A Conceptual Framework for E-Learning Implementation in Secondary ...

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

ISSN (Print) : 0974-6846 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 Faculty of Creative Multimedia, Multimedia University, Selangor, Malaysia ; [email protected], [email protected], [email protected] 2 Faculty of Computing and Informatics, Jalan Multimedia, Cyberjaya - 63100, Malaysia; [email protected]

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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 E-Learning (EL) encompasses systems to enable information 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 learning 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.

*Author for correspondence

EL simulates the collaboration learning experience by having resource-rich educational content6, so that learners 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 universities and higher learning institutions have adopted EL in their teaching mode. Since EL is able to provide learning environment unrestricted from spatial and temporal constraints, its adoption has been increasing every year.

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 growing 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 computer with large storage capacity, rapid retrieval of information, the use of multimedia elements, and interactivity 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 educational 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

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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 “Eightcomponent 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 services. 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 evaluation (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 perceived 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 learners’ satisfaction. It is believed that the instructor capability of handling EL activities and responding quickly to students’ needs will improve the learning process. In the Course dimension, the flexibility is the main concern. Flexibility covers factors such as time, location,

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 success 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 learning 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

Figure 3. Five Dimensions of EL Conceptual Model19.



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TEACHER

DESIGN

COURSE STUDENT TECHNOLOGY

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 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 emphasized 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 propose constructing a conceptual framework to identify the CSFs on implementing EL in secondary school education. Figure 4 depicts the LearnCube, our proposed conceptual 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-dimensional. 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

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Students’ characteristics usually associated with the attitudes 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 implementation 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 network 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 influencing the success EL as students believe that teacher must approach EL in a friendly and energetic manner to create 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 computer 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 influences the student involvement in the learning experience.


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

Figure 5. Slice and dice a particular dimension for analysis.

4.3 Course Dimension In the Course dimension, the flexibility is the main concern. Flexibility covers factors such as time, location, method, participation and satisfaction. Unlike traditional classrooms, EL eliminates the awkwardness associated with face-to-face communication. Students may post questions through discussion group anonymously. In addition, teachers may have better control in terms of selecting appropriate material, present the material online and choose for online assessment.

4.4 Design Dimension Design factor include the accuracy, smooth of flow, accessibility, navigation, authenticity, and the design and the appropriateness of outputs23. Generally, the quality of content somehow will influence the learning experience and students’ satisfaction with the EL systems. In another words, the quality of the content affect the perceived ease of use and perceived usefulness which, ultimately, affect students’ performance.

4.5 Technology Dimension Technology is the core enabler of EL. Generally, the quality of internet access plays an important role to determine the success of an EL system19. With the free video available for viewing and downloading from YouTube, one can gain more


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 have the opportunity to grow and learn as professionals. One example is management play the role to have good identification of how EL aligned with the school’s vision to ensure the success of EL implementation24,25. On the other hand, government plays the important role to encourage implementing EL in schools. For example, government may provide some incentive to school to build laboratory resources for Wi-Fi signal or internet Table 1. Dimension-attributes association Dimension

Attribute

Student

Student motivation Student attitude Peer influence

Teacher

Teacher attitude Peer influence Pedagogy

Course

Material selection Material presentation Material assessment

Design

Perceive ease of use Perceive usefulness Quality of content

Technology

Quality of Internet access Youtube Online forum

Support

Management support Government support Resources


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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-dimensional 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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