E-LEARNING SYSTEMS: AN EVALUATION OF ITS EFFECTIVENESS IN SELECTED HIGHER

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E-LEARNING SYSTEMS: AN EVALUATION OF ITS EFFECTIVENESS IN SELECTED HIGHER

LEARNING INSTITUTIONS IN MALAYSIA

BY

FATIMAH SUMET MALIK BUNYARIT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

2006

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E-LEARNING SYSTEMS: AN EVALUATION OF ITS EFFECTIVENESS IN SELECTED HIGHER

LEARNING INSTITUTIONS IN MALAYSIA

BY

FATIMAH SUMET MALIK BUNYARIT

A thesis submitted in fulfilment of the requirement for the degree of Master of Management Information

System

Kulliyah of Information and Communication Technology

International Islamic University Malaysia

MARCH 2006

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ABSTRACT

In the coming years, E-learning promises to transform public and private elementary, secondary, and university schooling, business education and training. The success of this transformation will depend on the way instruction is designed to meet the needs of its students.

This study looks at e-learning systems used by three universities in Malaysia:

IIUM, UNITAR and Open University. The study examines ways to measure the value of E-learning, with an eye toward improving it. Data were collected

through interviews and questionnaires.

To evaluate the three E-learning systems that are implemented in higher learning institutions in Malaysia, interviews were conducted to identify the features and the problems faced by the students. The interview discovered that the E-learning

systems at the selected universities have more or less the same features and components but each of them used different terms. The main problem faced by

the students in E-learning was the bandwidth as bandwidth resulted in longer download time.

The questionnaire was used to examine the students’ perceptions of instructional design elements (Course Content, Interaction, User Interface, Feedback and Students’ Involvement) and whether there was a significant difference between

the two systems e.g. online mode (UNITAR and OUM) and blended mode of learning (IIUM). The findings revealed that there were significant differences in some aspects. The reason could be due to the different system each university was

using, and the duration the students spent on the system in their learning.

The study found a difference in E-learning use, at the different universities, IIUM students appeared to spend more time on the computer compared to students from the other two universities. This is surprising considering OUM and UNITAR are known to be fully web-based. One possible explanation for this is that IIUM web-based has a tracking facility.

Supplementary analysis of the relationship between students from IT and non-IT field of study and instructional design produced several significant results. Therefore, the facilitators or instructors should train the students or have an orientation week before starting the course that might help the students to be successful in web-based learning and to avoid a high drop-out rate.

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In summary, this study deepens our understanding of E-learning systems in Malaysia and students’ perception towards instructional design principles of E-learning it also provides useful insights for students, designers, lecturers or facilitators which can assist in enhancing the students learning and improving teaching.

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ﺚﺤﺒﻟﺍ ﺺﺨﻠﻣ

ﺪﺘﺑﻹﺍ ﺕﺎﺳﺍﺭﺪﻟﺍ ﻞﻳﻮﺤﺘﺑ ﻞﺒﻘﺘﺴﳌﺍ ﰲ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ ﺔﻴﻠﻤﻌﻟﺍ ﺔﺳﺍﺭﺪﻟﺍ ﻩﺬﻫ ﺮﺷﺎﺒﺗ ،ﺔﻳﻮﻧﺎﺜﻟﺍ ،ﺔﻴﺋﺍ

ﺔﻴﻠﻫﻷﺍﻭ ﺔﻴﻣﻮﻜﳊﺍ ﺕﺎﺒﻳﺭﺪﺘﻟﺍﻭ ﻝﺎﻤﻋﻷﺍ ،ﺔﻴﻌﻣﺎﳉﺍ .

ﻰﻠﻋ ﻞﻳﻮﺤﺘﻟﺍ ﺍﺬﻫ ﰲ ﺡﺎﺠﻨﻟﺍ ﺪﻤﺘﻌﻳ

ﺔﺒﻠﻄﻟﺍ ﺝﺎﻴﺘﺣﺇ ﺔﻴﺒﻠﺘﻟ ﻲﺳﺍﺭﺪﻟﺍ ﻢﻴﻤﺼﺘﻟﺍ ﺔﻘﻳﺮﻃ .

ﺔﺳﺍﺭﺪﻟﺍ ﺔﻤﻈﻧﺃ ﻰﻠﻋ ﺔﺳﺍﺭﺪﻟﺍ ﻩﺬﻫ ﺰﻛﺮﺗ

ﺔﻳﺰﻴﻟﺎﻣ ﺕﺎﻌﻣﺎﺟ ﺙﻼﺛ ﰲ ﺔﻣﺪﺨﺘﺴﳌﺍ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ )

ﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟﺍ ﺔﻴﻣﻼﺳﻹﺍ ﺔﻌﻣﺎﳉﺍ ،ﺎﻳ

ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﺣﻮﺘﻔﳌﺍ ﺔﻌﻣﺎﳉﺍ ،ﻕﺍﺯﺮﻟﺍ ﺪﺒﻋ ﻥﻮﺗ ﺔﻌﻣﺎﺟ (

ﺔﻴﳘﺃ ﺱﺎﻴﻗ ﻕﺮﻃ ﺔﺳﺍﺭﺪﻟﺍ ﻩﺬﻫ ﱪﺘﲣﻭ

ﺙﻼﺧ ﻦﻣ ﺕﺎﻣﻮﻠﻌﳌﺍ ﺕﺎﻧﺎﻴﺒﻟﺍﻭ ﺖﻌﲨﻭ ،ﺎﻫﺭﻮﻄﺗ ﺔﻘﻳﺮﻃﻭ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ ﺔﺳﺍﺭﺪﻟﺍ ﺔﻤﻴﻗﻭ ﰲ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ ﺔﺳﺍﺭﺪﻠﻟ ﺓﺰﻬﺟﺃ ﺔﺛﻼﺛ ﻢﻴﻴﻘﺘﻟ ﺕﺎﻧﺎﻴﺒﺘﺳﺍ ﻝﻼﺧ ﻦﻣﻭ ،ﺔﻴﺼﺨﺷ ﺕﻼﺑﺎﻘﻣ ﺰﻴﻟﺎﳌﺍ ﺕﺎﻌﻣﺎﳉﺍ ﻪﺟﺍﻮﺗ ﺕﻼﻜﺸﻣﻭ ﺕﺍﺰﻴﳑﻭ ﺭﻮﺻ ﺪﻳﺪﺤﺘﻟ ﺖﻣﺪﺨﺘﺳﺍ ﺔﻴﺼﺨﺷ ﺔﻠﺑﺎﻘﻣ ،ﺔﻳ

ﺔﻤﻈﻧﻷﺍ ﻡﺍﺪﺨﺘﺳﺍ ﰲ ﺔﺒﻠﻄﻟﺍ .

ﺔﺳﺍﺭﺪﻟﺍ ﺔﻤﻈﻧﺃ ﻥﺃ ﺔﻴﺼﺨﺸﻟﺍ ﺔﻠﺑﺎﻘﳌﺍ ﻝﻼﺧ ﻦﻣ ﺖﻔﺸﺘﻛﺍ

ﺕﺎﺤﻠﻄﺼﻣ ﻡﺪﺨﺘﺴﺗ ﺔﻌﻣﺎﺟ ﻞﻛ ﻥﺃ ﲑﻏ ﺕﺍﺰﻴﻤﳌﺍﻭ ﺭﻮﺼﻟﺍ ﺲﻔﻧ ﻰﻠﻋ ﻱﻮﺘﲢ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ ﺭﻮﺼﻟﺍﻭ ﺕﺍﺰﻴﻤﳌﺍ ﻚﻠﺘﻟ ﺔﻔﻠﺘﳐ .

ﺔﻴﺳﺎﺳﻷﺍ ﺔﻠﻜﺸﳌﺍﻭ ﺓﺰﻬﺟﻷﺍ ﻥﺃ ﻲﻫ ،ﺔﺒﻠﻄﻟﺍ ﺔﺟﺍﻮﺗ ﱵﻟﺍ

ﺮﺧﺁ ﱃﺇ ﺏﻮﺳﺎﺣ ﻦﻣ ﺕﺎﻣﻮﻠﻌﳌﺍ ﻞﻘﻨﻟ ﻞﻳﻮﻃ ﻦﻣﺯ ﱃﺇ ﺝﺎﺘﲢ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ .

ﻥﺎﻴﺒﺘﺳﻻﺍ ﻡﺪﺨﺘﺳﺍ

ﻲﺳﺍﺭﺪﻟﺍ ﻢﻴﻤﺼﺘﻟﺍ ﺮﺻﺎﻨﻋ ﻦﻋ ﺔﺒﻠﻄﻟﺍ ﺔﻈﺣﻼﻣ ﻯﺪﻣ ﻥﺎﺤﺘﻣﻻ )

،ﻲﻤﻴﻠﻌﺘﻟﺍ ﺭﺪﻘﳌﺍ ﺕﺎﻳﻮﺘﳏ

ﺍﺪﺨﺘﺳﺍ ﰲ ﺔﺒﻠﻄﻟﺍ ﻝﺎﻐﺸﻧﺍﻭ ﺩﻭﺩﺮﻟﺍ ،ﻲﺤﻄﺴﻟﺍ ﻢﻴﻤﺼﺘﻟﺍ ،ﻝﺩﺎﺒﺘﳌﺍ ﺭﺍﻮﳊﺍ ﺓﺰﻬﺟﻷﺍ ﻡ

.(

ﻞﻫ

؟ﻦﻳﺯﺎﻬﳉﺍ ﲔﺑ ﺔﻴﳘﻷﺍ ﰲ ﻑﻼﺘﺧﺍ ﻙﺎﻨﻫ ﰲ ﱐﻭﺮﺘﻜﻟﻹﺍ ﻡﺎﻈﻨﻟﺍ ، ﹰﻻﻭﺃ

) ﺪﺒﻋ ﻥﻮﺗ ﺔﻌﻣﺎﺟ

ﻕﺍﺯﺮﻟﺍ , ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﺣﻮﺘﻔﳌﺍ ﺔﻌﻣﺎﳉﺍ (

ﰲ ﻂﻠﺘﺨﳌﺍ ﻡﺎﻈﻨﻟﺍﻭ )

ﰲ ﺔﻴﳌﺎﻌﻟﺍ ﺔﻴﻣﻼﺳﻹﺍ ﺔﻌﻣﺎﳉﺍ

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ﺎﻳﺰﻴﻟﺎﻣ .(

ﻩﻮﺟﻮﻟﺍ ﺾﻌﺑ ﺔﻴﳘﺃ ﰲ ﻑﻼﺘﺧﺍ ﻙﺎﻨﻫ ﻥﺃ ﺢﺿﻮﺗ ﺞﺋﺎﺘﻨﻟﺍ .

ﻳ ﻚﻟﺫ ﰲ ﺐﺒﺴﻟﺍﻭ ﻊﺟﺮ

ﻦﻣ ﺎﻬﻣﺍﺪﺨﺘﺳﺍ ﰲ ﺓﺪﳌﺍ ﹰﺎﻀﻳﺃﻭ ﺮﺧﻵﺍ ﻦﻋ ﺔﻔﻠﺘﳐ ﺔﻤﻈﻧﺃﻭ ﺓﺰﻬﺟﺃ ﻡﺪﺨﺘﺴﺗ ﺔﻌﻣﺎﺟ ﻞﻛ ﻥﺃ ﱃﺇ ﺔﻔﻠﺘﳐ ﹰﺎﻀﻳﺃ ﺔﺒﻠﻄﻟﺍ ﻞﺒﻗ .

ﺕﺎﺳﺍﺭﺪﻠﻟ ﺓﺰﻬﺟﻷﺍ ﻡﺍﺪﺨﺘﺳﺍ ﺓﺪﻣ ﰲ ﻑﻼﺘﺧﺍ ﹰﺎﻀﻳﺃ ﻙﺎﻨﻫ

ﺙﻼﺜﻟﺍ ﺕﺎﻌﻣﺎﳉﺍ ﰲ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ .

ﰲ ﺔﺒﻠﻄﻟﺍ )

ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟﺍ ﺔﻴﻣﻼﺳﻹﺍ ﺔﻌﻣﺎﳉﺍ (

ﻥﻮﻟﺬﺒﻳ

ﻗﻭ ﺮﺜﻛﺃ ﻯﺮﺧﻷﺍ ﺕﺎﻌﻣﺎﳉﺍ ﰲ ﺔﺒﻠﻄﻟﺎﺑ ﺔﻧﺭﺎﻘﻣ ﺏﻮﺳﺎﳊﺍ ﻰﻠﻋ ﺖ

. ﻥﻷ ،ﺓﺄﺟﺎﻔﻣ ﻩﺬﻫ ﱪﺘﻌﺗ

) ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﺣﻮﺘﻔﳌﺍ ﺔﻌﻣﺎﳉﺍ ،ﻕﺍﺯﺮﻟﺍ ﺪﺒﻋ ﻥﻮﺗ ﺔﻌﻣﺎﺟ (

ﺓﺰﻬﺟﻷﺍ ﻡﺍﺪﺨﺘﺳﺎﺑ ﺔﻓﻭﺮﻌﻣ

ﹰﺎﻴﻠﻛ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ .

ﰲ ﺔﻴﳌﺎﻌﻟﺍ ﺔﻴﻣﻼﺳﻹﺍ ﺔﻌﻣﺎﳉﺍ ﺯﺎﻬﺟ ﻥﺃ ،ﺍﺬﻫ ﺡﺮﺸﻟ ﺪﻴﺣﻮﻟﺍ ﺐﺒﺴﻟﺍﻭ

ﺮﳌﺍ ﻡﺎﻈﻧ ﻰﻠﻋ ﻱﻮﺘﳛ ﺎﻳﺰﻴﻟﺎﻣ ﺔﺒﻗﺍ

. ﻦﻣ ﺔﺒﻠﻄﻟﺍ ﲔﺑ ﺔﻗﻼﻌﻟﺍ ﺢﺿﻮﺗ ﱵﻟﺍ ﺔﻴﻓﺎﺿﻹﺍ ﺕﻼﻴﻠﺤﺘﻟﺍ

ﻯﺮﺧﻷﺍ ﻡﺎﺴﻗﻷﺍ ﻦﻣ ﺔﺒﻠﻄﻟﺍ ﲑﻏﻭ ﺔﻴﺟﻮﻟﻮﻨﻜﺘﻟﺍ ﺕﺎﻣﻮﻠﻌﳌﺍ ﻢﺴﻗ .

ﻲﻤﻴﻠﻌﺘﻟﺍ ﻢﻴﻤﺼﺘﻟﺎﺑ ﺎﻬﺘﻗﻼﻋﻭ

ﺓﺩﺪﻌﺘﻣ ﺔﻴﳘﺃ ﺞﺋﺎﺘﻧ ﺖﻴﻄﻋﺃ .

ﺕﺎﻬﻴﺟﻮﺗ ﻢﻫﺅﺎﻄﻋﺇﻭ ﺔﺒﻠﻄﻟﺍ ﺐﻳﺭﺪﺗ ﲔﻤﻠﻌﳌﺍ ﻰﻠﻋ ﺐﳚ ﻚﻟﺬﻟ

ﻄﻟﺍ ﺪﻋﺎﺴﻳ ﻑﻮﺳ ﺍﺬﻫﻭ ،ﻞﺼﻔﻟﺍ ﺀﺍﺪﺘﺑﺍ ﻞﺒﻗ ﻝﺪﻌﻣ ﻉﺎﻔﺗﺭﺍ ﻦﻋ ﺩﺎﻌﺘﺑﻹﺍﻭ ﻢﻬﺣﺎﳒ ﰲ ﺔﺒﻠ

ﻁﻮﻘﺴﻟﺍ .

ﺔﺻﻼﺧ

، ﰲ ﺔﻴﻧﻭﺮﺘﻜﻟﻹﺍ ﺔﻴﺳﺍﺭﺪﻟﺍ ﺔﻤﻈﻧﻷﺍ ﻢﻬﻓ ﻖﻤﻌﺗ ﰲ ﺎﻧﺪﻋﺎﺴﺗ ﺔﺳﺍﺭﺪﻟﺍ ﻩﺬﻫ

ﻲﻤﻴﻠﻌﺘﻟﺍ ﻢﻴﻤﺼﺘﻠﻟ ﺔﺒﻠﻄﻟﺍ ﺮﻈﻧ ﺔﻬﺟﻭﻭ ﺎﻳﺰﻴﻟﺎﻣ .

ﺔﺒﻠﻄﻠﻟ ﺢﺋﺎﺼﻨﻟﺍ ﺾﻌﺑ ﺖﻴﻄﻋﺃ ﹰﺎﻀﻳﺃﻭ

ﻩﺭﻮﻄﺗﻭ ﻢﻴﻠﻌﺘﻟﺍ ﺓﺩﺎﻳﺯ ﰲ ﻢﻫﺪﻋﺎﺴﺗ ﱴﺣ ﺓﺬﺗﺎﺳﻷﺍﻭ ،ﲔﻤﻤﺼﳌﺍﻭ

.

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Management Information System.

………..

Husnayati Hussin Supervisor

I certify that I have supervised and read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Management Information System.

………..

Ramlah Hussein Examiner

This thesis was submitted to the Department of Information System and is accepted as a fulfilment of the requirement for the degree of Master of Management Information System.

………..

Ramlah Hussein

Head, Department of Information System

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This thesis was submitted to the Kulliyah of Information and Communication Technology and is accepted as a fulfilment of the requirement for the degree of Master of Management Information System.

………..

Mohd Adam Suhaimi

Dean, Kulliyah of Information and Communication Technology

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DECLARATION

I hereby declare that this thesis is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Name………

Signature………. Date………

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INTERNATIONAL ISLMAIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

E-LEARNING SYSTEMS: AN EVALUATION OF ITS EFFECTIVENESS IN HIGHER LEARNING INSTITUTIONS IN

MALAYSIA

Nor part of this unpublished research may be produced, stored in retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written of the copyright except as provided below.

1. Any material contained in or derived from this unpublished research may only be used by other in their writing with due acknowledgement

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by FATIMAH SUMET BUNYARIT

………. ………

Signature Date

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Dedicated to

My Parents

For their unconditional love, support, prayers and strength

My brother and his wife

Who inspirations, support and love stay forever

My friends

Whose smiles light up my life

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ACKNOWLEDGEMENTS

I owe my deepest gratitude to Allah S.W.T for the strength and perseverance to endure this challenging journey. I would like to take this opportunity to express my special appreciation and sincere thanks to my supervisor, Assoc. Prof. Dr. Husnayati Hussin for her guidance and supervision. She has been very patient and helpful in guiding me.

I’m indebted to Assoc. Prof. Dr. Yushiyana Mansor and Dr. Ramlah Hussain for their remarkable contribution in correcting my work.

I’m grateful to the staff of general office of Information and Communication Technology faculty, particularly, Sis. Norasnida Mohd Nordin and Bro. Halmi whose assistance and encouragement were always there when I needed. I would like to thanks my friends and research colleagues Sis. Normala Mohd Adnan and Sis.

Fyrdows Sulaiman for their assistance in one form or another to this research study.

My thanks also goes to Mohd Rafiq, Deputy Dean Faculty of Information Technology of University Tun Abdul Razak, Mohd Zahili, Rosliza Osman and Prof. Dr. Latifah Bt Abdul Latif, Director of Open University for their advices and guidance in the early stage of this research.

Last but not least, my deepest appreciation and gratitude goes to my family members, my father Sumet Bunyarit, my mother Asia Haisharoon, my brothers, Hawari, Abdullah, Yasser and Dr. Safar and his wife Rozaida for their invaluable support and sacrifices. Lastly, I would like to thanks everyone who has contributed directly and indirectly to the completion of this research.

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CONTENTS

Abstract……….. ii

Abstract in Arabic……….. iii

Approval Page……… v

Declaration page……… vi

Copyright Page………...vii

Dedication……….. viii

Acknowledgement………. ix

List of Tables………. xiv

List of Figures……… xvii

CHAPTER ONE: INTRODUCTION 1.1 Introduction……….. 1

1.2 Research background………... 2

1.3 Objectives of the Study……….... 5

1.4 Research Hypotheses………... 6

1.5 Research Framework………... 8

1.6 Significance of the Study………. 9

1.7 Context of the Study……… 10

1.8 Organization of the thesis……….………... 11

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction……….. 12

2.2 E-Learning: An overview……… 12

2.3 E-learning Effectiveness………..… 16

2.4 E-learning and Instructional Design Elements……… 23

2.4.1 Content……… 24

2.4.2 Interaction (Communication)……….. 27

2.4.3 Feedback………. 30

2.4.4 Interface Design……….. 32

2.4.5 Students’ Involvement……… 34

2.5 E-learning Systems……….. 35

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2.5.1 Learning Platform (EPL)……… 35

2.5.2 Multimedia Learning System (MMLS)……….. 39

2.5.3 WebCT……… 44

2.5.4 LearningSpace………. 45

2.6 The Implementation of E-learning in Malaysia………47

2.7 Conclusion……….. 53

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction……….. 54

3.2 Research Strategies……….. 54

3.3 Chosen Research Design……….. 55

3.4 Survey sample………. 56

3.4.1 Selected Organization.……….………56

3.4.2 Respondents……… 57

3.5 Pilot Study ………...……… 57

3.6 Data Collection……… 58

3.6.1 Stage 1: Preliminary Data……….……….. 58

3.6.2 Stage 2: Survey Questionnaire ………...……… 59

3.7 Instruments...……… 60

3.7.1 Interview question………... 60

3.7.2 Questionnaire……….. 61

3.8 Research Model ……….………. 62

3.9 Conclusion………... 64

CHAPTER FOUR: E-LEARNING SYSTEMS AT SELECTED INSTITUTIONS 4.1 Introduction……….. 65

4.2 Preliminary Study……… 65

4.3 IIUM……… 65

4.3.1 Overview of the institution………. 65

4.3.2 E-learning Systems Used…..……….. 66

4.3.3 Problems………. 74

4.4 UNITAR……….. 75

4.4.1 Overview of Institution………... 75

4.4.2 E-learning Used……….. 76

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4.4.3 Problems………. 82

4.5 Open University Malaysia (OUM)………... 82

4.5.1 Overview of institution……… 82

4.5.2 E-learning System Used………... 83

4.5.3 Problems……….. 86

4.6 Comparisons E-learning systems at the selected university……… 87

4.7 Conclusion……… 89

CHAPTER FIVE: STUDENT’S PROFILE AND PERCEPTION ON INSTRUCTIONAL DESIGN 5.1 Introduction………..……… 90

5.2 Students Profile………..……….. 90

5.2.1 Demographic information…..……… 91

5.2.2 Internet Use….………... 94

5.2.3 E-learning Use……… 96

5.3 Students’ Preference for E-learning... 98

5.4 Students’ Perception on Instructional Design………. 99

5.4.1 Course Content……… 100

5.4.2 Interaction………... 103

5.4.3 User Interface……….. 104

5.4.4 Feedback………. 106

5.4.5 Student’s Involvement……… 107

5.4.6 The Summary of Important Elements of Instructional design in E-learning Systems………. 109

5.5 Suggestions on Improvements………. 110

CHAPTER SIX: TEST FOR HYPOTHESES 6.1 Introduction………....……….. 114

6.2 Relationship between type of university and instructional design……... 114

Hypothesis 1……… 115

Hypothesis 2………...………. 117

Hypothesis 5……… 121 6.3 Relationship between the field of study (IT and non-IT) and their

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Perception of Instructional design elements……… 123

Hypothesis 10………. 128

6.4 Relationship between three different Universities and E-learning Use.. 130

6.4.1 University with the period of using the web-based learning Platform……….. 131

Hypothesis 11……….. 131

6.4.2 University with the number of hours the students used Web-based per Week……….. 132

6.5 Relationship between the field of study (IT and Non IT) and E-learning use…...………... 134

6.5.1 Filed of study (IT and non IT) with the period of using the Web-based learning platform……….. 135

6.5.2 Field of study (IT and non IT )with the number of hours the Students used web-based Per Week……… 136

6.6 Differences among three universities and E-learning use……… 137

CHAPTER SEVEN: CONCLUSION 7.1 Introduction……….. 145

7.2 Major Findings………... 145

7.2.1 Comparison of E-learning Systems…...………. 145

7.2.2 Perceptions Instructional Design……… 146

7.2.3 Relationship between the mode of teaching/learning and Instructional design….……… 148

7.2.4 Differences between the universities (IIUM, UNITAR, OUM) With regards to E-learning use ………...…… 149 7.2.5 Relationship between the field of study (IT and Non IT) and

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Instructional design and between the field of study and

E-learning Use ………... 150

7.2.6 Difference between three universities (IIUM, UNITAR and OUM) with regards to instructional design……… 150

7.3 Implication on the knowledge………...…………... 151

7.4 Implication for practical………... 152

7.5 Limitation and Suggestion for Future Research……….. 154

7.6 Concluding Remarks………...……… 157

BIBLIOGRAPHY………...168

APPENDIX A: Interview Questions………...……….. 166

APPENDIX B: Questionnaire Questions………...169

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LIST OF TABLES

Table No. Page No.

3.1 Content of Interview questions 60 3.2 Content of the questionnaire 61

4.1 Comparison of three Universities for E-learning Systems 87

5.1 Gender of the Respondents 91

5.2 Age of the Respondents 91

5.3 Year of Study 92

5.4 Nature of program 92

5.5 University 93

5.6 Internet Use 94

5.7 E-learning Use 96

5.8 Comparison of the Web-Based to the face-to-face learning 68

5.9 Course Content 100

5.10 Interaction 103

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5.11 User Interface 104

5.12 Feedback 106

5.13 Students’ involvement 107

5.14 Summary of Importance of Instructional Design Elements 110 5.15 Suggestions and improvements 111 6.1 Differences in Students’ Perception of Instructional Design 115

(Course Content)

6.2 Differences in Students’ Perception of Instructional Design 117

(Interaction)

6.3 Differences in Students’ Perception of Instructional Design 119

(User Interface)

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(Feedback)

(Students’ Involvement)

6.6 Summary of Students’ Perception on Instructional Design at 122 Different Universities

(Course Content) with field of study (IT and non IT)

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(Interaction) with field of study (IT and non IT)

6.9 Differences in Students’ Perception of Instructional Design 126

(User Interface) with field of study (IT and non IT)

(Feedback) with field of study (IT and non IT)

(Students’ Involvement) with field of study (IT and non IT)

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6.12 Summary of the perception of Instructional Design by students 130 from IT and non IT background

6.13 University * how long have you been using the web-based 131 Platform Cross tabulate

6.14 University * how long have you been using the web-based 132 Platform Chi-Square

6.15 University * how many hours a week do you use web-based 132 platform Cross tabulate

6.16 University * how many hours a week do you use web-based 133 Platform Chi-Square

6.17 Program * how long have you been using the web-based 135 Platform Cross tabulate

6.18 Program* how long have you been using the web-based 136 Platform Chi-Square

6.19 Program * how many hours a week do you use web-based 136 platform Cross tabulate

6.20 Program* how many hours a week do you use web-based 137 platform Cross tabulate

6.21 One-Way ANOVA results of three different universities 138

With Instructional Design (Course Content)

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6.22 One-Way ANOVA results of three different universities 140

With Instructional Design (Interaction)

6.23 One-Way ANOVA results of three different universities 141

With Instructional Design (User Interface)

6.24 One-Way ANOVA results of three different universities 142

With Instructional Design (Feedback)

6.25 One-Way ANOVA results of three different universities 143

With Instructional Design (Students’ Involvement)

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LIST OF FIGURES

Figure No. Page No

1.1 The Research Model (adopted & modified from Siragus, 2000) 9

2.1 Types and Tools of E-learning 14 2.2 The ELP learning platform Architecture 35

2.3 The ELP Classes 37

2.4 Flow of processing of the ELP system 38

2.5 MMLS Interface 40

2.6 MMLS Architecture 41

2.7 The Multimedia University Model of MMLS 44 2.8 Basic web-based Educational system 51 3.1 A Model for Online Learning in Higher Education 63 3.2 The Research Model (Adopted & modified from Siragus) 63

4.1 Login Screen of (K.Point) 66 4.2 IIUM’s (C-ExCel) E-learning system model (K.Point) 67 4.3 Login Screen for LearningCare. 69 4.4 IIUM’s (C-ExCel) E-Learning System Model (LearningCare). 71