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The document must be of 12 font size and double spacing.  You can use a header or footer that includes the tile and page number.  The cover page must include your full name, your student ID number, the paper title, paper coordinator, the assignment number and assignment title.  Word limits, if given, apply only to the body of the text, while figures and tables, the reference list, and appendices must not be included in the word count.  

At the postgraduate level, it is expected that you will utilize the readings that have been provided and do library research to develop and support your arguments. It is also expected that you will make reference to academic research journals and books, as well as textbooks. In addition, you may reference professional, practitioner, and government sources, as appropriate.

Identify an applied business or information technology topic suitable for research. The topic or issue can be something of general interest to you, businesses, consumers, stakeholders, non-for-profit institutions, society, or government.

Research Topic and Question. State what your proposal is about by outlining the broad problem and issue, your purposes and objectives.

Importance and Significance of Research. Justify why the research you are proposing is important and significant. Keep in mind that the primary audience is management academics and practitioners. 

Background

The perception of students towards e-learning in advance education can be determined by a number of factors such as age, sex, former practise in computers, reception of technology and personal styles of learning (Park, 2009; Rossing et al., 2012). Several studies have been carried out on e-learning, but still not much is known with regard to the perception of the students’ online learning (Sun et al., 2008), as a result there is required further research so as to acquire more understanding on this subject.

Other additional authors like (Keramati, Afshari-Mofrad & Kamrani, 2011; Bertea 2009; Garrison, 2011; Park, 2009; Liaw & Haung 2011; Gormley et al., 2009; Zaharias & Poylymenakou, 2009; Moore, Dickson-Deane, & Galyen, 2011; Ssemugabi & de Villiers 2010) have carried out studies on e-learning with regard to the perception of students in different disciplines, however, none of them have considered the students’ perceptions of e-learning in the faculty of both Education and Commerce.

Ncube, Dube, & Ngulube (2014) argues that modern technological developments have forcefully influenced institutions of higher education to adopt e-learning worldwide. Kulier et al. (2008) and  Kukulska-Hulme et al. (2011) observe that learning in higher education has universally and frequently implemented the use of e-learning in higher education. Conole, & Alevizou (2010); Ghirardin (2011); Park (2009) argue that worldwide use of e-learning has been fuelled by the progressing learning environment and the increase in the demand for education not offered on the university campus.

E-learning is a type of educational training that can be conveyed by the use of a CD-ROM over the LAN (Local Area Network), or on the Internet, in addition to Electronic Performance Support Systems (EPSS) and as distance learning. The benefits of e-learning cannot be underestimated: it enables the students to study at their own speed, it makes it possible to customize learning to meet the varying needs of each student, and it fosters improved communication between the students and staff among others (Greenhow, Robelia, & Hughes, 2009).

Several studies in different contexts have been carried out on the perceptions of students of e-learning. Tagoe (2012) carried out a study and assessed the perception of students on the use of WebCT and ascertained that the learners appreciated the use of a course Website, and were of the view that the course Website inspired their learning interest, and were satisfied with the value it offered. Contrariwise, the research by Batalla-Busquets and Pacheco-Bernal (2013) showed that one-on-one training is still regarded as a more inspirational instructional method in comparison to virtual training.

Problem Statement

1.2 Background

The Eastern Institute of Technology (EIT) is a government owned tertiary education institution aimed at linking the time, topographical, financial, social, learning and communication expanse between learners and the institution, learners and education, students and peers (EIT, 2018). The mission of EIT is to eliminate obstacles to access education, maintain plasticity of providing learning, focus on individual student, assisting learners and developing training programs that are suitable for students learning (EIT Policy, 2008). EIT is therefore an Open Distance Learning Institution (ODL) with students coming from over forty countries across the world making it necessary for it to have the setup, resources and tools that will enable it to offer prompt, effective and regular training.

EIT has progressively been implementing the e-learning initiative in over 50% of its undergraduate and diploma courses. The institution has over 10, 000 students from different parts of the country. EIT has two major faculties namely the Faculty of Educations and the Faculty of Commerce and technology studies. The institution has three main campuses:  Hawke’s Bay, Auckland, and Gisborne, New Zealand, all offering over 130 programmes ranging from masters, postgraduate, degree, diploma and professional certificate (EIT, 2018).

With the increasing demand for further education in the employment sector and the unavailability of time to enrol as full time students, the programs of EIT are continuously being preferred by learners from different categories be it employees or just new students from high school. Thus, it is critical for EIT to ascertain the effectiveness of e-learning and the students’ perceptions as well.

1.3 Problem Statement

The studies by Kar, Saha, & Mondal (2014) and Ssemugabi and de Villiers (2010) on the perception of the students about e-learning was on different disciplines with the exception of both the entire faculties of commerce and technology and the faculty of educations. Buzzetto-More (2008) conducted a study in the USA on the student perceptions of different elements of learning and found out that course websites were the best in offering training and the learners liked the quality of study materials.

While the benefits of e-learning are unquestionable, some other researches across the globe have hinted that tutors and learners adopt e-learning due to a number  of factors such as inadequate skills as a result of lack of training, lack of insight, in addition to rejection (Anderson & Dron, 2011;Zaharias, & Poylymenakou, 2009). The challenges associated with the use of e-learning affect the perception of the students towards e-learning. Thus, this study aims at assessing the students’ perceptions about e-learning at EIT.

Purpose of Research

1.3.1 Purpose of Research

The purpose of the study will be to assess the perceptions of EIT students towards e-learning.

1.3.2 Research Questions

  1. Is there any awareness/understanding among students of the e-learning platform?
  2. What are the perceived usefulness of e-learning to students’ success?
  • What are the attitudes of students towards e-learning?

Hypothesis 1

There is a significant impact between the demographic variables (gender, school of study and study level) and the students’ perception towards the use of e-learning.

Hypothesis 2

There is a significant relationship between the two elements of the TAM model and the learners’ perception towards the use of e-learning among ETI students.

1.3.4 Study Aim and Objectives

  1. To determine the awareness among students of EIT as an e-learning platform.
  2. To identify how students benefit from e-learning.
  • To investigate the attitude of students towards e-learning.
  • 1.3.5 Significance of the Research

This study will examine the perception of the students of both commerce and technology and education towards e-learning which is a fundamental element for training in an ODL institution. The survey gives some insights into the awareness, benefits, and attitudes of the students towards e-learning in addition to the challenges the students undergo.

The importance of e-learning is undisputable in view of the claim put forth by Arkorful, & Abaidoo (2015) who asserts that e-learning is the best way to learn and instruct from anyplace irrespective of the distance without having to physically be present in the college. This study seeks to add to the extant body of knowledge on how the current students utilise e-learning as an aid in their education. For that reason, this research venture provides additional insight into the existing knowledge for the betterment of e-learning services, as a result equipping the institution to be in a better position to effectively respond with information technology in offering e-learning services.

The research will also provide some understanding on the types of e-learning Learning Management Systems (LMS). The outcomes of this research will be of significance to the students in both the faculties of Commerce and Technology and Education because it will enable them to select the most appropriate e-learning tools and technologies for their education

1.3.6 Limitations

Since the study will be conducted in EIT only which is a government owned tertiary education institution in New Zealand, the findings may not appropriately be applicable as the views of all students’ body in the country. The study will comprise of a case study in which survey questionnaires will be used for data collection. The aspect of time limitation will make the researcher to restrict the study to only one institution, thus making it inappropriate to generalize the findings to other many different institutions of higher learning.

1.3.7 Structure of this Report

This study is to consist of six chapters. Chapter one is the introduction to the research which entails different sections such as the study background, statement of the problem, purpose of the research, research questions, study aims and objectives, significance of the research, and study limitations.

Research Questions

Chapter two is the literature review. This chapter gives an in-depth review of literature on the areas that are relevant to the study topic. It comprises of the definitions of e-learning, types of e-learning, awareness of e-learning, successful factors and challenges of e-learning, related studies, and conceptual/theoretical framework. Chapter three is the research methodology which gives detailed research methods to be used in data collection and analysis.

Chapter four presents the proposed outcomes which gives an outline of the findings the researcher expects, their contributions and the possible threats and their mitigation. The fifth chapter talks about the proposed timeline for the study, and then chapter six provides a concise summary of the research proposal.

This chapter contains a series topics of literature review on e-learning such as definitions of e-learning, benefits of e-learning, types of e-learning, successful factors and challenges of e-learning, related studies and theoretical framework.

2.2 Definitions of E-learning

Electronic leaning (e-learning) has been defined by different authors. E-learning is the use of computer network technology, majorly through the internet, to disseminate information and guidelines to people (Keramati, Afshari-Mofrad, & Kamrani, 2011). Park (2009) defines e-learning as any type of education that is expedited by the internet and its technologies, and comprises the application of the World Wide Web (www) to aid instruction and to convey the contents of the course.

Another set of definitions perceive e-learning as learning that is enabled and sustained through the use of information and communication technologies (Garrison, 2011). According to Colvin Clark, & Mayer (2008) e-learning is the instruction that is conveyed through a computer with an intention to enhance learning.

The third definition views e-learning as the utilization of new multimedia technologies and the internet to advance the value of education by supporting accessibility to learning materials and services, in addition to distant interchange and partnership.

Based on the above definitions, it can be inferred that they were built on the medium of delivery which the researchers are well conversant with. For instance, the scholars perceive that e-learning is conducted via the internet, others through multi-media channels.

Since the definitions provided are restricted to the medium and scope of learning and instruction, there is need of a more detailed definition. On this basis, e-learning is defined as the dissemination of learning via different electronic media, such as the internet, intranets, extranets, CD ROM, and video/audio tape (Cavus, & Zabadi, 2014). Park (2009) also observes that e-learning is the utilization of ICTs in a way that aids the activities of teaching and learning. Based on these definitions, e-learning can therefore be defined as all the types of learning that utilise one or another form of electronic technology to provide instructional training to improve teaching and learning.

Study Aim and Objectives

2.2 Types of E-learning

Anastasiades & Retalis (2001) has categorised e-learning into three major types namely fully-online, hybrid/blended, and web assisted.

2.2.1 Fully-online learning

In fully online learning, the learner and the teacher do not have physical contacts, and all associations are accomplished via online by the utilization of the internet and its technologies. Resources for learning, tasks, instructions and learning are all accomplished online (Young, et al, 2008).  Additionally, under fully-online mode, learning is self-directed and flexible unlike face-to-face learning mode which is tutor-oriented and the teachers only focus on their area of expertise. The objective of fully-online learning is to meet the needs, desires, abilities and ambitions of the students since it is self-driven (Buzzetto-More, 2013).

2.2.2 Hybrid Learning

As opposed to fully-online learning, it is a blend of online interface and face-to-face meeting (Allen & Seaman, 2010). Under this mode of e-learning, some elements of instructions and learning are offered through online, whereas others are accomplished through face to face. For instance, coaching and assessments are offered through face to face meeting, whiles tasks and presentations take place via online platform. Experts in the education sector view perceive hybrid learning to be the future of learning, and foresee it causing a major model shift in higher education. Authors like (Allen & Seaman, 2010; Sun et al., 2008) advocate that 90 per cent of all courses will be offered through hybrid learning.

2.2.3 Web-assisted e-learning

Web-assisted type of e-learning utilizes synchronous tools in which course website tools are adopted, so as to improve teaching and learning. Web-assisted learning works in more or less the same way as the fully-online mode with the difference that the former comprises of online deliberations and interfaces between the teachers and the students. Hybrid e-learning employs synchronous tools which enables live interchanges and lectures between the students and teachers similar to the conventional classroom with the exception that these interchanges are done online and not physical (Buzzetto-More, 2015).

The primary distinction between web assisted and fully-online learning modes is that the former is synchronous and permits live interface whereas the latter is asynchronous and prohibits live interaction. Additionally, the dissimilarity between hybrid and web-assisted learning is that whereas both of them enable interchange between lecturers and learners, the latter doesn’t have physical meetings while the former has an additional benefit of physical contact.

Hybrid learning is perceived to the best of all the three types of e-learning because it integrates elements of the other two types of e-learning alongside the conventional classroom learning (Roe, Carley, & Sherratt, 2010); Bonk, & Graham, 2012). Moreover, hybrid e-learning enables the students to have an online access to some study resources before the face to face meeting: an aspect that enables the participants to be aware of the theme to be discussed in class (Artino & Stephens, 2009). Based on the discussions above, a common feature that cuts across the three types of e-learning is that teaching and learning is accomplished through the use of the internet and technological tools, with least face to face interaction.

Limitations

2.3 Awareness of E-Learning

The significance of social awareness in e-learning has received a lot of attention by researchers irrespective of its importance to contemporary socio-cultural learning theories (Lambropoulos, Faulkner & Culwin 2012). The authors also opine the most appropriate e-learning settings should not only focus on information and dissemination of knowledge, but also the social and dialogical interfaces between the contributors. Therefore, the nature of such settings influences the nature of social interchanges that takes place, and therefore can foster or hinder learning.

The environment also show that social intervention tools intended to improve social awareness can aid and foster the association between the social and cognitive processes. It is the assumption of the researcher that this invention may help e-students to negotiate a common insight to design their own e-learning environment.

Zheng and Yano (2007) considers learners in different e-learning settings and elucidates that it’s challenging but very vital to trace the appropriate peer for teamwork on the correct knowledge, time and method. Alternatively, Hornecker et al. (2008) show that awareness is extensively used to provide more cooperation opportunities and efficiency in the collaborative and cooperative teaching (Romero et al., 2012).

Thus, with regard to awareness of e-learning, it is important that academic institutions focus on it because it provides freedom for learners to be able to participate in e-learning activities for lecturing and education. Zheng and Yano (2007) also reasons that the awareness of e-learning is vital in learning activities for instruction and learning environments for comprehending a distance-learning context, and the context of the activity of the students can replicate their individual profile in knowledge, social and ethical aspects.

2.4 Success factors and Challenges of E-learning

E-learning is beneficial but it also has challenges as well. For instance, an e-learning setting necessitates a substantial amount of self-control and motivation in order to perform (Bhuasiri et al., 2012). This is because the students learn at their own rate and may not be dared to perform much better as compared to a face to face scenario where standards are set to be attained. Nonetheless, this matter can effectively be regulated if the participants relate in a society of students, just like the face to face context (Jang, 2008).

Another success factor in e-learning is motivation because it encourages the learners to consistently pursue their education despite of the challenges experienced (McKeachie, & Svinicki, 2013). According to Kahiigi Kigozi  et al. (2008), e-learning brings about the challenge of time needed to build and sustain an e-learning course. Liu, Liao, & Pratt (2009) also adds that e-learning is expensive in accessing information because it necessitates the availability of internet connection, computers and other communication tools. Andersson & Grönlund (2009)

Structure of this Report

asserts that the facilitation of an e-learning environment minimally requires the possession of computers and computer experience in technological issues. Drent and Meelissan (2008) shows that learners frequently complain of ignorance of computer knowledge and opine that the support offered by lecturers in inadequate or absent.

Puri (2012) found out that various factors affected e-learning: the attitudes of the instructors and their styles of teaching, learner’s motivation, technical knowhow of the learners, interaction between student peers, accessibility of technology, reliability of infrastructure, and laxity in offering student support. On the other hand, Bowen et al. (2014) examined the factors that hindered the effective use of technology: some of the senior instructors preferred to

use the conventional methods; the use of technology was dependent on the lecturers’ knowledge; the absence of programmes to professionally develop the tutors; and low contact level between the instructors and learners with little or no insight in the use of ICT. The study by Asiri (2012) reveal that the reception of ICT by faculty staff, certainly, influences the effective operation of Learning Management Systems (LMS) in academic institutions.

2.5 Related Studies

In analyzing the literature which was relevant, I looked for studies about how students felt about e-learning in different schools and universities around the globe. I wanted quantitative studies that gave a clear idea about the results of the students that were already learning through e-learning systems. I found such studies.

Yaghoubi, Malekmohammadi, Iravani, Attaran and Gheidi (2008) made a research about the perception of the students about e-learning in Iran. The sample was comprised of 118 virtual graduate students out of which 110 students responded. The questionnaire was designed targeting four different areas like demography such as age, sex, university, field of study, extent of computer and internet use, advantages of e-learning system and disadvantages of e-learning system. All of these were measured of a 5-point

Likert scale 1 (very little/strongly disagree) to 5 (very much/strongly agree). The data which was collected was analyzed using the Statistical Package for the Social Sciences (SPSS13) which had statistical procedures for description like frequencies, percentage, means, standard deviations and inference. The results showed that around 84.9% students participating in the study were between 24 to 29 years while 15.1% students were above 30 which made the mean average age of 26.3 years. 81.2 percent of the students were.

employed while about 18.8 percent of students were unemployed. A decent number of students admitted they used computers mainly for Internet surfing, followed by e-mail use. The main advantage of e-learning according to the students was flexibility in time and place followed by easy and quick sharing of educational material. Technology issues were the main disadvantage of e-learning according to the students followed by reduced social and cultural interaction.

Pihlajamaa, Karukka and Alander (2016) made an in depth study comparing perceptions of higher education students and teachers towards e-learning. They wanted to ensure successful learning outcomes in e-learning environments. They designed a survey for higher education teachers and students in Oulu University of Applied Sciences. The sample comprised of 51 teachers and 147 students. They survey was sent to the teachers via email while a similar questionnaire was published in OUAS portal for the 147 students. The questions mainly focused on usefulness of e-learning tools and environment such as Optima, Moodle, Adobe Connect Pro and Skype.

And also the challenges to e-learning. 12 percent of teachers believed that e-learning was more capable than the traditional learning method. Students felt more flexibility in e-learning compared to the teachers. 71 percent of students preferred traditional PowerPoint presentations and 47 percent students preferred audio-visual materials from the teachers. Both the groups felt that technical issues such as non-functioning data connections and software were the main challenges of e-learning.

Other challenges such as difficulties in interaction between students and teachers was also felt by both the groups. 44 percent students faced problems in steering the learning process to which 23 percent of teachers agreed too. The teachers faced more challenges compared to students when it came to technological skills towards e-learning.

In the study by Taha (2014), he investigated the success of e-learning in the secondary schools in the Kingdom of Bahrain. He adopted a quantitative approach to understand the perception of the students and teachers towards the critical factors of e-learning in the the secondary schools in the kingdom of Bahrain. The survey based questionnaire was designed which contained 27 questions based on different points such as student’s characteristics, teacher’s characteristics, technology and design & content. The respondents were asked to answer on a 5-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree.

The questionnaire was designed in English and was also translated into Arabic language. The questionnaire was distributed to 600 randomly selected participants out which 200 were teachers and 400 were students from six schools in the kingdom of Bahrain. The number of valid questionnaires came down to 540 comprising of 180 teachers and 360 students. The other questionnaires were rejected due to incompleteness by the respondents. The questionnaires were then entered into statistical software package named SPSS 17 for getting the Statistical results of the data towards the findings of the research study. The data was analyzed by using the frequency and percentage measures for the numerical data followed by mean scores and standard deviations.

The Alpha Cronbach Coefficient and the Pearson Correlation Coefficient was also used for analyzing the data. He also used ANOVA (One Way Analysis of Variance) for analyzing the differences between mean scores of three or more groups. The least significant difference test was also carried out to identify the direction of differences between three or more groups. Student’s attitude came in the first place compared to student’s motivation and student’s computer skills with the mean of 4.38. It allowed that the students agreed with the first point of the questionnaire. The mean score of 4.19  for the control of technology for the teachers signified that both students and teachers agreed that use of e-learning was more encouraging and motivating for the interaction than the traditional learning method.

While for the third section, with the mean of 3.64,students and teachers felt that quality of technology was also an important aspect of e-learning. They agreed that e-learning was more difficult to use in the learning and teaching process and having e-learning access to e-learning materials online 24/7 was practical for the learning and the teaching process.

2.3 Theoretical Framework

Davis proposed the Technology Acceptance Model (TAM) (Venkatesh, & Bala, 2008).and it is adopted in this study. The theory tries to explain the perception of the learners towards e-learning. The TAM is a standard and pragmatic model that is commonly adopted to explain and foretell the conduct of the users towards the use and acceptance of ICT (Park, 2009). The model also assists to ascertain the cause for acceptance or rejection of ICT (Park, 2009).

TAM includes a process of four stages, beginning with perceived usefulness, perceived ease of use resulting to attitude towards the utilization and lastly the behavioural intention to use (Venkatesh, & Bala, 2008). Perceived usefulness (PU) is the extent to which an individual believes that the utilization of a given system would improve his or her performance (Venkatesh, & Bala, 2008). The PU in this model is applicable to this study because it assists to infer the way in which the learners view e-learning thus enabling them to a substitute way of obtaining their academic knowledge.

Perceived ease of use (PEU) is the extent to which an individual believes the utilization of a given technology will be effortless (Venkatesh, & Bala, 2008). It is on this basis that this research defines e-learning as the process of instructing and learning that is facilitated by the utilization of ICT.

The PUE and PU are both affected by external variables such publication of academic papers illustrating the significant of e-learning, reports on the applicability of e-learning, and the perceptions of the members of the nuclear family about e-learning (Park, 2009; Venkatesh, & Bala, 2008). Attitude is defined as the extent to which a person examines and relates the target system with his/her career. With regard to this research, attitude on the utilization is comprises the positive or negative feeling of a learner towards e-learning that affects their response and behavioural intention to utilize e-learning (Smith et al., 2008).

Perceived usefulness

External variables

Attitude towards

Perceived Ease of use

Behavioural intention to use

Actual use

chapter comprises of the proposed research design. It provides an in-depth overall research design in addition to justifications, target population, sampling and data collection, analysis, reliability and validity, and ethical considerations.

3.2 Study Design

This study will adopt a quantitative research method in conducting the survey. The researcher selected this approach because it ensures the research is more comprehensive due to statistical analysis in addition to the observation, interpretation and interview (Creswell and Creswell, 2017).  

3.2.1 Target Population

The research will consist of the Eastern Institute of Technology (EIT) students across its three campuses: Hawke’s Bay, Auckland, and Gisborne, New Zealand. The target population will be 500 students from the two faculties namely commerce and technology and education. The researcher selected the population to enable him acquire answers to the study questions (Saunders, 2011).

3.3 Research Questions and Objectives

Research Questions

  1. Is there any awareness/understanding among students of the e-learning platform?
  2. What are the perceived usefulness of e-learning to students’ success?
  • What are the attitudes of students towards e-learning?

Research Objectives

  1. To determine the awareness/understanding among students of EIT as an e-learning platform.
  2. To identify perceived usefulness of e-learning among students

iii.        To investigate the attitude of students towards e-learning.

The study will sample 50 participants from the target population of 500 students. This was representative of the entire population and enable the researcher to achieve the objective of examining some elements of the population and extrapolate on the whole population.

3.4.2 Sampling Technique

The research will use convenience sampling to acquire a sample from the target population (Suri, 2011). The researcher will use this technique to choose potential participants based on the inclusion criteria of being ETI students. Convenience sampling was preferred because it will enable the researcher to collect data and that would otherwise be difficult to collect using other probability sampling techniques (Christensen et al., 2011).

3.4.3 Sample Size

A sample size of 10% of the target population for each group is an adequate representative (Mugenda and Mugenda, 2012). The sample size will comprise of 50 respondents spread in all the three ETI campuses.

3.4.4 Data Collection

The study will gather both secondary and primary data. The researcher collected secondary data through a critical review of relevant extant literature in order to provide a detailed insight into the study topic. Structured questionnaires designed by the researcher will be used to gather primary data. The questionnaires will be self-administered by the researcher who will use the hand delivery method to hand out the questionnaires and request the participants to individually fill them at various parts of the campus. The questionnaires will have close-ended questions and the responses measured using a Likert scale to ease statistical analysis (Rowley, 2014).

3.5 Data Analysis

The data collected through the questionnaires will be tested for completeness and consistency, then coded to allow classification of the feedbacks. The data will then be entered into SPSS (Statistical Package for Social Sciences) and descriptive statistics generated and percentages and tabulations calculated. The outcomes will be presented using tables and graphs for easy understanding.

3.6 Reliability/ Validity/ Quality Criteria

The researcher will ensure validity by the design and use of the questionnaire to collect data. The researcher will design the questionnaire while being cognizant of the students and using common language to ensure the potential respondents understand the questions. Additionally, the researcher will conduct a pilot test of the questionnaire in order to make any possible corrections before the actual research (Saunders et al., 2009).

The study will ensure reliability by framing the questionnaire in a concise way to avert leading participants or suggesting responses. Reliability is often threatened by bias. In order to increase objectivity, the respondents will be guaranteed of anonymity (Saunders et al., 2009)

3.7 Ethical Considerations

The identities of the respondents will be used in anonymity during the whole study period in order to avert any possible consequences such as coercion from the administration. Additionally, the researcher will exercise utter confidentiality of the gathered data and any disclosure of private information will be used for formal purposes initially disclosed to the participants.

Majority of the respondents are of the idea that e-learning is an online course (50%), others refer it to be learning that is based on the use of the web (30%), and others understand it as a distance learning programme (15%), the rest of the responses are of no significance value (5%).  

5.2 Perceived usefulness/benefits of e-learning

40% of the respondents are likely to perceive the benefits of e-learning as ease in accessing information, 30% will perceive it as a safe digital setting for learners to submit assignments, 35% re likely to perceive it as one that supports quality education by increasing the size of the class and number of lecturers. Some of the respondents may perceive e-learning as having the potential for re-use of content material.

5.3 Attitude of students towards e-learning

The Likert scale would show that 80% of the student respondents would agree to communicate with all the unit tutors using the internet, whereas only 7% would disagree on the same with 13% being undecided on the subject matter. 70% of the respondents would agree and strongly agree that they interact with their peers using the internet, whereas only 15% of the participants will disagree and strongly disagree on the same with 15% being undecided on the same question. 88% of the respondents would agree and strongly agree that the internet be used with 4% disagreeing on the same and 8% being undecided.

This study will take approximately 14 weeks starting from the selection of the study topic on first of June to report submission on 30th august. Data collection will take most of the study period (18 days) due to the nature of activities involved. Organization of the project proposal and sample size survey will both take slightly over one week with topic selection and development of research objectives will each take three days. The rest of the tasks will each take less than a week.

Task Name

Start Date

End Date

Duration (Days)

Selection of study topic

01/06/2018

04/06/2018

3

Developing of research objectives

05/06/2018

08/06/2018

3

Approach to Data Collection

10/06/2018

16/06/2018

6

Development of Questionnaire

18/06/2018

23/06/2018

5

Project Proposal organization

25/06/2018

04/07/2018

9

Sample size of survey

14/07/2018

22/07/2018

8

Data collection

30/07/2018

17/08/2018

18

Data analysis

20/08/2018

27/08/2018

7

 Report submission

28/08/2018

30/08/2018

2


The purpose of this research will be to ascertain the students’ perceptions of e-learning at EIT. Based on the expected outcomes it can be concluded that most of the students are cognizant of e-learning despite of their location. Additionally, this research shows that there is no definite definition of e-learning because the definition is subject to the learning environment.  Students also value e-learning because it enables them to easily access and retrieve information. The students’’ perceptions are positive with regard to e-learning

References

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Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The

Andersson, A., & Grönlund, Å. (2009). A conceptual framework for e?learning in developing

countries: A critical review of research challenges. The electronic Journal of information systems in developing Countries, 38(1), 1-16.

Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of

its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.  Retrieved from

Artino Jr, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A

comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3-4), 146-151.

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