The Perceptions and Preferences of Students towards e-learning assessments in Oman - Research Paper Example

The Perceptions and Preferences of Students towards e-learning assessments in Oman Introduction Educations and learning processes have significantly evolved in last a hundred years. One of the latest and widely celebrated developments in the field of education is the introduction of the e-learning. Obviously, this development comes with an array of implications, including change teaching methods and curriculum designs. One of pertinent areas regarding the topic is the subject of the popularity of the e-learning assessments to those concerned about education value. Research Objective This study aims at investigating the perceptions and preferences of Students towards e-learning assessments in Oman. Literature Review The definition of e-learning has been comprehensively put by Carry and Willis (2001, pg 20) that e-learning processes is whichever forms of learning that applies technological network or computerized technology in knowledge delivery, knowledge facilitation and interaction. As depicted in an array of literature, of particular interest has been to ascertain the actual implications of e-learning and this has been as largely theorized as debatable. On one hand, as documented by Hall and Snider (2000, pg 95), e-learning process has the potential of cutting across culture while opening doors to new ways of thinking, the sense that it is a delivery vehicle that is ideal for education and learning. Secondly, education systems and institutions should adopt e-learning because it is rich of information. Students can access information at any time, regardless of place. Thirdly, e-learning is a way forward to imparting knowledge to marginalized groups, that is, students with physical disabilities who have to overcome distance barriers and communication barriers to access education. Fourthly, e-learning is flexible. On the other hand, e-learning has also been ascribed certain fears. As asserted by Johnston, Killion and Oomen (2005), considering how globalization has drastically reduced the knowledge shelf life, e-learning is not an exceptional subject to related setbacks. One way in which students could meet a demand of non-discrete learning curve is to participate in e-learning while keeping into account the time and place variables of the highly globalized world, yet the e-learning framework does not assure this. Moreover, the processes pertaining to the adoption of e-learning process tends to be more complicated than solely suggesting it depends on the teaching staffs and faculties. As if not enough, how are web based technologies mainstreamed in the cultural-education context and would it be effective for all faculties? According to Cuellar and Dyrbye (2002), all these points add to its complexity, implying the high chances failure. This division has an implication on the popularity of the e-learning by students. Thus, the question is how popular could be e-learning education and assessments. Ascertaining the popularity of e-learning will go a long way in informing the extent that the policymakers will go in qualifying its necessity. This is because the perceptions of e-learning have an impact on the ease at which e-learning can be adopted (Kook, 1997). Ethical Implications The study does not elicit ethical subject or implications. It touches on the aspect of education and simply entails asking the students perception on the topic area. From another point of view, this does not have any ethical sensitivity point. Research Methodology The most appropriate approach in ascertaining the perception of the students towards the e-learning is by conducting a research. The proposed research would entail a questionnaire to students on how they feel about e-learning assessments. The questionnaire was designed. Care is taken to ensure that the questions are as objective as possible while, at the same time, it was designed in a way that will enable the questions to turn away from the fatigue social desirability prejudice. The questionnaire was designed to create allowance for the open ended questions to enable the research realize its objectives while at the same time ensuring that they are simple to be understood with relative ease.A sample of ten students was chosen. Those samples were chosen randomly to avoid research bias resulting from overrepresentation. The questionnaires were distributed to the students to be filled up. Subsequently, the results were analyzed based on simple statistics. The statistics would evaluate the differences between positive views and negative views. This will be followed with the theoretical account. Unlike other researches that focused on effectiveness of e-learning, this methodology focuses on the popularity of e-learning assessments among students. It is also exceptional because it investigates the situation by treating Oman as the case study. Furthermore, this methodology assumes the phenomenological approach. This is because it engages with individuals that are close to the e-learning assessment, investigating by asking questions, draws from questionnaires and interpreted views to reconstruct new information. Findings and Analysis The results of the study followed that all the respondents had the information about what e-leaning is. The number of responses received for each question is 10 (100 percent). In this regard, it is assumed that the students were well placed to judge the potential implications of e-learning. Figure 1: The graphical representation of responses of awareness about e-learning. “Yes” implies awareness while “No” implies lack of awareness. When asked about their perception of e-learning, 6 (60 percent) of them said e-learning was good while 4 (40 percent) said e-learning was bad. Figure 2: Graphical presentation of the perceptions towards e-learning. “Yes” implies positive perception while “No” implies negative perception. When asked whether they would support e-learning assessments within their school, 7(70 percent) of them said they will while only 3 (30 percent) of them said that they would not. At 0.1 confidence intervals, this difference is considered to be significant. Figure 3: The graphical presentation of the number of responses that would support e-learning introduction in the schools What could be inferred from these is that e-learning among students is popular because as significant as 60 percent perceive it as an innovation with value on education. Furthermore, a large number of students are likely to support the implementation of e-learning within their schools, compared to those who perceive it as valuable to education. There are various reasons that were given, which are summarized as follows. The e-learning process is effective because it curbs the necessity of travelling to attend classes. Secondly, e-learning education has the flexible capability of adapting to all styles of learning and overcomes the significant number of barriers pertaining to learning communication. Moreover, e-learning puts the learning responsibility on the students. E-learning is a delivery vehicle that is ideal for education and learning because it is rich of information. Moreover, students can access information at any time, regardless of place. It is also a way forward to imparting knowledge to marginalized groups, that is, students with physical disabilities who have to overcome distance barriers and communication barriers to access education. Those opposed to the innovation pointed out that lack of synchronous student-instructor direct interaction was also a matter of concern, given that additional explanations from the instructors were necessary for attainment of satisfactory grades. It was also cited that some courses such as science and mathematics would be difficult to be taught, as well as assessed through e-learning. Others were concerned that it is an avenue with many clichés that could result in cheating and that it would hardly produce well rounded learners. Looking at these reasons in support and opposition of e-learning, one will tell that it hardly differs from the concerns expressed in literature. In this regard, it can be treated as an effect of concerns in literature, yet it has implications on practice. All the figures have implications that cannot be simply ignored. There would be the need for the policy makers to reconcile this division, and even adjust for the clichés to popularize e-learning for acceptance. Study Validity and Reliability Validity refers to the extent to which the results obtained reflect the entire phenomenon under examination. This study can be considered to be valid because the data can be generalized for the entire population and this is based on the appropriateness descriptive design, as well as methodology. The investigated phenomenon and its treatment can be hardly ascribed the subject of social desirability bias, hence, there would have been no worry of the biased responses. The respondents were chosen randomly and happened that were all informed about the implication of e-learning. The results were subjected to quantitative treatment, which subsequently informed the inference. Reliability refers to the extent that similar results could be replicated. This study results are reliable based on the methodologies and research design that adopted. Conclusion In conclusion, one of pertinent areas regarding the topic is the subject of the popularity of the e-learning assessments to those concerned about education value; hence, the focus of this study. The study finds that e-learning among students is popular because as significant as 60 percent perceive it as an innovation with value on education. Furthermore, a large number of students are likely to support the implementation of e-learning within their schools, compared to those who perceive it as valuable to education. However, there is the need to address certain concerns to make e-learning popular among the students. References: Carry, D. & Willis, J. (2001). Technologies and Teachers Education. Associations of Advancement of Computer in Learning. Charlottesville, VA. Cuellar, N. &Dyrbye, L. (2002) The transition from classroom to online teaching. Nursing Forum. 37(3): 5-13. Hall, A. & Snider, A. (2000). Glossary: The Hot Buzz Word in the Industries. Learning, 44(4): 85 – 104. Killion, J., & Oomen, J., (2005). Student satisfaction in the virtual classroom. Internet Journal of Allied Health Sciences and Practice.3(2), Retrieved on 14 March, 2012 from http://ijahsp.nova.edu/articles/vol3num2/johnston.htm. Kook, J. (1997). Computers and Communication Networks in Educational Settings in the Twenty First Century: Preparation for Educator’s New Roles. Educational Technology, 37(2):56 – 60. APPENDIX A:Questionnaire 1. Do you know what is e-learning? Yes No 2. If yes, how do you perceive e-learning assessments? Is it good or bad to the value of education? Yes No 3. Would you support the introduction of e-learning assessment in you institution? Yes No 4. Please give a reason for your support or position: Reason for support ……………………………………………………………………………………………………………………………………………………………………………………………… Reason for Opposition ……………………………………………………………………………………………………………………………………………………………………………………………… 5. Any other information you would like to add concerning e-learning assessments? Please write it on the spaces provided. ………………………………………………………………………………………………………………………………………………….................................................................. APPENDIX B:Results Question Number of “Yes” Number of “No” 1 10 0 2 6 4 3 7 3 Read More