Assessing Student’s Perception of E-Learning

This study proposal aims at assessing the perceptions of the students towards e-learning. The study will be carried out at the Eastern Institute of Technology (EIT), New Zealand, using 50 Questionnaires with a target of 500 students across the three campuses. The proposed outcomes of the research indicate that majority of the students have a positive attitude towards e-learning and thus should be motivated. On the other hand, there are challenges that impede the success of e-learning such as the attitude of the students.

Running head: Assessing Student’s Perception of E-Learning 1
Assessing Student’s Perception of E-Learning
Proposal for Research Report
at the
Eastern Institute of Technology
Auckland, New Zealand
[Author’s full name]
[Year]
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Assessing Student’s Perception of E-Learning 2
ABSTRACT
This study proposal aims at assessing the perceptions of the students towards e-learning. The
study is to be carried out because, with the increase in the use of technology, there are tools
that enhance e-learning, hence there is the necessity to ascertain the idea of the students
towards e-learning. The study will be carried out at the Eastern Institute of Technology (EIT),
New Zealand, using 50 Questionnaires with a target of 500 students across the three
campuses. The proposed outcomes of the research indicate that majority of the students have
a positive attitude towards e-learning and thus should be motivated. On the other hand, there
are challenges that impede the success of e-learning such as the attitude of the students.

Assessing Student’s Perception of E-Learning 3
Table of Contents
ABSTRACT...............................................................................................................................2
LIST OF FIGURES....................................................................................................................5
CHAPTER ONE: INTRODUCTION........................................................................................6
1.1 Introduction......................................................................................................................6
1.2 Background.......................................................................................................................7
1.3 Problem Statement............................................................................................................8
1.3.1 Purpose of Research...................................................................................................8
1.3.2 Research Questions....................................................................................................8
1.3.3 Hypotheses.................................................................................................................8
1.3.4 Study Aim and Objectives.........................................................................................9
1.3.5 Significance of the Research......................................................................................9
1.3.6 Limitations...............................................................................................................10
1.3.7 Structure of this Report............................................................................................10
CHAPTER TWO: LITERATURE REVIEW..........................................................................11
2.1 Introduction....................................................................................................................11
2.2 Definitions of E-learning................................................................................................11
2.2 Types of E-learning........................................................................................................12
2.2.1 Fully-online learning................................................................................................12
2.2.2 Hybrid Learning.......................................................................................................12
2.2.3 Web-assisted e-learning...........................................................................................13
2.3 Awareness of E-Learning...............................................................................................14
2.4 Success factors and Challenges of E-learning................................................................14
2.5 Related Studies...............................................................................................................16
2.3 Theoretical Framework..................................................................................................18
CHAPTER THREE: RESEARCH METHODOLOGY...........................................................21
3.1 Introduction....................................................................................................................21

Assessing Student’s Perception of E-Learning 4
3.2 Study Design..................................................................................................................21
3.2.1 Target Population.....................................................................................................21
3.3 Research Questions and Objectives................................................................................21
3.4 Sampling and Data Collection........................................................................................22
3.4.1 Sampling Frame.......................................................................................................22
3.4.2 Sampling Technique................................................................................................22
3.4.3 Sample Size..............................................................................................................22
3.4.4 Data Collection........................................................................................................22
3.5 Data Analysis..................................................................................................................23
3.6 Reliability/ Validity/ Quality Criteria.............................................................................23
3.7 Ethical Considerations....................................................................................................23
CHAPTER FOUR: PROPOSED OUTCOMES......................................................................24
5.1 Awareness/understanding of students’ e-learning..........................................................24
5.2 Perceived usefulness/benefits of e-learning...................................................................24
5.3 Attitude of students towards e-learning..........................................................................24
CHAPTER FIVE: PROPOSED TIMELINE...........................................................................25
CHAPTER SIX: CONCLUSION............................................................................................26
REFERENCES.........................................................................................................................27
APPENDIX A: ETHICS APPLICATION...............................................................................37
APPENDIX B: QUESTIONNAIRE........................................................................................38

Assessing Student’s Perception of E-Learning 5
LIST OF FIGURES
Figure 2.1 Technology Acceptance Model..............................................................................19

Assessing Student’s Perception of E-Learning 6
CHAPTER ONE: INTRODUCTION
1.1 Introduction
The perception of students towards e-learning in advance education can be determined by a
number of factors such as age, sex, former practise in computers, reception of technology and
personal styles of learning (Park, 2009; Rossing et al., 2012). Several studies have been
carried out on e-learning, but still not much is known with regard to the perception of the
students’ online learning (Sun et al., 2008), as a result there is required further research so as
to acquire more understanding on this subject. Other additional authors like (Keramati,
Afshari-Mofrad & Kamrani, 2011; Bertea 2009; Garrison, 2011; Park, 2009; Liaw & Haung
2011; Gormley et al., 2009; Zaharias & Poylymenakou, 2009; Moore, Dickson-Deane, &
Galyen, 2011; Ssemugabi & de Villiers 2010) have carried out studies on e-learning with
regard to the perception of students in different disciplines, however, none of them have
considered the students’ perceptions of e-learning in the faculty of both Education and
Commerce.
Ncube, Dube, & Ngulube (2014) argues that modern technological developments have
forcefully influenced institutions of higher education to adopt e-learning worldwide. Kulier et
al. (2008) and Kukulska-Hulme et al. (2011) observe that learning in higher education has
universally and frequently implemented the use of e-learning in higher education. Conole, &
Alevizou (2010); Ghirardin (2011); Park (2009) argue that worldwide use of e-learning has
been fuelled by the progressing learning environment and the increase in the demand for
education not offered on the university campus.
E-learning is a type of educational training that can be conveyed by the use of a CD-ROM
over the LAN (Local Area Network), or on the Internet, in addition to Electronic
Performance Support Systems (EPSS) and as distance learning. The benefits of e-learning
cannot be underestimated: it enables the students to study at their own speed, it makes it

Assessing Student’s Perception of E-Learning 7
possible to customize learning to meet the varying needs of each student, and it fosters
improved communication between the students and staff among others (Greenhow, Robelia,
& Hughes, 2009).
Several studies in different contexts have been carried out on the perceptions of students of e-
learning. Tagoe (2012) carried out a study and assessed the perception of students on the use
of WebCT and ascertained that the learners appreciated the use of a course Website, and were
of the view that the course Website inspired their learning interest, and were satisfied with the
value it offered. Contrariwise, the research by Batalla-Busquets and Pacheco-Bernal (2013)
showed that one-on-one training is still regarded as a more inspirational instructional method
in comparison to virtual training.
1.2 Background
The Eastern Institute of Technology (EIT) is a government owned tertiary education
institution aimed at linking the time, topographical, financial, social, learning and
communication expanse between learners and the institution, learners and education, students
and peers (EIT, 2018). The mission of EIT is to eliminate obstacles to access education,
maintain plasticity of providing learning, focus on individual student, assisting learners and
developing training programs that are suitable for students learning (EIT Policy, 2008). EIT
is therefore an Open Distance Learning Institution (ODL) with students coming from over
forty countries across the world making it necessary for it to have the setup, resources and
tools that will enable it to offer prompt, effective and regular training. EIT has progressively
been implementing the e-learning initiative in over 50% of its undergraduate and diploma
courses. The institution has over 10, 000 students from different parts of the country. EIT has
two major faculties namely the Faculty of Educations and the Faculty of Commerce and
technology studies. The institution has three main campuses: Hawke’s Bay, Auckland,
and Gisborne, New Zealand, all offering over 130 programmes ranging from masters,

Assessing Student’s Perception of E-Learning 8
postgraduate, degree, diploma and professional certificate (EIT, 2018). With the increasing
demand for further education in the employment sector and the unavailability of time to enrol
as full time students, the programs of EIT are continuously being preferred by learners from
different categories be it employees or just new students from high school. Thus, it is critical
for EIT to ascertain the effectiveness of e-learning and the students’ perceptions as well.
1.3 Problem Statement
The studies by Kar, Saha, & Mondal (2014) and Ssemugabi and de Villiers (2010) on the
perception of the students about e-learning was on different disciplines with the exception of
both the entire faculties of commerce and technology and the faculty of educations. Buzzetto-
More (2008) conducted a study in the USA on the student perceptions of different elements
of learning and found out that course websites were the best in offering training and the
learners liked the quality of study materials. While the benefits of e-learning are
unquestionable, some other researches across the globe have hinted that tutors and learners
adopt e-learning due to a number of factors such as inadequate skills as a result of lack of
training, lack of insight, in addition to rejection (Anderson & Dron, 2011;Zaharias, &
Poylymenakou, 2009). The challenges associated with the use of e-learning affect the
perception of the students towards e-learning. Thus, this study aims at assessing the students’
perceptions about e-learning at EIT.
1.3.1 Purpose of Research
The purpose of the study will be to assess the perceptions of EIT students towards e-learning.
1.3.2 Research Questions
i. Is there any awareness/understanding among students of the e-learning platform?
ii. What are the perceived usefulness of e-learning to students’ success?
iii. What are the attitudes of students towards e-learning?
1.3.3 Hypotheses
Hypothesis 1

Assessing Student’s Perception of E-Learning 9
There is a significant impact between the demographic variables (gender, school of
study and study level) and the students’ perception towards the use of e-learning.
Hypothesis 2
There is a significant relationship between the two elements of the TAM model and
the learners’ perception towards the use of e-learning among ETI students.
1.3.4 Study Aim and Objectives
i. To determine the awareness among students of EIT as an e-learning platform.
ii. To identify how students benefit from e-learning.
iii. To investigate the attitude of students towards e-learning.
1.3.5 Significance of the Research
This study will examine the perception of the students of both commerce and technology and
education towards e-learning which is a fundamental element for training in an ODL
institution. The survey gives some insights into the awareness, benefits, and attitudes of the
students towards e-learning in addition to the challenges the students undergo.
The importance of e-learning is undisputable in view of the claim put forth by Arkorful, &
Abaidoo (2015) who asserts that e-learning is the best way to learn and instruct from
anyplace irrespective of the distance without having to physically be present in the college.
This study seeks to add to the extant body of knowledge on how the current students utilise e-
learning as an aid in their education. For that reason, this research venture provides additional
insight into the existing knowledge for the betterment of e-learning services, as a result
equipping the institution to be in a better position to effectively respond with information
technology in offering e-learning services. The research will also provide some understanding
on the types of e-learning Learning Management Systems (LMS). The outcomes of this
research will be of significance to the students in both the faculties of Commerce and

Assessing Student’s Perception of E-Learning 10
Technology and Education because it will enable them to select the most appropriate e-
learning tools and technologies for their education.
1.3.6 Limitations
Since the study will be conducted in EIT only which is a government owned tertiary
education institution in New Zealand, the findings may not appropriately be applicable as the
views of all students’ body in the country. The study will comprise of a case study in which
survey questionnaires will be used for data collection. The aspect of time limitation will make
the researcher to restrict the study to only one institution, thus making it inappropriate to
generalize the findings to other many different institutions of higher learning.
1.3.7 Structure of this Report
This study is to consist of six chapters. Chapter one is the introduction to the research which
entails different sections such as the study background, statement of the problem, purpose of
the research, research questions, study aims and objectives, significance of the research, and
study limitations.
Chapter two is the literature review. This chapter gives an in-depth review of literature on the
areas that are relevant to the study topic. It comprises of the definitions of e-learning, types of
e-learning, awareness of e-learning, successful factors and challenges of e-learning, related
studies, and conceptual/theoretical framework. Chapter three is the research methodology
which gives detailed research methods to be used in data collection and analysis.
Chapter four presents the proposed outcomes which gives an outline of the findings the
researcher expects, their contributions and the possible threats and their mitigation. The fifth
chapter talks about the proposed timeline for the study, and then chapter six provides a
concise summary of the research proposal.

Assessing Student’s Perception of E-Learning 11
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
This chapter contains a series topics of literature review on e-learning such as definitions of
e-learning, benefits of e-learning, types of e-learning, successful factors and challenges of e-
learning, related studies and theoretical framework.
2.2 Definitions of E-learning
Electronic leaning (e-learning) has been defined by different authors. E-learning is the use of
computer network technology, majorly through the internet, to disseminate information and
guidelines to people (Keramati, Afshari-Mofrad, & Kamrani, 2011). Park (2009) defines e-
learning as any type of education that is expedited by the internet and its technologies, and
comprises the application of the World Wide Web (www) to aid instruction and to convey the
contents of the course.
Another set of definitions perceive e-learning as learning that is enabled and sustained
through the use of information and communication technologies (Garrison, 2011). According
to Colvin Clark, & Mayer (2008) e-learning is the instruction that is conveyed through a
computer with an intention to enhance learning.
The third definition views e-learning as the utilization of new multimedia technologies and
the internet to advance the value of education by supporting accessibility to learning
materials and services, in addition to distant interchange and partnership.
Based on the above definitions, it can be inferred that they were built on the medium of
delivery which the researchers are well conversant with. For instance, the scholars perceive
that e-learning is conducted via the internet, others through multi-media channels.
Since the definitions provided are restricted to the medium and scope of learning and
instruction, there is need of a more detailed definition. On this basis, e-learning is defined as
the dissemination of learning via different electronic media, such as the internet, intranets,

Assessing Student’s Perception of E-Learning 12
extranets, CD ROM, and video/audio tape (Cavus, & Zabadi, 2014). Park (2009) also
observes that e-learning is the utilization of ICTs in a way that aids the activities of teaching
and learning. Based on these definitions, e-learning can therefore be defined as all the types
of learning that utilise one or another form of electronic technology to provide instructional
training to improve teaching and learning.
2.2 Types of E-learning
Anastasiades & Retalis (2001) has categorised e-learning into three major types namely fully-
online, hybrid/blended, and web assisted.
2.2.1 Fully-online learning
In fully online learning, the learner and the teacher do not have physical contacts, and all
associations are accomplished via online by the utilization of the internet and its technologies.
Resources for learning, tasks, instructions and learning are all accomplished online (Young,
et al, 2008). Additionally, under fully-online mode, learning is self-directed and flexible
unlike face-to-face learning mode which is tutor-oriented and the teachers only focus on their
area of expertise. The objective of fully-online learning is to meet the needs, desires, abilities
and ambitions of the students since it is self-driven (Buzzetto-More, 2013).
2.2.2 Hybrid Learning
As opposed to fully-online learning, it is a blend of online interface and face-to-face meeting
(Allen & Seaman, 2010). Under this mode of e-learning, some elements of instructions and
learning are offered through online, whereas others are accomplished through face to face.
For instance, coaching and assessments are offered through face to face meeting, whiles tasks
and presentations take place via online platform. Experts in the education sector view
perceive hybrid learning to be the future of learning, and foresee it causing a major model
shift in higher education. Authors like (Allen & Seaman, 2010; Sun et al., 2008) advocate
that 90 per cent of all courses will be offered through hybrid learning.

Assessing Student’s Perception of E-Learning 13
2.2.3 Web-assisted e-learning
Web-assisted type of e-learning utilizes synchronous tools in which course website tools are
adopted, so as to improve teaching and learning. Web-assisted learning works in more or less
the same way as the fully-online mode with the difference that the former comprises of online
deliberations and interfaces between the teachers and the students. Hybrid e-learning employs
synchronous tools which enables live interchanges and lectures between the students and
teachers similar to the conventional classroom with the exception that these interchanges are
done online and not physical (Buzzetto-More, 2015). The primary distinction between web
assisted and fully-online learning modes is that the former is synchronous and permits live
interface whereas the latter is asynchronous and prohibits live interaction. Additionally, the
dissimilarity between hybrid and web-assisted learning is that whereas both of them enable
interchange between lecturers and learners, the latter doesn’t have physical meetings while
the former has an additional benefit of physical contact.
Hybrid learning is perceived to the best of all the three types of e-learning because it
integrates elements of the other two types of e-learning alongside the conventional classroom
learning (Roe, Carley, & Sherratt, 2010); Bonk, & Graham, 2012). Moreover, hybrid e-
learning enables the students to have an online access to some study resources before the face
to face meeting: an aspect that enables the participants to be aware of the theme to be
discussed in class (Artino & Stephens, 2009). Based on the discussions above, a common
feature that cuts across the three types of e-learning is that teaching and learning is
accomplished through the use of the internet and technological tools, with least face to face
interaction.
2.3 Awareness of E-Learning
The significance of social awareness in e-learning has received a lot of attention by
researchers irrespective of its importance to contemporary socio-cultural learning theories

Assessing Student’s Perception of E-Learning 14
(Lambropoulos, Faulkner & Culwin 2012). The authors also opine the most appropriate e-
learning settings should not only focus on information and dissemination of knowledge, but
also the social and dialogical interfaces between the contributors. Therefore, the nature of
such settings influences the nature of social interchanges that takes place, and therefore can
foster or hinder learning. The environment also show that social intervention tools intended to
improve social awareness can aid and foster the association between the social and cognitive
processes. It is the assumption of the researcher that this invention may help e-students to
negotiate a common insight to design their own e-learning environment.
Zheng and Yano (2007) considers learners in different e-learning settings and elucidates that
it’s challenging but very vital to trace the appropriate peer for teamwork on the correct
knowledge, time and method. Alternatively, Hornecker et al. (2008) show that awareness is
extensively used to provide more cooperation opportunities and efficiency in the
collaborative and cooperative teaching (Romero et al., 2012). Thus, with regard to awareness
of e-learning, it is important that academic institutions focus on it because it provides
freedom for learners to be able to participate in e-learning activities for lecturing and
education. Zheng and Yano (2007) also reasons that the awareness of e-learning is vital in
learning activities for instruction and learning environments for comprehending a distance-
learning context, and the context of the activity of the students can replicate their individual
profile in knowledge, social and ethical aspects.
2.4 Success factors and Challenges of E-learning
E-learning is beneficial but it also has challenges as well. For instance, an e-learning setting
necessitates a substantial amount of self-control and motivation in order to perform (Bhuasiri
et al., 2012). This is because the students learn at their own rate and may not be dared to
perform much better as compared to a face to face scenario where standards are set to be

Assessing Student’s Perception of E-Learning 15
attained. Nonetheless, this matter can effectively be regulated if the participants relate in a
society of students, just like the face to face context (Jang, 2008).
Another success factor in e-learning is motivation because it encourages the learners to
consistently pursue their education despite of the challenges experienced (McKeachie, &
Svinicki, 2013). According to Kahiigi Kigozi et al. (2008), e-learning brings about the
challenge of time needed to build and sustain an e-learning course. Liu, Liao, & Pratt (2009)
also adds that e-learning is expensive in accessing information because it necessitates the
availability of internet connection, computers and other communication tools. Andersson &
Grönlund (2009) asserts that the facilitation of an e-learning environment minimally requires
the possession of computers and computer experience in technological issues. Drent and
Meelissan (2008) shows that learners frequently complain of ignorance of computer
knowledge and opine that the support offered by lecturers in inadequate or absent.
Puri (2012) found out that various factors affected e-learning: the attitudes of the instructors
and their styles of teaching, learner’s motivation, technical knowhow of the learners,
interaction between student peers, accessibility of technology, reliability of infrastructure,
and laxity in offering student support. On the other hand, Bowen et al. (2014) examined the
factors that hindered the effective use of technology: some of the senior instructors preferred
to use the conventional methods; the use of technology was dependent on the lecturers’
knowledge; the absence of programmes to professionally develop the tutors; and low contact
level between the instructors and learners with little or no insight in the use of ICT. The study
by Asiri (2012) reveal that the reception of ICT by faculty staff, certainly, influences the
effective operation of Learning Management Systems (LMS) in academic institutions.
2.5 Related Studies
In analyzing the literature which was relevant, I looked for studies about how students felt
about e-learning in different schools and universities around the globe. I wanted quantitative

Assessing Student’s Perception of E-Learning 16
studies that gave a clear idea about the results of the students that were already learning
through e-learning systems. I found such studies.
Yaghoubi, Malekmohammadi, Iravani, Attaran and Gheidi (2008) made a research about the
perception of the students about e-learning in Iran. The sample was comprised of 118 virtual
graduate students out of which 110 students responded. The questionnaire was designed
targeting four different areas like demography such as age, sex, university, field of study,
extent of computer and internet use, advantages of e-learning system and disadvantages of e-
learning system. All of these were measured of a 5-point Likert scale 1 (very little/strongly
disagree) to 5 (very much/strongly agree). The data which was collected was analyzed using
the Statistical Package for the Social Sciences (SPSS13) which had statistical procedures for
description like frequencies, percentage, means, standard deviations and inference. The
results showed that around 84.9% students participating in the study were between 24 to 29
years while 15.1% students were above 30 which made the mean average age of 26.3 years.
81.2 percent of the students were employed while about 18.8 percent of students were
unemployed. A decent number of students admitted they used computers mainly for Internet
surfing, followed by e-mail use. The main advantage of e-learning according to the students
was flexibility in time and place followed by easy and quick sharing of educational material.
Technology issues were the main disadvantage of e-learning according to the students
followed by reduced social and cultural interaction.
Pihlajamaa, Karukka and Alander (2016) made an in depth study comparing perceptions of
higher education students and teachers towards e-learning. They wanted to ensure successful
learning outcomes in e-learning environments. They designed a survey for higher education
teachers and students in Oulu University of Applied Sciences. The sample comprised of 51
teachers and 147 students. They survey was sent to the teachers via email while a similar
questionnaire was published in OUAS portal for the 147 students. The questions mainly

Assessing Student’s Perception of E-Learning 17
focused on usefulness of e-learning tools and environment such as Optima, Moodle, Adobe
Connect Pro and Skype. And also the challenges to e-learning. 12 percent of teachers
believed that e-learning was more capable than the traditional learning method. Students felt
more flexibility in e-learning compared to the teachers. 71 percent of students preferred
traditional PowerPoint presentations and 47 percent students preferred audio-visual materials
from the teachers. Both the groups felt that technical issues such as non-functioning data
connections and software were the main challenges of e-learning. Other challenges such as
difficulties in interaction between students and teachers was also felt by both the groups. 44
percent students faced problems in steering the learning process to which 23 percent of
teachers agreed too. The teachers faced more challenges compared to students when it came
to technological skills towards e-learning.
In the study by Taha (2014), he investigated the success of e-learning in the secondary
schools in the Kingdom of Bahrain. He adopted a quantitative approach to understand the
perception of the students and teachers towards the critical factors of e-learning in the the
secondary schools in the kingdom of Bahrain. The survey based questionnaire was designed
which contained 27 questions based on different points such as student’s characteristics,
teacher’s characteristics, technology and design & content. The respondents were asked to
answer on a 5-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree.
The questionnaire was designed in English and was also translated into Arabic language. The
questionnaire was distributed to 600 randomly selected participants out which 200 were
teachers and 400 were students from six schools in the kingdom of Bahrain. The number of
valid questionnaires came down to 540 comprising of 180 teachers and 360 students. The
other questionnaires were rejected due to incompleteness by the respondents. The
questionnaires were then entered into statistical software package named SPSS 17 for getting
the Statistical results of the data towards the findings of the research study. The data was

Assessing Student’s Perception of E-Learning 18
analyzed by using the frequency and percentage measures for the numerical data followed by
mean scores and standard deviations. The Alpha Cronbach Coefficient and the Pearson
Correlation Coefficient was also used for analyzing the data. He also used ANOVA (One
Way Analysis of Variance) for analyzing the differences between mean scores of three or
more groups. The least significant difference test was also carried out to identify the direction
of differences between three or more groups. Student’s attitude came in the first place
compared to student’s motivation and student’s computer skills with the mean of 4.38. It
allowed that the students agreed with the first point of the questionnaire. The mean score of
4.19 for the control of technology for the teachers signified that both students and teachers
agreed that use of e-learning was more encouraging and motivating for the interaction than
the traditional learning method. While for the third section, with the mean of 3.64,students
and teachers felt that quality of technology was also an important aspect of e-learning. They
agreed that e-learning was more difficult to use in the learning and teaching process and
having e-learning access to e-learning materials online 24/7 was practical for the learning and
the teaching process.
2.3 Theoretical Framework
Davis proposed the Technology Acceptance Model (TAM) (Venkatesh, & Bala, 2008).and it
is adopted in this study. The theory tries to explain the perception of the learners towards e-
learning. The TAM is a standard and pragmatic model that is commonly adopted to explain
and foretell the conduct of the users towards the use and acceptance of ICT (Park, 2009). The
model also assists to ascertain the cause for acceptance or rejection of ICT (Park, 2009).
TAM includes a process of four stages, beginning with perceived usefulness, perceived ease
of use resulting to attitude towards the utilization and lastly the behavioural intention to use
(Venkatesh, & Bala, 2008). Perceived usefulness (PU) is the extent to which an individual
believes that the utilization of a given system would improve his or her performance

Assessing Student’s Perception of E-Learning 19
(Venkatesh, & Bala, 2008). The PU in this model is applicable to this study because it assists
to infer the way in which the learners view e-learning thus enabling them to a substitute way
of obtaining their academic knowledge.
Perceived ease of use (PEU) is the extent to which an individual believes the utilization of a
given technology will be effortless (Venkatesh, & Bala, 2008). It is on this basis that this
research defines e-learning as the process of instructing and learning that is facilitated by the
utilization of ICT. The PUE and PU are both affected by external variables such publication
of academic papers illustrating the significant of e-learning, reports on the applicability of e-
learning, and the perceptions of the members of the nuclear family about e-learning (Park,
2009; Venkatesh, & Bala, 2008). Attitude is defined as the extent to which a person examines
and relates the target system with his/her career. With regard to this research, attitude on the
utilization is comprises the positive or negative feeling of a learner towards e-learning that
affects their response and behavioural intention to utilize e-learning (Smith et al., 2008).
Figure 2.1 Technology Acceptance Model
Figure 1Figure 2.1 Technology Acceptance Model
Source: Technology Acceptance Model (Venkatesh, & Bala, 2008).
Perceived
usefulness
External
variables
Attitude
towards
Perceived Ease
of use
Behavioural
intention to use Actual use

Assessing Student’s Perception of E-Learning 20
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
This chapter comprises of the proposed research design. It provides an in-depth overall
research design in addition to justifications, target population, sampling and data collection,
analysis, reliability and validity, and ethical considerations.
3.2 Study Design
This study will adopt a quantitative research method in conducting the survey. The researcher
selected this approach because it ensures the research is more comprehensive due to
statistical analysis in addition to the observation, interpretation and interview (Creswell and
Creswell, 2017).
3.2.1 Target Population
The research will consist of the Eastern Institute of Technology (EIT) students across its three
campuses: Hawke’s Bay, Auckland, and Gisborne, New Zealand. The target population will
be 500 students from the two faculties namely commerce and technology and education. The
researcher selected the population to enable him acquire answers to the study questions
(Saunders, 2011).
3.3 Research Questions and Objectives
Research Questions
i. Is there any awareness/understanding among students of the e-learning platform?
ii. What are the perceived usefulness of e-learning to students’ success?
iii. What are the attitudes of students towards e-learning?
Research Objectives
i. To determine the awareness/understanding among students of EIT as an e-learning
platform.
ii. To identify perceived usefulness of e-learning among students

Assessing Student’s Perception of E-Learning 21
iii. To investigate the attitude of students towards e-learning.
3.4 Sampling and Data Collection
3.4.1 Sampling Frame
The study will sample 50 participants from the target population of 500 students. This was
representative of the entire population and enable the researcher to achieve the objective of
examining some elements of the population and extrapolate on the whole population.
3.4.2 Sampling Technique
The research will use convenience sampling to acquire a sample from the target population
(Suri, 2011). The researcher will use this technique to choose potential participants based on
the inclusion criteria of being ETI students. Convenience sampling was preferred because it
will enable the researcher to collect data and that would otherwise be difficult to collect using
other probability sampling techniques (Christensen et al., 2011).
3.4.3 Sample Size
A sample size of 10% of the target population for each group is an adequate representative
(Mugenda and Mugenda, 2012). The sample size will comprise of 50 respondents spread in
all the three ETI campuses.
3.4.4 Data Collection
The study will gather both secondary and primary data. The researcher collected secondary
data through a critical review of relevant extant literature in order to provide a detailed
insight into the study topic. Structured questionnaires designed by the researcher will be used
to gather primary data. The questionnaires will be self-administered by the researcher who
will use the hand delivery method to hand out the questionnaires and request the participants
to individually fill them at various parts of the campus. The questionnaires will have close-
ended questions and the responses measured using a Likert scale to ease statistical analysis
(Rowley, 2014).

Assessing Student’s Perception of E-Learning 22
3.5 Data Analysis
The data collected through the questionnaires will be tested for completeness and
consistency, then coded to allow classification of the feedbacks. The data will then be entered
into SPSS (Statistical Package for Social Sciences) and descriptive statistics generated and
percentages and tabulations calculated. The outcomes will be presented using tables and
graphs for easy understanding.
3.6 Reliability/ Validity/ Quality Criteria
The researcher will ensure validity by the design and use of the questionnaire to collect data.
The researcher will design the questionnaire while being cognizant of the students and using
common language to ensure the potential respondents understand the questions. Additionally,
the researcher will conduct a pilot test of the questionnaire in order to make any possible
corrections before the actual research (Saunders et al., 2009).
The study will ensure reliability by framing the questionnaire in a concise way to avert
leading participants or suggesting responses. Reliability is often threatened by bias. In order
to increase objectivity, the respondents will be guaranteed of anonymity (Saunders et al.,
2009)
3.7 Ethical Considerations
The identities of the respondents will be used in anonymity during the whole study period in
order to avert any possible consequences such as coercion from the administration.
Additionally, the researcher will exercise utter confidentiality of the gathered data and any
disclosure of private information will be used for formal purposes initially disclosed to the
participants.

Assessing Student’s Perception of E-Learning 23
CHAPTER FOUR: PROPOSED OUTCOMES
5.1 Awareness/understanding of students’ e-learning
Majority of the respondents are of the idea that e-learning is an online course (50%), others
refer it to be learning that is based on the use of the web (30%), and others understand it as a
distance learning programme (15%), the rest of the responses are of no significance value
(5%).
5.2 Perceived usefulness/benefits of e-learning
40% of the respondents are likely to perceive the benefits of e-learning as ease in accessing
information, 30% will perceive it as a safe digital setting for learners to submit assignments,
35% re likely to perceive it as one that supports quality education by increasing the size of
the class and number of lecturers. Some of the respondents may perceive e-learning as having
the potential for re-use of content material.
5.3 Attitude of students towards e-learning
The Likert scale would show that 80% of the student respondents would agree to
communicate with all the unit tutors using the internet, whereas only 7% would disagree on
the same with 13% being undecided on the subject matter. 70% of the respondents would
agree and strongly agree that they interact with their peers using the internet, whereas only
15% of the participants will disagree and strongly disagree on the same with 15% being
undecided on the same question. 88% of the respondents would agree and strongly agree that
the internet be used with 4% disagreeing on the same and 8% being undecided.

Assessing Student’s Perception of E-Learning 24
CHAPTER FIVE: PROPOSED TIMELINE
This study will take approximately 14 weeks starting from the selection of the study topic on
first of June to report submission on 30th august. Data collection will take most of the study
period (18 days) due to the nature of activities involved. Organization of the project proposal
and sample size survey will both take slightly over one week with topic selection and
development of research objectives will each take three days. The rest of the tasks will each
take less than a week.
Task Name Start Date End Date
Duration
(Days)
Selection of study topic
01/06/201
8
04/06/201
8 3
Developing of research
objectives
05/06/201
8
08/06/201
8 3
Approach to Data Collection
10/06/201
8
16/06/201
8 6
Development of
Questionnaire
18/06/201
8
23/06/201
8 5
Project Proposal organization
25/06/201
8
04/07/201
8 9
Sample size of survey
14/07/201
8
22/07/201
8 8
Data collection
30/07/201
8
17/08/201
8 18
Data analysis
20/08/201
8
27/08/201
8 7

Assessing Student’s Perception of E-Learning 25
Report submission
28/08/201
8
30/08/201
8 2

Assessing Student’s Perception of E-Learning 26
CHAPTER SIX: CONCLUSION
The purpose of this research will be to ascertain the students’ perceptions of e-learning at
EIT. Based on the expected outcomes it can be concluded that most of the students are
cognizant of e-learning despite of their location. Additionally, this research shows that there
is no definite definition of e-learning because the definition is subject to the learning
environment. Students also value e-learning because it enables them to easily access and
retrieve information. The students’’ perceptions are positive with regard to e-learning

Assessing Student’s Perception of E-Learning 27
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Assessing Student’s Perception of E-Learning 37
APPENDIX A: ETHICS APPLICATION

Assessing Student’s Perception of E-Learning 38
APPENDIX B: QUESTIONNAIRE