IJARP SJIF(2018): 4.908

International Journal of Advanced Research and Publications!

A Case Study of UiTM Post-Graduate Students’ Perceptions on Online Learning: Benefits & Challenges

Volume 4 - Issue 6, June 2020 Edition
[Download Full Paper]

Hashmatullah Tareen, Mohammad Tahir Haand
Online learning, Perceptions, Benefits, Challenges.
Access to education requires technology which makes it easy mainly adults who try to go back to universities and acquire new information. Considering technology, internet brings changes into areas of studies for increasing opportunities for gaining education and information. Online learning as an approach to teaching and learning that utilizes internet technologies to communicate and collaborate in an educational context. In online learning, learners and instructors interact with each other asynchronously and synchronously and interaction between learners and instructors in has been very positive when online courses are taught. Assessment and providing effective feedback have been considered a major challenge in online learning. The main purpose of the study was to investigate UiTM post-graduate students’ perceptions on benefits of online learning. Also, this study attempted to discover challenges of online learning. This study uses a quantitative research approach in which a survey questionnaire was distributed to UiTM students of Master in Education. Results of this study revealed that online learning is convenient, promotes student participation, and caters students’ needs. Meanwhile, this also discovered lack of interaction among students, unclear assessment strategy, lack of precise feedback and support from lecturers, and lack of interest in learning. With this study, students need to make decision beforehand to consider traditional and online learning approaches, sensible pros and cons and choose courses which meet students’ expectations.
[1] Marc, J. R. (2000). Book review: e-learning strategies for delivering knowledge in the digital age. Internet and Higher Education, 5, 185-188.
[2] Weiner, C. (2003). Key ingredients to online learning: Adolescent students study in cyberspace–the nature of the study. International Journal on E-learning, 2(3), 44-50.
[3] Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty. International Journal on E-learning, 7(1), 5-22.
[4] Dwyer, D., Barbieri, K., & Doerr, H. M. (1995). Creating a virtual classroom for interactive education on the web. Computer Networks and ISDN Systems, 27(6), 897-904.
[5] Setzer, J. C., & Lewis, L. (2005). Distance Education Courses for Public Elementary and Secondary School Students. 2002-Tab. NCES 2005-010. US Department of Education.
[6] Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. computers & Education, 49(2), 396-413.
[7] Capra, T. (2011). Online education: Promise and problems. Journal of Online Learning and Teaching, 7(2), 288-293.
[8] Ni, A. Y. (2013). Comparing the effectiveness of classroom and online learning: Teaching research methods. Journal of Public Affairs Education, 19(2), 199-215.
[9] Gilbert, B. (2015). Online Learning Revealing the Benefits and Challenges. St. John Fisher College
[10] Patrick, S., & Powell, A. (2009). A Summary of Research on the Effectiveness of K-12 Online Learning. International Association for K-12 Online Learning.
[11] Kong, Y. H., Park, I. J., & Jacobs, R. L. (2006). Assessing the Cost of Web-Based Training Programs. Online Submission.
[12] Zingaro, D. (2012). Student Moderators in Asynchronous Online Discussion: A Question of Questions. Online Submission, 8(3), 159-173.
[13] Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. The journal of the learning sciences, 14(4), 567-589.
[14] Morse, K. (2003). Does one size fit all? Exploring asynchronous learning in a multicultural environment. Journal of Asynchronous Learning Networks, 7(1), 37-55.
[15] Griffith, S. A. (2009). Assessing student participation in an online graduate course. International Journal of Instructional Technology and Distance Learning, 6(4), 35-44.
[16] Schrum, K., & Sleeter, N. (2013). Teaching History Online: Challenges and Opportunities. OAH Magazine of History, 27(3), 35-38.
[17] Franco, C. D. P. (2013). Understanding digital natives' learning experiences. Revista Brasileira de Linguística Aplicada, 13(2), 643-658.
[18] Baghdadi, Z. D. (2011). Best practices in online education: Online instructors, courses, and administrators. Turkish Online Journal of Distance Education, 12(3), 109-117.
[19] Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198.
[20] Muuro, M. E., Wagacha, W. P., Kihoro, J., & Oboko, R. (2014). Students’ perceived challenges in an online collaborative learning environment: A case of higher learning institutions in Nairobi, Kenya. The International Review of Research in Open and Distributed Learning, 15(6).
[21] Wai, C. C., & Seng, E. L. K. (2015). Measuring the effectiveness of blended learning environment: A case study in Malaysia. Education and Information Technologies, 20(3), 429-443.
[22] Tagoe, M. (2012). Students’ perceptions on incorporating e-learning into teaching and learning at the University of Ghana. International Journal of Education and Development using ICT, 8(1), 91-103.
[23] Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information and Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004
[24] Singh, H. (2003). Building Effective Blended Learning Programs Harvey Singh Introduction. Educational Technology, 43(6), 51–54. https://doi.org/10.1021/es2033229
[25] Arkorful, V., & Abaidoo, N. A. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–43. https://doi.org/10.3991/ijac.v3i2.1322
[26] Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for e-learning success in higher education? A stakeholders’ analysis. Educational Technology and Society, 11(3), 26–36. https://doi.org/citeulike-article-id:8060645
[27] Terry L, Leppa C. (2009). Developing a conceptual framework and strategies overcoming intrinsic inhibitors to e-Learning. Proceedings of the 8th European conference on e-Learning; pp. 605–613.
[28] Rose, R. & Smith, A. (2007). Chapter 9 online discussions. In Cavanaugh, C. and R. Blomeyer (Eds.), What works in k-12 online learning (pp. 143—160). Washington, DC: International Society for Technology in Education.
[29] Martin, J. (2009). Developing course material for online adult instruction. Merlot Journal of Online Learning, 5(2). Retrieved from http://jolt.merlot.org/vol5no2/martin_0609.htm
[30] Hastie, M., Hung, I., Chen, N., & Kinshuk (2010). A blended synchronous learning model for educational international collaboration. Innovations in Education and Teaching International, 47(1), pp. 9-24. DOI: 10.1080/14703290903525812
[31] Arkorful, V. & Abaidoo, N. (2014). The role of e-learning, the advantages and disadvantages of its adoption in Higher Education. International Journal of Education and Research, 2(12)
[32] Johnson, Scott D. and Aragon, Steven R. (2003). An Instructional Strategy Framework for Online Learning Environments. New Directions for Adult and Continuing Education,Winter: 31-43.
[33] Chang, S.H. (2008). Effectiveness of personal interaction in learner-centered paradigm distance education class based on student satisfaction. Journal of Research on Technology in Education. 40 (4): 407-426