Mini thesis complete


Published on

Published in: Education, Technology
1 Comment
  • Great information about writing! If you ever need any help with proofreading, editing or research check out Writer’s Help. They are a great resource for personal, educational or business writing needs. The website is
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Mini thesis complete

  1. 1. CPS 1113 PHILOSOPHY & DEVELOPMENT EDUCATION INDUSTRY IN MALAYSIA THE IMPLICATION OF E-LEARNING IN MALAYSIAN TERTIARY LEVELGroup Members:Izzat Haikal B. Mohamad Shah 4111027501Nusaibah Bt. Wan Fatul 4111027531Prepared for: Tuan Haji Baghawi Bin Sarbini
  2. 2. 1 INTRODUCTION1.1 ABSTRACTThe issue of E-learning has been an area of discussion for a long period of time. Given thatMalaysia emphasizes quality education especially at higher level; there is a need to determine theimpact of e-learning in Malaysian tertiary level. This study, which is carried out in Bandar BaruBangi, Selangor, Malaysia, concentrate more on the impact of e-learning on tertiary level. Thestudy will be targeting students from various grades in tertiary level of higher learning inUniversiti Kebangsaan Malaysia. Data will be collected from the students using questionnairesurvey while an interview will be conducted to collect information from lecturers or ITprofessionals. Information collected from the survey is analyzed and the result of the findings isshown in later paragraphs.1.2 BACKGROUND OF STUDYOver the years the issue of accepting e-learning by students has been a major concern. Some ofthe students may want to use e-learning to their advantage but they cannot due to lack oftechnological facilities; these facilities may include having a personal computer, access to theInternet, etc. According to Glenn (2005), these types of problems might arise due to the socialstatus of an individual resulting into a digital divide. Considering the gap between the populacethat have access to computer and those that don’t prompt questions to determine whether the useof computer have any effect on the acceptance of e-learning technology.The concept of e-learning has redefined education by forcing educational institutions such asuniversities and colleges to change the way they carry out their normal classes. E-learning hasgone beyond time by providing opportunities for students to have access to learning materialsanytime from all parts of the world (Zhang, 2002). E-learning in general does not only compriseof distance learning and web-based technology, but the organizations of knowledge andexchange of different types of information. E-learning can be a combination of different types of
  3. 3. technologies and learning strategies from the variety of courses available online, DVD, CD-ROMs and video conferencing (Zhang, 2002).According to Zhang (2003), e-learning can be defined as a process whereby knowledge is passedthrough electronic devices and the Internet. E-learning can be considered as an emerging processthat helps individuals to gain knowledge prepared by professionals and experts anytime. Theletter “e” in the word e-learning represents the term “electronic”. E-learning comprises all typesof activities that involve groups or individuals working offline or online through electronicdevices and computers (Som, 2006). Education via the Internet has provided opportunities tostudents not only in tertiary level but also to adults that wish to join schools that have e-learningcapabilities (Mat, 2000).The use of web-based learning to complement post-secondary classroom teaching has increasedover the years since the introduction of the Internet and personal computers (Kurbel, 2008).Institutions of learning have taken on e-learning systems to help them deliver the content of theircourses (Mat, 2000). Many experiments have been conducted regarding faculty adaptation of e-learning technologies in classrooms. Only a few were able to identify the extent to which collegestudents accept e-learning tools; that prompts an interest of research in this area. Quite a numberof experiments carried out have failed to consider computer access as a main factor regardingcomputer technology acceptance (Khalid et al., 2006).The main objective of this paper is to investigate the importance of e-learning in Malaysiantertiary level; to measure how the students perceive the concept of e-learning in Malaysiantertiary level; to find out the challenges universities are likely to come across when they adopt e-learning methods and to identify the contributions of technology in achieving a qualityeducation.The study gives educators and instructors a clear understanding of whether supplying thestudents technological facilities will help the students engage more towards e-learning. Theconcept of e-learning is not new in Malaysia and there is an increase in the number ofuniversities that are adapting the concept of e-learning. This gives room to explore more on the
  4. 4. concept of e-learning in Malaysia. The government of Malaysia has a continuous interest indeveloping the societies by providing different types of learning concepts that will providequality education to the people. E-learning should not be left out because it is the means ofeducation that delivers anywhere anytime. 2. LITERATURE REVIEW
  5. 5. 3. DATA COLLECTION3.1 RESEARCH METHODOLOGYThis study uses two methods of collecting information. The two methods comprise questionnairesurvey and interview. The research will be covering Universiti Kebangsaan Malaysia (UKM),Bandar Baru Bangi. The questionnaire targets mostly students at all levels of higher learning,namely, diploma, degree and postgraduate level of study. Questionnaires were distributed to thestudents and IT professionals were interviewed.3.2 RESEARCH RESULTSA total number of 50 questionnaires were distributed among the all levels of higher learning. 50questionnaires were collected successfully. Analysis was based on the 50 useful questionnaires.The demography of the respondents comprises of gender, level of education, age andrespondents status of education.The Respondents GenderTable 1 Frequency table for Respondents Gender Frequency Percent (%)Valid Male 20 40 Female 30 60 Total 50 100As shown in Table 1, there are 50 respondents in total. Out of the 50 respondents, 20 of them aremales making 40% of the total population. On the other hand, there are 30 females thatresponded to the questionnaire making 60% of the total population.The Status of Education
  6. 6. Table 2 Frequency table for Respondents Status of Education Frequency Percent (%)Valid Full Time 40 80 Part Time 10 20 Total 50 100Table 2 shows the status of education of the students. The status of education is divided into twonamely; full time and part time. From the table we can see that 40 students enrolled full time intheir respective levels of education making about 80% of the population. Only 10 studentsenrolled part time, making a total of 20% of the students.The Respondents AgeTable 3 Frequency table for Respondents Age Frequency Percent (%)Valid Below 21 30 60 21-25 10 20 26-30 10 20 Total 50 100Table 3 shows the frequency of age among the students. It can be seen that 30 students are belowthe age of 21 making 60% of the population. Another equally divided percentage of 20% belongsto the range of 21-25 and the age of 26-3.The Respondents Level of EducationTable 4 Frequency table for Respondents Level of Education
  7. 7. Frequency Percent (%)Valid Diploma 20 40 Bachelors Degree 15 30 Masters Degree 15 30 Total 50 100There are four levels of education as stated in this section namely; Diploma, Bachelors Degree,Masters Degree and Others. As shown in Table 1, 20 students enrolled in Diploma studies out ofthe population of 50, making 40% of the total population. 15 students enrolled in Degreeprograms, making 30% of the total number of students. Lastly, 15 students enrolled in Masterslevel of education, 30h% of the total populace.The FindingsThe mean frequency of group data starting from strongly disagree “1”, disagree “2”, neutral “3”,agree “4” and strongly agree “5”.Students have strong opinion that the Internet has made it easy for them to have access to readingmaterials anytime anywhere. The respondents also use online mediums like emails, chat roomsand online forums to share knowledge among their colleagues and classmates. From the responseof the students it can be seen that e-learning mediums make learning sessions interactive.Majority of the respondents agree that e-learning should be fully accepted as a learning processin Malaysian tertiary level.Learning will be far easier if universities and institutions of higher learning adopt e-learning.Majority of the students accepts e-learning as their way of life. The students also believe e-learning has made studies less stressful for the students. Similarly the response of the studentsindicates that e-learning enhance their learning skills. The students also make efficient use of thee-learning systems their institutions have provided.
  8. 8. The students feel comfortable while learning with a fast Internet connection. Availability ofInternet on and off campus also plays an important role in delivering quality. E-learning will beenhanced by using advanced technology. Similarly the students feel confident using advancedtechnology to pursue learning. Access to learning materials will also be quick and efficient usingadvance technology like fast Internet connection high speed computers.From the response gathered from the interview conducted, the researcher was able to get hold ofsome problems the higher learning in UKM are likely to face while adopting e-learning. One ofthe challenges acknowledged by all the interviewees is lack of good infrastructure to implemente-learning. The infrastructure comprises of the technology, good Internet connection and eventhe settings of learning environment. Another challenge pointed out by some of the intervieweesis the changing culture of teaching. Some of the instructors or lecturers find it very hard to adaptto the changes e-learning is bringing to learning. People find it very hard to change from theorthodox method of teaching. Lack of knowledge of the students and the instructors on how touse e-learning mediums is another issue that was brought up by some of the interviewees. Lastly,huge network traffic can be another problem as pointed out by one of the3.3 RESEARCH DISCUSSIONThis research shows the impact of e-learning implemented in tertiary level located in BandarBaru Bangi, Selangor. The study will benefit students, lecturers and even the management ofuniversities of higher learning at UKM. The study has covered areas that determine the impact ofe-learning on tertiary level, learners’ attitude towards learning, challenges institutions of learningare likely to face and the contribution brought by technology.The Internet has been proven to be the backbone on any modern technology (Taylor, 2000). Withthe Internet almost everything is possible today. The students can benefit a lot from the provisionof Internet both on campus and even off campus. Students having accesses to Internet connectionaround them anytime and anywhere find learning easier for them. It was seen from the study thatInternet plays an important role in learning from the statement “I believe the Internet has made iteasy to have access to learning materials anytime anywhere”. Any universities or institutions
  9. 9. should not only provide Internet on campus but should provide fast and efficient Internetconnection for the purpose of learning.A good healthy communication among the students is of great importance in delivering qualityeducation. Some of the students feel timid in a normal traditional classroom; they feel shy andlack confidence in asking questions but with the help of e-learning mediums, those types ofstudents would not be left behind. The students can use online forums provided by theirinstitutions to address issues regarding their education. From the study it can be seen that thestudents strongly believe that a healthy communication among their colleagues is going to helpthem in acquiring knowledge. Lecturers have to play an important role in ensuring the studentshave a healthy communication. This can be achieved by encouraging the students to use onlineforums provided by the schools to discuss issues related to the course they are taking. Thelecturers can also create chat rooms for their students and also be part of it on timely basis tohelp them communicate and ask questions related to the course they are taking. That will giveopportunity to students that are too timid to ask questions and clear issues they are havingregarding their studies.UKM should make sure they provide the right technology for their students in order to equipthem with the right technology to acquire knowledge. That can be accomplished by equippingthe laboratories with the right technology like high speed computers, good software, and fastInternet connection. This will help the students acquire the right knowledge. From the study itcan be seen that the use of advance technology makes e-learning materials more accessible. Thestudents will also feel more confident using the right technology to acquire knowledge. This issupported by the statement, “I feel confident my university is using the right technology toprocess learning capabilities.”Universities and institutions of learning should be able provide the necessary infrastructuresneeded before implementing e-learning in their respective institutions. Changing people from thetraditional method of teaching is going to take a long period of time. It is a gradual processwhere the people are given the chance to adapt to the e-learning method of teaching. A constantawareness scheme should be developed to keep people up to date on the values of e-learning.
  10. 10. The implementation of e-learning can only be achieved with good information andcommunication technology and skilled labor. The instructors should be knowledgeable about e-learning because they will be the ones using the mediums to convey knowledge. This will requireconstant training. A fast and reliable Internet connection and powerful servers should beprovided to avoid network traffic.3.3 RESEARCH SUGGESTIONInstitutions and lecturers in UKM should try their possible best to see they bring out the rightattitude from the students using e-learning. Bringing out the right attitude from the students willhelp tremendously in making the adaptation of e-learning successful. Students will feel confidentusing e-learning as their way of lifestyle. The lecturers should advise students to use the learningplatforms provided efficiently and that will enhance learning capabilities of the students. Thelecturers should encourage students to frequently use e-learning mediums like online forums,chat rooms etc; the lectures should also be part of those learning mediums in other to support thestudents.3.4 RESEARCH CONCLUSIONIn this paper, we have seen the impact e-learning has brought to tertiary level of student, theattitude of the students towards e-learning, some problems institutions of higher learning canface while adopting e-learning and, lastly, the contribution modern technology has brought inachieving quality education in UKM. Nonetheless, the concept of e-learning should be acollective effort of both the students, lecturers, school managements and the government at large.The students should try to commit themselves to using the e-learning platforms provided by theiruniversities and institutions. Lecturers should serve as instructors guiding the students wheneverthere is a need and the school managements, on the other hand, should try and equip the studentsand lecturers with the right technology.
  11. 11. REFERENCEGlenn, I.M. & Dallery, J. (2005). Effects of an Internet-based voucher reinforcement program forsmoking abstinence: A feasibility study. Journal of Applied Behavior Analysis, 38, 349-357.Khalid, M., Yusof, R., Heng, C.T. & Yunus, M.R.M. (2006). Virtual laboratory as an effectivee-learning tool. Paper presented at the B3 - E-Learning, Euro Southeast Asia.Mat, J. (2000, May). Technology in the Malaysian education system. Paper presented at theInternational Conference and Exhibition on Electronic Learning, Kuala Lumpur, Malaysia.Som, N. (2006). A Guidebook of Principles, Procedures and Practices. Available at: [Accessed on 4th July, 2011].Taylor, D.J. (2000). Teaching and learning online: the workers, the lurkers and the shirkers.Distance-Educator.coms Daily News: Technology, Teaching, News, Research., Available at: [Retrieved May 30, 2011].Zhang D. (2002). Towards an integrated approach to interactive multimedia-based E-Learning.Ph.D. dissertation. The University of Arizona.Zhang, D. (2003). Power E-learning In the New Millennium: An overview of E-learning andEnabling Technology.