Factors of online learning adaptation for education purpose: Learners’, Parent’s and Teachers’ (LPT) Perception as a Mediator
Paper details:
CHAPTER 1 – Please refer to power point for guidance
CHAPTER 2 – Literature review
2.1 Introduction
2.2 Brand trust
2.3 Customisation
2.4 ??? = Independent variable of writer’s choice
2.5 Online Learning
2.6 Perception
2.7 Underpinning Theories
2.8 Brand Trust and Online learning
Hypotheses 1
2.9 Customisation and Online learning
Hypotheses 2
2.10 ??? and Online learning
Hypotheses 3
2.11 LPT Perception as mediator
Hypotheses 4
Hypotheses 5
Hypotheses 6
2.12 Research Framework
2.13 Chapter Summary
CHAPTER 3 – Research Methodology
3.1 Introduction
3.2 Research design
3.3 Population and Sample
3.4 Instruments and Measurements
3.5 Validity and Reliability
3.6 Pre and Pilot tests
3.7 Data Collection Procedures
3.8 Test of non response bias
3.9 Data analysis
3.9.1 DATA SCREENING
i. Missing Value Analysis
ii. Assessment of Outliers
3.9.2 MULTIVARIATE ASSUMPTIONS
i. Normality
ii. Multicollinearity
iii. Linearity
iv. Homoscedasticity
3.9.3 INFERENTIAL STATISTICS
i. Correlation Analysis
ii. Multiple Regressions (Direct relationship between independent and dependent variables)
iii. Moderating and mediating variables
Journal of Postgraduate Current Business Research
abrn.asia journal
Volume 1, Issue 1 (January 2016), PP 27-32
REVIEW PAPER OPEN ACCESS
Author et al© 2016 This article is distributed under the terms of the Creative Commons Attribution 4.0 International
License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction
in any medium provided you give appropriate credit to the original author(s) and the source, provide a link to the
Creative Commons license, and indicate if changes were made.
Factors of online learning adaptation for education purpose
Siva Prakash Ramasamy
ivas_1983@hotmail.com
Othman Yeop Abdullah Graduate School of Business (OYAGSB),
University Utara Malaysia(UUM),0600,Sintok, Kedah Darulaman, Malaysia
1. Introduction
This paper will examine the interrelation of customised learning and brand trust with online learning.
As this paper shows, the way educators’ tailor-fit online learning systems and retaining brand trust for
such programs are affecting the perceptions on the efficacy of online learning systems. In effect, these are
external factors that influence how users perceive the applicability of online programs for specific
purposes and particular learners. Thirty studies as in journals will be utilized in the paper, in order to
make it more comprehensive and in-depth. The studies will be categorized according to a dependent
variable (online learning) with the independent variables (customised learning and brand trust). The paper
has analysed the role of technology and globalization in encouraging online learning activities for
students, regardless of borders and languages.
In the comparative method of study, the authors weigh in on various aspects of online learning, as
well their relationship to other variables, as experienced in different countries. Meanwhile, other study
authors used quantitative analyses to measure the scope and extent of online learning issues and
challenges.
2. Online Learning
There are many studies done on online learning. Some researchers have looked at how individual
learners are able to adjust to its requirements and release outputs, given a specific time frame. For one,
Leeds (2014) examined individual perceptions of e-learning from a temporal perspective, citing Hall,
Barbera, and Clara. In her own study, Leeds (2014) found out that the subjects had determined their own
ways in managing their time so they can accomplish their tasks well: Analysis from assignments revealed
that all learners were focused on time as all of identified time and its management as a key to their
learning. In their discussions of time the learners outlined their intention to plan and manage time through
a clock time vision where they had commodified time (Lee & Liebenau, 1999).
Abstract:
The purpose of this article review is to examine the interrelation of customised learning and brand trust with
online learning. There are thirty journal articles utilized for the purpose of this paper construction. The
findings in the journals suggest that trust and customised learning plays significance vital role in online
learning.This paper is based on current trend of learners’ need that prefers marriage of both technology
and flexibility.
Keywords: Online learning, young learners, customisation, customised learning, brand trust, education
Rizal Journal of Postgraduate Current Business Research 1:1 Page 2 of 5
Lee and Liebenau (1999) also added that the learners had mentioned three ways of not wasting time
and using it properly. For them, every second really counts and should not be wasted just like that.
Another area of interest in the cross-national intersections of online learning activities. According to
Korean researchers Sungae Yoo Hye Jeong Kim So Young Kwon (2014) who used a comparative method
in their paper-there are more perceived gaps in the Korean online learning system than that of the United
States. Specifically, such gaps pertain to the Korean students’ perceived inattention to, and reluctance to
be part of, the active involvement in interactive discussions as (a very) serious challenge in integrating
interaction into their online courses Yoo, Kim and Kwon (2014). In contrast, educators in the United
States consider limited time frames and technical assistance as hindrances to a smooth interaction process
(Yoo, et al, 2014). For the American educators, it is crucial that student interaction be facilitated by
Internet-based discussions and an appreciation of students’ learning styles. (Yoo et al, 2014).
Furthermore; while educators from (South Korea and the United States) had perceived interaction as a
learning opportunity, they differed in how they perceived the learning outcome they want to get out of
online interaction. Korean educators considered students’ conceptual knowledge acquisition as their
(primary teaching milestone); on the other hand, their US counterparts thought students’ reflective
thinking, higher-order thinking, and (self-sustaining) learning as one of their (primary) instructional goals.
The Korean educators projected themselves as being more (credible providers of knowledge) than their
US counterparts (Yoo, et al, 2014).
This study is interesting because it reveals how cultural behavior is affecting the way online learners
are using web-based educational programs, and how authorities in different countries are managing it.
Doing cross-country studies is important to determine the appropriate measures to be implemented in the
application of educational programs. Another lesson to be learned is that otherwise useful learning
techniques are not always applicable for all countries and situations. Therefore, taking off from the crosscountry studies, one has to determine which measure is viable and which is not. Chyan Yang and TsuiChuan Hsieh (2013) then dissect how patterns in the use of online learning sites differ even within
countries. This supplements the research done by the Korean researchers mentioned previously.
Urban region residents in general were (adept at utilizing) the internet for searching, but they used it
relatively less often for online learning and entertainment. Perhaps due to (limited) infrastructure and
traffic-caused inconvenience, rural region residents used the internet more frequently for e-learning or
entertaining. Objectives of research questions are as follow:
1. Identify the cultural differences in adapting online learning.
2. Identify barriers in using online environment for education purpose.
3. Identify factors constitute brand trust for usage of online learning
Important Research Questions
RQ1. How do young learners, parents and teachers experience the effect of online environments
on learner’s everyday lives?
RQ2. What opportunities and risks for children are noticed in online environments?
RQ3. What similarities and differences are there in children’s, parents’ and teachers’ point of
views in terms of opportunities and risks?
Yang and Hsieh (2013) also found out that learners who live in urban areas tend to rely more on online
learning resources than those in rural areas. This is explained by the fact that more online facilities are
located in urban areas than 0in rural localities (Yang and Hsieh, 2013). We can say that this pattern can
considerably affect the way urban-based learners perceive the content of their learning systems. We can
also say that urban-based learners are more at home with these kinds of systems than rural-based learners.
This means, however, that more work should be done to connect rural-based learners with online learning
systems. It is not an easy task. One should set up the infrastructure and the software, and also train the
Rizal Journal of Postgraduate Current Business Research 1:1 Page 3 of 5
instructors who will orient the young learners how to properly use the systems. These instructors,
furthermore, will also assess the performance of the learners, based on specific metrics.
Furthermore, the use of online courses also requires educators to integrate all possible content in a
unified system. As emphasized by Major, Chaudhury, Gilbertson, and King (2014), there have been
perspectives by the learners that support the creation of such systems. In fact, based from their study, it
can be said the possible benefits of using online learning systems may outweigh the costs of transitioning
from face-to-face to learning systems.
3. Customised learning
Going to our first independent variable, we can cite certain studies to back our assertion that a wellcustomised learning system can help pave the way for a smoother educational experience for young
learners. Such customisation need not be big-ticket item changes nor high-maintenance endeavors. What
is important is that creativity is being implemented and that more stakeholders are being involved.
Figure 1: Dynamic display of design principles
Source: Simon, Hannah and Frank (2012) page 172
For instance, communications solutions provider BT has been allowing its employees to be engaged
in learning activities being done through online platforms (Pollitt & Overton, 2013). Such engagement is
made possible via the Dare2Share platform where employees can, by themselves, hold discussion threads,
maintain blogs, and conduct podcasts, among other form, in order to disseminate learning through fellow
colleagues in a very rapid pace of time. The dynamism of the medium is such that viewers can comment
on the content that had been, or are being posted online (Pollitt & Overton, 2013). Customisation can
come in the form of adjusting online learning content to the needs of specific sectors; for instance,
children. In their 2014 study, Tuukkanen and Anna-Wilka had determined the presence of four kinds of
perceived effects: represent opportunities and risks: learning and socialization, sense of community and
being empowered, expressions of anti-social behaviour and threat to security. The study authors have also
determined that while adults may have some idea of children’s problems as regards their use of online
material, the former may not completely grasp the extent of depth of such issues. It is in this sense,
therefore, that online environments be made as hospitable or less hostile to children, so that their learning
competencies will not be as adversely affected as they are now in many cases.
Rizal Journal of Postgraduate Current Business Research 1:1 Page 4 of 5
Meanwhile, additional empirical evidence has shown that truly there is a need to customise online
learning systems and processes. Menon and Berna (2013) combined in-depth interviews and a case study
in order to draw out the assertion that online learning practitioners have needs that have since developed
from competency-based training to the garnering of support from all stakeholders in the implementation
of changes within organisations.
With this study in mind, one can see the need for change management and process improvement to be
integrated into organisational set-ups and cycles. Managerial principles will best improve such teams in
order for them to withstand the stress of a highly dynamic environment.
4. Brand Trust
For people to repose their trust on a brand, a service provider should ensure that it lives up to its
name. Or, it specializes enough to gain deep respectability and a sense of expertise. One can use as
example the study by Bader and Köttstorfer (2014) on the perspectives of some students in Graz, Austria
on e-learning, especially on global studies. The authors have found out the level of online learning course
usage is dependent on the need for such programs. Essentially, it is economics-based, and follows the law
of supply and demand. Linking this to brand trust, we can say that a service provider has more chances of
being relied on for online learning if students and teachers alike believe that the services are worth using
for. Meanwhile, brand trust is crucial in times when particular provider is the only one available or
accessible or is reliable at all times. As pointed out by Touray, Savolainen, Salminen, Sutine and Dai
(2015), in the case of Kenya, Web users trust ISP providers because of their ability to continually provide
Internet connection and are able to protect users from various concerns. The respondents are least
concerned with the providers’ integrity. In this regard, we can connect it to online learning by
emphasizing that providers of such services are able to provide online learning services continually and
without disruption as much as possible. By achieving this, ISP providers can attain a high level of brand
trust that no amount of money or advertising can compensate.
5. Conclusions
In the spirit of globalization, we understand from above that accessibility to learning have become
more and more important. Education plays a vital role for any nation to progress and become developed
nation. Accessibility to learning would help people to progress in their life with appropriate knowledge.
As much as we focus on delivering accessibility to learning through online platform, there are several
factors to be considered to ensure the effectiveness and efficiency. A structured and controlled online
environment would ensure efficacy achieved through the delivery. Most importantly, inclusions of both
urban and non-urban learners are crucial to ensure decent reach.
One size does not fit all; customisation in learning would allow flexibility in delivery of the
program and support the objective of global accessibility through online learning. Customisation can
come in many forms such as content, pedagogy, framework and etc. Lastly, accountability is an important
element to reach global learners successfully. Accountability comes in a form of brand trust. It takes two
to tango. Public need to be comfortable with platform and learning brand name to gives them comfort in
engaging with the brand.
References
Alan Fish, (2013), “Reshaping the undergraduate business curriculum and scholarship experiences in Australia to
support whole-person outcomes”, Asian Education and Development Studies, Vol. 2 Iss 1 pp. 53 – 69
Almamy Touray Taina Savolainen Airi Salminen Erkki Sutinen Yue Dai, (2015), “The role of trust in enhancing
Internet use in a high-risk society”, Journal of Systems and Information Technology, Vol. 17 Iss 2 pp. 141 –
166
Amanda E. Major S. Raj Chaudhury Betsy M. Gilbertson David T. King Jr, (2014), “An integrated science course
moves online: four concurrent perspectives”, Journal of Applied Research in Higher Education, Vol. 6 Iss 2
pp. 248 – 268
Bruno Poellhuber Terry Anderson Nicole Racette Lorne Upton, (2013), “Distance students’ readiness for and interest
in collaboration and social media”, Interactive Technology and Smart Education, Vol. 10 Iss 1 pp. 63 – 78
Rizal Journal of Postgraduate Current Business Research 1:1 Page 5 of 5
Cayetano Medina Ramón Rufín , (2015), “Transparency policy and students’ satisfaction and trust”, Transforming
Government: People, Process and Policy, Vol. 9 Iss 3 pp. 309 – 323
Chyan Yang, Tsui‐Chuan Hsieh, (2013) “Regional differences of online learning behavior patterns”, The Electronic
Library, Vol. 31 Iss 2, pp.167 – 187
Daniela Lehner Julia Wurzenberger , (2013), “Global Education – an educational perspective to cope with
globalisation?”, Campus-Wide Information Systems, Vol. 30 Iss 5 pp. 358 – 368
David Pollitt, (2013), “BT employees get connected with Dare2Share”, Human Resource Management International
Digest, Vol. 21 Iss 6 pp. 12 – 14
Jackie Young, (2014), “A study of print and computer-based reading to measure and compare rates of
comprehension and retention”, New Library World, Vol. 115 Iss 7/8 pp. 376 – 393
Joseph Kwame Adjei, (2013), “Towards a trusted national identities framework”, info, Vol. 15 Iss 1 pp. 48 – 60
Kumar Laxman, (2013), “Infusing inquiry-based learning skills in curriculum implementation”, International Journal
for Lesson and Learning Studies, Vol. 2 Iss 1 pp. 41 – 55
Leeds Beverly, (2014), “Temporal experiences of e-learning by distance learners”, Education + Training, Vol. 56 Iss
2/3 pp. 179 – 189
Lena Bader Marlene Köttstorfer, (2013), “E-learning from a student’s view with focus on Global Studies”,
Multicultural Education & Technology Journal, Vol. 7 Iss 2/3 pp. 176 – 191
Margaret Lindorff Tui McKeown, (2013), “An aid to transition? The perceived utility of online resources for oncampus first year management students”, Education + Training, Vol. 55 Iss 4/5 pp. 414 – 428
Maureen Tam, (2014), “Outcomes-based approach to quality assessment and curriculum improvement in higher
education”, Quality Assurance in Education, Vol. 22 Iss 2 pp. 158 – 168
Michael Obal Werner Kunz, (2013), “Trust development in e-services: a cohort analysis of Millennials and Baby
Boomers”, Journal of Service Management, Vol. 24 Iss 1 pp. 45 – 63
Michelle Miller-Day Jonathan Pettigrew Michael L. Hecht YoungJu Shin John Graham Janice Krieger, (2013),
“How prevention curricula are taught under real-world conditions”, Health Education, Vol. 113 Iss 4 pp. 324 –
344
Mike Bernon Carlos Mena, (2013), “The evolution of customised executive education in supply chain management”,
Supply Chain Management: An International Journal, Vol. 18 Iss 4 pp. 440 – 453
Muhammad Sabbir Rahman Bashir Hussain, (2014), “The impact of trust, motivation and rewards on knowledge
sharing attitudes among the secondary and higher secondary level students’”, Library Review, Vol. 63 Iss 8/9
pp. 637 – 652
Pollitt, D. and Overton, M., (2013), “BT employees get connected with Dare2Share”, Human Resource Management
International Digest, Vol. 21 Iss 6 pp. 12 – 14
Sangeeta Sahney Koustab Ghosh Archana Shrivastava, (2013), “Conceptualizing consumer “trust” in online buying
behaviour: an empirical inquiry and model development in Indian context”, Journal of Asia Business Studies,
Vol. 7 Iss 3 pp. 278 – 298
Stella Ngozi Anasi Hussaini Ali , (2014), “Academic librarians’ perceptions of the benefits and challenges
ofadopting e-learning for continuing professional development in Lagos state, Nigeria”, New Library World,
Vol. 115 Iss 7/8 pp. 340 – 354
S. Desai Mayur A. Johnson Ronald , (2013), “Integrated systems oriented student-centric learning environment”,
Campus-Wide Information Systems, Vol. 31 Iss 1 pp. 24 – 45
Simon O’Rafferty Hannah Curtis Frank O’Connor, (2014), “Mainstreaming sustainability in design education – a
capacity building framework”, International Journal of Sustainability in Higher Education, Vol. 15 Iss 2 pp.
169 – 187
Sujeet Kumar Sharma Jyoti Kumar Chandel Srikrishna Madhumohan Govindaluri, (2014), “Students’ acceptance
and satisfaction of learning through course websites”, Education, Business and Society: Contemporary
Middle Eastern Issues, Vol. 7 Iss 2/3 pp. 152 – 166
Sungae Yoo Hye Jeong Kim So Young Kwon , (2014), “Between ideal and reality”, Journal for Multicultural
Education, Vol. 8 Iss 1 pp. 13 – 30
Terhi Tuukkanen Terhi-Anna Wilska, (2015), “Online environments in children’s everyday lives: children’s,
parents’ and teachers’ points of view”, Young Consumers, Vol. 16 Iss 1 pp. 3 – 16
Tina Byrom Verity Aiken , (2014),”Doing it differently”, Higher Education, Skills and Work-based Learning, Vol. 4
Iss 3 pp. 271 – 283