Addressing student perception of E-learning challenges in Higher Education : holistic quality approach

摘要: E-learning is a significant model of learning, but questions are being raised about the trade-offs in switching from traditional classroom-based learning to e-learning; for example, e-learning cost-effective, provides round clock accessible and convenience, there its quality effectiveness. facilitates delivery education training anyone, anytime anywhere. The development materials, by several organisations, higher education institutions under-pinned desire solve authentic teaching, and problems. The success e-learning, however, depends, part, on how takes place, that is, underlying pedagogy; real value e-Learning lies ability deploy its elements train right people gain knowledge skills at time. Many recent efforts have been made use system developing countries across the world, as can play vital role helping governments reach their ambitious educational targets; despite strong benefits, overall adoption has remained low remains low perceived effectiveness approaches. This research argues that due wrongly pushed a technology solution order increase low-cost access education. We propose that, order to be successful, addition technology, deliver high perception of quality pedagogical teaching material. A well-designed should have customised content, which developed appropriate language with the right amount interactivity, delivered format able support quality perception learners. If learners perceive experience quality, then they would more satisfied content likely adopt advocate the future. aim this identify analyse critical issues that are hindering systems implementation. This quantitative investigates impact pedagogy data collected using questionnaire surveys. Using quantitative method approach, thesis combines three interconnected objectives: Objective 1 relates investigating effect modes elearning data sample 475 university students; understand preference concerning different dimensions. The findings reveal when considering if e-learning system provided full audio/video format, it positive correlation responsiveness, learning course website. This means students, associate system quality media provided. When learning content audio/video, students better quality. supports the ‘multimedia principle’ proposed Mayer (1997). Secondly, website components available multimedia, student also improves. Similarly, one dimensions SERVQUAL, i.e. responsiveness, improves, multimedia is provided. within an responses learner provided in form, they significantly higher Therefore, when designing systems, educators and/or providers must consider these aspects maximise perception. Objective 2 our perception of e-learners. From experiment, found (in Pakistan) would written material is English. understandable, these consistently studied in the English grade 1. Students not learned second language, but routinely subjects like science, mathematics, history, physics, chemistry, and business language. Throughout education, books used schools in English always take exams Another important aspect is that no technical local (i.e. Urdu). Universities, therefore, do Urdu developed in Accordingly, become accustomed reading writing in undertaking Interestingly, sometimes expected to read material Urdu, find quite challenging, literal translations English technical terms often too difficult language. From evident level, design and provide However, live lectures recorded may language, suit most students, and help them understanding ideas. Objective 3 investigation concerning interactivity level Results, 430 Pakistan), that students interactive. This result line literature states improves student Research suggests online courses levels lead motivation, improved learning outcomes, satisfaction over less interactive environments (Espasa & Meneses, 2010; Liu et al., 2007; Mahle, 2011; Park & Choi, 2009; Thurmond 2002). In research, we ELQ (Uppal et. al, 2017), considers ‘service’, ‘information’, ‘system’ assess holistic qualities systems. This ELQ model, validated chapter four, evaluated moderating different aspects pedagogy, modes, ‘service’, ‘information’, and dimensions. Other studies done similar work, considered moderating impact all dimensions. This thesis, whole, contribution combination objectives allows us investigate aspects language, and shown implementation and their relationship e-learning. practical contribution, from this universities, providers, businesses fundamentally apply the designing/implementing solutions; will help providing only service perspective, but information perspectives well, significant in research. This finds i.e., and interactivity improving - leading to satisfaction repeat use. All were be, some way, significant improvement management