is one of the most important factor influenc-
ing the success EL as students believe that teacher must
approach EL in a friendly and energetic manner to cre-
ate a positive EL environment. Yet, some teachers are
­reluctant to embrace the challenge of using electronic
means to aids their teaching.
The other factor that contributed to the success of EL
implementation is the peer influence among the teacher.
Teacher of the similar interest groups may influence each
other to attend the related training to enhance their com-
puter skills.
The teacher’s teaching style also increased the students’
motivation towards EL, and thus, improves the students’
satisfaction. For example, teachers’ readiness to provide
feedback and answer questions in the EL system influ-
ences the student involvement in the learning experience.
Indian Journal of Science and Technology
 Su-Kheng Haw, Su-Cheng Haw, Chee-Onn Wong and Yan-Peng Lim

hands-on/practial example of the particular course content.

However, it is essential to choose the reliable course to view.
On the other hand, with the booming of Community
Questioning and Answering (CQA) sites and online
forum, any doubts on the course related issue can be
posted online. Anyone can provide answers to the
­relevant questions, should they feel they are expert in that
particular area.
In addition, technical support is essential in the use of
EL system. Without proper technical support, it may lead
to frustrations and not ease of use among the users.

4.6 Support Dimension

As teachers are the most significant resource to provide
every student with a quality education, management level
must ensure that the school is equipped with pleasing
environments, which teachers feel comfortable and yet
Figure 5. Slice and dice a particular dimension for analysis.
have the opportunity to grow and learn as professionals.
One example is management play the role to have good
4.3 Course Dimension identification of how EL aligned with the school’s vision
to ensure the success of EL implementation24,25.
In the Course dimension, the flexibility is the main con- On the other hand, government plays the important
cern. Flexibility covers factors such as time, location, role to encourage implementing EL in schools. For exam-
method, participation and satisfaction. Unlike traditional ple, government may provide some incentive to school
classrooms, EL eliminates the awkwardness associated to build laboratory resources for Wi-Fi signal or internet
with face-to-face communication. Students may post
questions through discussion group anonymously. In
addition, teachers may have better control in terms of Table 1. Dimension-attributes association
selecting appropriate material, present the material online Dimension Attribute
and choose for online assessment. Student Student motivation
Student attitude
Peer influence
4.4 Design Dimension
Teacher Teacher attitude
Design factor include the accuracy, smooth of flow, acces- Peer influence
sibility, navigation, authenticity, and the design and the Pedagogy
appropriateness of outputs23. Generally, the quality of content Course Material selection
somehow will influence the learning experience and students’ Material presentation
satisfaction with the EL systems. In another words, the quality Material assessment
of the content affect the perceived ease of use and perceived Design Perceive ease of use
usefulness which, ultimately, affect students’ performance. Perceive usefulness
Quality of content
Technology Quality of Internet access
4.5 Technology Dimension Youtube
Online forum
Technology is the core enabler of EL. Generally, the quality
of internet access plays an important role to determine the Support Management support
Government support
success of an EL system19. With the free video available for Resources
viewing and downloading from YouTube, one can gain more

Vol 8 (32) | November 2015 | www.indjst.org Indian Journal of Science and Technology 5
 LearnCube: A Conceptual Framework for E-Learning Implementation in Secondary School
access capability for the students and teachers to access
whenever they have leisure time26.
Table 1 summarizes the attributes associated with
each dimension.
5. Conclusion and Future Works
EL may serve as an alternative to traditional teaching in
Secondary School. Nevertheless, the implementation of EL
may fail should the critical success factors is not identified
correctly. This paper proposed LearnCube, a multi-dimen-
sional conceptual framework for EL. LearnCube could be
used as a reference framework by government and school
that seek to implement EL. In our future works, we intend
focus on the teacher and student dimensions as this two
dimensions have the greatest impact. Henceforth, we will
be conducting quantitative research to survey on teacher
and student perceptions of EL.
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