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Review Journal : IS E-LEARNING NECESSARY FOR UNIVERSITY STUDENTS?A CASE STUDY FROM IRAN

Reviewers :
1.      Pius Thaal
2.      Muhammad Fachrur Rozi
3.      Analisa

IS  E-LEARNING NECESSARY FOR UNIVERSITY STUDENTS?A CASE STUDY FROM IRAN                                                                                                                                                                                   Today many claim that e-learning can result in considerable time and cost-savings , such as traveling , work time and etc . This study was conducted to investigate these questions: should e-learning be used to reduce travel related stress? should e-learning be offered fully online to reach students living in remote areas? should e-learning be adopted to allow working students to study from home ? Pressure to use e-learning was developed as a factor to answer above  questions.  Data was collected through a survey of 400 post graduate students at  Tehran University. The results showed that many Iranian    post  gratitude students agreed on  above statements .  In  addition ,  linear regression analyses revealed a statistically significant model for pressure to use e- learning as the best predictor of level of student’s intention to adopt e-learning (F 37.737, df=1 , R square = .187 )
                                                                                                                                                                                                                                                                        
                                                                                                                                                                                   
   A.     Review of Previous Research
1.      Modelling student’ Intention to adapt  E-Learning : A Case Study from Egypt. (Abdel Wahab, 2008 )
2.      The Role of Social Presence and Moderating Role of Computer self-efficacy in Predicting the continuance Usage of E-learning System. ( Hayasi, 2006)
a.        Research Questions :
1.      Should E-learning be used to reduce travel related stress?
2.       Should E-learning be offered fully on line to reach students  living in Remote Areas?
3.      Should E-learning be adopted to allow working students to study from home?
4.      Should E-learning be adopted  to alllow  married students to balance family and study demand?

b.        Introduction :


2.1. Purpose of the study : To pressure  the using of the E-learning  for students at  Tehran University
2.2. Theoritical backround
1. E-learning can result in considerable time and cost-savings, such as travelling, work time and etc. ( Hackley 1997, et al ).
2.
     c.      Methodology

     3.1. Design
Quantitative : Case study
     3.2. sample characteristic
1.    400 post graduate students at Tehran University, devided into  ten faculties, they are education, mass communication, geography psycology, political science,  computer science, biotechnology, statistic, phisyc, and chemistry, in which at each faculty there are  40 students as the samples.
2.    94,8% students who participated between 19-25 years old, and 5, 2%  the age up to 26 years  old.
3.    53, 5% are female and   46,53% are male
     3.3. main Variables
1.      E-learning
2.      Travel related stress
3.      Students living in remote area
4.      Working student
5.      Married students
     3.4. measure  
Questionares
Scorded 4,3,2,1,0 ( strongly agree, agree, disagree, strongly disagree, respectively
     3.5. procedures
1.     Survey
2.     this research was used five step questionares : first step is to measusre the relationship of the E-learning and the travel related stress. Second  step is to measure the relationship of the E-learning and students living in remote area. Third stepp is to measure the relationship of the E-learning and the working student. Fourth step is to measure the relationship of the E-learning and the  marriied students, and the last step is to measure the students’ intention to adopt E-learning.

     d.      result
The result of this study are :
1.    for the question 1.  29,6% students strongly agreed, 46,3% students agreed, 2,8%% disagreed, 2,8% strongly disagreed and 14, 3% undecided.
2.    For question 2, 29, 3% students strongly agreed, 40,9% agreed, 10,6% disagreed, 3,3% strongly disagreed and 16,0% undecided.
3.    For question 3, 35,9% strongly agreed, 46,5% agreed, 5,6% disagreed, and 2,0% strongly disagreed.
4.    For question 4, 33,1 % students are strongly agreed, 45,8% agreed, 6,5% disagreed,  2.1% strongly disagreed, and 10.0% undecided.
5.    For question 5. Linear regresion analyses revealed a statistically- significant model, the result = F= 37,737, df 1, R square = 0, 187).
      e.        discussion
Based on  the result of the study, shows that many Iranians post graduate students agreed ont these statements : “E-learning can be used to reduce travel related stress, fully online, allow working students, students living in a remote area. ( Research Gap)
      f.       limitation









Turkish Online Journal of Distance Education-TOJDE January 2012 ISSN 1302-6488 Volume: 13 Number: 1 Notes for Editor-4



IS E-LEARNING NECESSARY FOR UNIVERSITY STUDENTS?
A Case From Iran








ABSTRACT


Dr. Faranak OMIDIAN Fatemeh KEYVANIFARD
Islamic Azad University, Dezfool, IRAN


Today many claim that e-learning can result in considerable time and cost-savings , such as traveling , work time and etc . This study was conducted to investigate these questions: should e-learning be used to reduce travel related stress? should e-learning be offered fully online to reach students living in remote areas? should e-learning be adopted to allow working students to study from home ? Pressure to use e-learning was developed as a factor to answer above  questions.  Data was collected through a survey of 400 post graduate students at  Tehran University. The results showed that many Iranian    post  gratitude students agreed on  above statements .  In  addition ,  linear regression analyses revealed a statistically significant model for pressure to use e- learning as the best predictor of level of student’s intention to adopt e-learning (F 37.737
, df=1 , R square = .187 )

Keywords : E-learning , pressure to use e-learning , intention to adopt e-learning

INTRODUCTION


Today many claim that e-learning can result in considerable time and cost-savings , such as traveling , work time and etc (Hackley , 1997 : Hall and Sbider , 2000; Connolly ,  Hiltz
, 1988 ; Piccolo et al , Zaham , 2000 , coppola  and Myre , 2002; Volery and Lord 2000; Urdan and Weggan ,2000  Hiltz , 1988 ; Piccolo et al , 2001;  coppola  and Myre , 2002  ;
Kruse 2005   Connolly and Stansfield 2006) . Because we enter the telecommunication age,  with  its  vastly  expanded  employment  skill  sets,  the  undergraduate  student
population  has  changed  to  include  older  ,  married,  employed,  and  non-residential
students. (Beller and Or 1998). Previous studies have indicated that the decision of mature students to enter or return to higher education is a decision that has to be waved against responsibilities stemming from various social roles and responsibilities (Pascall & Cox, 1993; Edwards, 1993 ). Managing time amidst conflicting responsibilities is paramount in this process as students struggle to balance themselves between new and on-going obligations generally resulting in anxieties and tensions .Appropriately, Davies et al (2002) report that the decision of mature students to enter higher education is a complex one and barriers to entry are linked to the realities of their lives which include: multiplicity of roles ,costs of study, the importance and value attached to caring responsibilities, and time management problems.

E–learning eliminates costs associated with instructor's salaries, meeting room rentals, and student travel, lodging, and meals. The concept e-learning are combination, implementation and relationship of the activities for learning and teaching via different electronic media such as in distance and open learning , etc . Nipper (1989) identified three generations of distance education. The first generation correspondence model” is provided mostly through paper-based instruction and characterized by the mass production of educational materials .


The second generation referred to as the multimedia model is provided through integrated multimedia such as delivering courses via television or introducing material like audio , video, tapes and computer based learning (CBL) in addition to printed material. The third generation is provided through two-way communications media such as audio/video-conferencing and broad - cast technology. Growing interest in e-learning, as a way to provide distance students with additional resources and support, prompted universities to investigate the adoption of Learning Management Systems to enable teaching staff to develop and manage online courses with little professional support. The term Learning Management System (LMS) refers to an integrated set of networked, computerized tools that support online learning (Virtual Learning Environment or Course Management System are other terms that are sometimes used). Learning Management System (LMS) such as WebCT, and Moodle, has many built-in features to help teachers managing their courses. A learning management system can deliver:

Course material,
On-line tests (multi-choice, list-matching, etc) Discussion groups and live chat.
It has many tools to help teaching staff work with students' marks, conduct group work, and process the submitting and return assignments .

Students log in with their university username and password, and have access to
courses in which they are enrolled. They can access the system from a campus computer lab or over the Internet from home. The benefits of using such  tools (i.e.WebCT, and
Moodle) is that instructors do not require advanced web development skills to develop
interactive sites as the template already contain the various interactive features, such as chat rooms and discussion lists. Course designers can add course and lecture notes in a variety of file formats, including graphics (Abdel-Wahab , 2008). However, despite the benefits of e-learning for reduction travelling related to stress universities have been slow to bring e-learning into the main stream and maximize the potential benefits for students who live in remote areas or married students (Link and Marz,2oo6 ; Hayashi , Chen , Ryan and Wu ; 2006 ).

Martinze (2004) suggests that the study of student’s attitude towards the benefits of  e- learning related to reduction student’s traveling in many ways help managers better prepare in light of e-learning for the future . Perez Cereijo (2006) states that student’s attitude may be more important than reality ,i.e .,  decisions , many times are based on attitudes . The theory of technology acceptance model was really designed to test why students should use e-learning. Davis (1983) explains a variety of factors that affect student’s attitude to use e-learning. This study focus on only two factors of davis’ model , pressure to use e-learning and intention to use e-learning. In order to test student’s pressure to use e-learning were designed as following:












METHOD


Ø    should e-learning be used to reduce travel related stress?
Ø     should e-learning be offered fully online to reach students living in remote areas?
Ø    should e-learning be adopted to allow working students to study from
home ?
Ø     should e-learning be adopted to allow married students to balance family and study demands ?



Designing the instrument
The reliability of the measurement scale was derived as 0.82 by employing Cronbach’s
alpha for 50 Indian students .


Survey sample
Stratified sampling technique was employed in the present study . 400 post graduate students at the University of Tehran from different faculties were the sample of the present study (table2) .
Table: 1
Sample details

Arts
Science
Department
Number
Department
Number
Education
40
Computer science
40
Mass communication
40
Biotechnology
40
Geography
40
Statistic
40
Psychology
40
Physic
40
Political science
40
Chemistry
40


Personal characteristics of respondents
Approximately 94.8% of students who participated in the study here between 19 to 25 years and only 5% more than 26 years . 46.53 %of respondents were male and 53.5%
were female.

RESULTS AND ANALYSIS

To answer the questions of the study all the items of the scale were positively worded . Items were scored as 4. 3. 2. 1 and 0 for strongly agree , agree, disagree , strongly disagree and undecided, respectively .

Research Question:  1
should e-learning be used to reduce travel related stress? All the items of the scale were positively worded . Items were scored as  4 . 3 ,  2  1 and 0 for strongly agree  , agree
,disagree , strongly disagree and undecided , respectively . As table 2 shows that 29.6 % Students strongly agreed , 46.3% agreed , 2.8 disagreed and only 2.8 strongly disagreed
. On the other hand about 14.3 % were undecided on this statement .
Table: 2
frequency scores on question 1


Likert Scale
Frequenc y

Percent
Valid
Percent
Cumulative
Percent
undecided Strongly Disagree
Disagree agree
strongly agree
Total
114
14.3
14.3
14.3
22
2.8
2.8
17.0
57
7.1
7.1
24.1
370
46.3
46.3
70.4
237
29.6
29.6
100.0
800
100.0
100.0



Research Question: 2
should e-learning be offered fully online to reach students living in remote areas? As table 3 shows that 29.3 Students strongly agreed, 40.9 agreed, 10.6 disagreed and only
3.3 strongly disagreed. On the other hand, about 16.0 were undecided on this statement
.



Table: 3
frequency scores on question 2


Likert Scale
Frequenc y

Percent
Valid
Percent
Cumulative
Percent
undecided Strongly Disagree
Disagree agree
strongly agree
Total
128
16.0
16.0
16.0
26
3.3
3.3
19.3
85
10.6
10.6
29.9
327
40.9
40.9
70.8
234
29.3
29.3
100.0
800
100.0
100.0



Research Question: 3
should  e-learning be adopted to allow working students to study from home ? As table 4 shows that 35.9 students strongly agreed, 46.5 agreed, 5.6 % disagreed and only2.0 % strongly disagreed.

On the other hand, about 10.0 % were undecided on this statement.

Table: 4
frequency scores on question 3


Likert Scale

Frequency

Percent
Valid
Percent
Cumulative
Percent
undecided
Strongly Disagree
Disagree agree
strongly agree
Total
80
10.0
10.0
10.0
16
2.0
2.0
12.0
45
5.6
5.6
17.6
372
46.5
46.5
64.1
287
35.9
35.9
100.0
800
100.0
100.0


Research Question: 4
e-learning should be adopted to allow married students to balance family and study demand ? As table 5 shows that 33.1students strongly agreed, 45.8 agreed , 6.5
disagreed and only 2.1 % strongly disagreed . On the other hand, about 10.0 % were
undecided on this statement.

Table: 5
frequency scores on question 4


Likert Scale
Frequenc y

Percent
Valid
Percent
Cumulative
Percent
undecided Strongly Disagree
Disagree agree
strongly agree
Total
100
12.5
12.5
12.5
17
2.1
2.1
14.6
52
6.5
6.5
21.1
366
45.8
45.8
66.9
265
33.1
33.1
100.0
800
100.0
100.0




Research Question: 5
can student’s intention to adopt e-learning be predicted by student’s pressure to use e- learning  ?  linear  regression  analyses  revealed  a  statistically-significant  model  for pressure to use e-learning as the best predictor of level of student’s intention to adopt e- learning ( F=37.737 , df=1 , R square=.187).

DISCUSSION

The results show that many Iranian post gratitude students agreed on these statements: e-learning should be used to reduce travel related stress .” e-learning should be offered fully online should .   e-learning be adopted to allow working students to study from home to reach students living in remote areasHence Program managers can focus on these benefits of e-learning for postgraduate university students. Further, pressure to use e-learning explained 18.7 % of the variance in the dependent variable of student’s intention to adopt e-learning .

BIODATA and CONTACT ADDRESSESS of AUTHORS



 
Dr   Faranak   OMIDIAN   is   an   Assistant   Professor   at   Educatio , Department of Educational  Sciences, Education Faculty,    Islamic Azad University . She obtained her Ph.D degree from Panjab University, Chandigarah , the Department of Educational Sciences , In 2010 . Her main research interest are e-learning  , computer anxiety, Computer self efficacy and educational management .





Fatemeh keyvanifard is a lecturer at Education , Department of Educational Sciences, Education Faculty,  Islamic Azad University. She is scholar research student in Tehran university .






 
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Davis , T. R. and Luthans ,F. (198) . A social learning approach to organizational behavior. Academy of Management Review , v.5,281-290.

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