CPS 1113 PHILOSOPHY & DEVELOPMENT

EDUCATION INDUSTRY IN MALAYSIA

THE IMPLICATION OF E-LEARNING IN

MALAYSIAN TERTIARY LEVEL

Group Members:

Izzat Haikal B. Mohamad Shah 4111027501

Nusaibah Bt. Wan Fatul 4111027531

Prepared for: Tuan Haji Baghawi Bin Sarbini

1 INTRODUCTION

1.1 ABSTRACT

The issue of E-learning has been an area of discussion for a long period of time. Given that

Malaysia emphasizes quality education especially at higher level; there is a need to determine the

impact of e-learning in Malaysian tertiary level. This study, which is carried out in Bandar Baru

Bangi, Selangor, Malaysia, concentrate more on the impact of e-learning on tertiary level. The

study will be targeting students from various grades in tertiary level of higher learning in

Universiti Kebangsaan Malaysia. Data will be collected from the students using questionnaire

survey while an interview will be conducted to collect information from lecturers or IT

professionals. Information collected from the survey is analyzed and the result of the findings is

shown in later paragraphs.

1.2 BACKGROUND OF STUDY

Over the years the issue of accepting e-learning by students has been a major concern. Some of

the students may want to use e-learning to their advantage but they cannot due to lack of

technological facilities; these facilities may include having a personal computer, access to the

Internet, etc. According to Glenn (2005), these types of problems might arise due to the social

status of an individual resulting into a digital divide. Considering the gap between the populace

that have access to computer and those that don’t prompt questions to determine whether the use

of computer have any effect on the acceptance of e-learning technology.

The concept of e-learning has redefined education by forcing educational institutions such as

universities and colleges to change the way they carry out their normal classes. E-learning has

gone beyond time by providing opportunities for students to have access to learning materials

anytime from all parts of the world (Zhang, 2002). E-learning in general does not only comprise

of distance learning and web-based technology, but the organizations of knowledge and

exchange of different types of information. E-learning can be a combination of different types of

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 passed

through electronic devices and the Internet. E-learning can be considered as an emerging process

that helps individuals to gain knowledge prepared by professionals and experts anytime. The

letter “e” in the word e-learning represents the term “electronic”. E-learning comprises all types

of activities that involve groups or individuals working offline or online through electronic

devices and computers (Som, 2006). Education via the Internet has provided opportunities to

students not only in tertiary level but also to adults that wish to join schools that have e-learning

capabilities (Mat, 2000).

The use of web-based learning to complement post-secondary classroom teaching has increased

over 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 their

courses (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 college

students accept e-learning tools; that prompts an interest of research in this area. Quite a number

of experiments carried out have failed to consider computer access as a main factor regarding

computer technology acceptance (Khalid et al., 2006).

The main objective of this paper is to investigate the importance of e-learning in Malaysian

tertiary level; to measure how the students perceive the concept of e-learning in Malaysian

tertiary 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 quality

education.

The study gives educators and instructors a clear understanding of whether supplying the

students technological facilities will help the students engage more towards e-learning. The

concept of e-learning is not new in Malaysia and there is an increase in the number of

universities that are adapting the concept of e-learning. This gives room to explore more on the

concept of e-learning in Malaysia. The government of Malaysia has a continuous interest in

developing the societies by providing different types of learning concepts that will provide

quality education to the people. E-learning should not be left out because it is the means of

education that delivers anywhere anytime.

2. LITERATURE REVIEW

3. DATA COLLECTION

3.1 RESEARCH METHODOLOGY

This study uses two methods of collecting information. The two methods comprise questionnaire

survey 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 the

students and IT professionals were interviewed.

3.2 RESEARCH RESULTS

A total number of 50 questionnaires were distributed among the all levels of higher learning. 50

questionnaires were collected successfully. Analysis was based on the 50 useful questionnaires.

The demography of the respondents comprises of gender, level of education, age and

respondents status of education.

The Respondents Gender

Table 1 Frequency table for Respondents Gender

Frequency Percent (%)

Valid Male 20 40

Female 30 60

Total 50 100

As shown in Table 1, there are 50 respondents in total. Out of the 50 respondents, 20 of them are

males making 40% of the total population. On the other hand, there are 30 females that

responded to the questionnaire making 60% of the total population.

The Status of Education

Table 2 Frequency table for Respondents Status of Education

Frequency Percent (%)

Valid Full Time 40 80

Part Time 10 20

Total 50 100

Table 2 shows the status of education of the students. The status of education is divided into two

namely; full time and part time. From the table we can see that 40 students enrolled full time in

their respective levels of education making about 80% of the population. Only 10 students

enrolled part time, making a total of 20% of the students.

The Respondents Age

Table 3 Frequency table for Respondents Age

Frequency Percent (%)

Valid Below 21 30 60

21-25 10 20

26-30 10 20

Total 50 100

Table 3 shows the frequency of age among the students. It can be seen that 30 students are below

the age of 21 making 60% of the population. Another equally divided percentage of 20% belongs

to the range of 21-25 and the age of 26-3.

The Respondents Level of Education

Table 4 Frequency table for Respondents Level of Education

Frequency Percent (%)

Valid Diploma 20 40

Bachelors Degree 15 30

Masters Degree 15 30

Total 50 100

There 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 of

the population of 50, making 40% of the total population. 15 students enrolled in Degree

programs, making 30% of the total number of students. Lastly, 15 students enrolled in Masters

level of education, 30h% of the total populace.

The Findings

The 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 reading

materials anytime anywhere. The respondents also use online mediums like emails, chat rooms

and online forums to share knowledge among their colleagues and classmates. From the response

of 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 process

in 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 students

indicates that e-learning enhance their learning skills. The students also make efficient use of the

e-learning systems their institutions have provided.

The students feel comfortable while learning with a fast Internet connection. Availability of

Internet on and off campus also plays an important role in delivering quality. E-learning will be

enhanced by using advanced technology. Similarly the students feel confident using advanced

technology to pursue learning. Access to learning materials will also be quick and efficient using

advance technology like fast Internet connection high speed computers.

From the response gathered from the interview conducted, the researcher was able to get hold of

some problems the higher learning in UKM are likely to face while adopting e-learning. One of

the challenges acknowledged by all the interviewees is lack of good infrastructure to implement

e-learning. The infrastructure comprises of the technology, good Internet connection and even

the settings of learning environment. Another challenge pointed out by some of the interviewees

is the changing culture of teaching. Some of the instructors or lecturers find it very hard to adapt

to the changes e-learning is bringing to learning. People find it very hard to change from the

orthodox method of teaching. Lack of knowledge of the students and the instructors on how to

use 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 the

3.3 RESEARCH DISCUSSION

This research shows the impact of e-learning implemented in tertiary level located in Bandar

Baru Bangi, Selangor. The study will benefit students, lecturers and even the management of

universities of higher learning at UKM. The study has covered areas that determine the impact of

e-learning on tertiary level, learners’ attitude towards learning, challenges institutions of learning

are likely to face and the contribution brought by technology.

The Internet has been proven to be the backbone on any modern technology (Taylor, 2000). With

the Internet almost everything is possible today. The students can benefit a lot from the provision

of Internet both on campus and even off campus. Students having accesses to Internet connection

around them anytime and anywhere find learning easier for them. It was seen from the study that

Internet plays an important role in learning from the statement “I believe the Internet has made it

easy to have access to learning materials anytime anywhere”. Any universities or institutions

should not only provide Internet on campus but should provide fast and efficient Internet

connection for the purpose of learning.

A good healthy communication among the students is of great importance in delivering quality

education. Some of the students feel timid in a normal traditional classroom; they feel shy and

lack confidence in asking questions but with the help of e-learning mediums, those types of

students would not be left behind. The students can use online forums provided by their

institutions to address issues regarding their education. From the study it can be seen that the

students strongly believe that a healthy communication among their colleagues is going to help

them in acquiring knowledge. Lecturers have to play an important role in ensuring the students

have a healthy communication. This can be achieved by encouraging the students to use online

forums provided by the schools to discuss issues related to the course they are taking. The

lecturers can also create chat rooms for their students and also be part of it on timely basis to

help them communicate and ask questions related to the course they are taking. That will give

opportunity to students that are too timid to ask questions and clear issues they are having

regarding their studies.

UKM should make sure they provide the right technology for their students in order to equip

them with the right technology to acquire knowledge. That can be accomplished by equipping

the laboratories with the right technology like high speed computers, good software, and fast

Internet connection. This will help the students acquire the right knowledge. From the study it

can be seen that the use of advance technology makes e-learning materials more accessible. The

students will also feel more confident using the right technology to acquire knowledge. This is

supported by the statement, “I feel confident my university is using the right technology to

process learning capabilities.”

Universities and institutions of learning should be able provide the necessary infrastructures

needed before implementing e-learning in their respective institutions. Changing people from the

traditional method of teaching is going to take a long period of time. It is a gradual process

where the people are given the chance to adapt to the e-learning method of teaching. A constant

awareness scheme should be developed to keep people up to date on the values of e-learning.

The implementation of e-learning can only be achieved with good information and

communication 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 require

constant training. A fast and reliable Internet connection and powerful servers should be

provided to avoid network traffic.

3.3 RESEARCH SUGGESTION

Institutions and lecturers in UKM should try their possible best to see they bring out the right

attitude from the students using e-learning. Bringing out the right attitude from the students will

help tremendously in making the adaptation of e-learning successful. Students will feel confident

using e-learning as their way of lifestyle. The lecturers should advise students to use the learning

platforms provided efficiently and that will enhance learning capabilities of the students. The

lecturers 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 the

students.

3.4 RESEARCH CONCLUSION

In this paper, we have seen the impact e-learning has brought to tertiary level of student, the

attitude of the students towards e-learning, some problems institutions of higher learning can

face while adopting e-learning and, lastly, the contribution modern technology has brought in

achieving quality education in UKM. Nonetheless, the concept of e-learning should be a

collective 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 their

universities and institutions. Lecturers should serve as instructors guiding the students whenever

there is a need and the school managements, on the other hand, should try and equip the students

and lecturers with the right technology.

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http://jolt.merlot.org/vol3no4/abstracts.htm