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European Journal of Social Sciences – Volume 8, Number 2 (2009) higher institutions to offer online courses. As such, Malaysia is now looking forward to use online education on the next generation of students and knowledge workers (Multimedia Development Corporation, 2005) where online learning delivers a broad array of solutions that enhances knowledge and performance using Internet technologies (Liaw, Huang & Chen, 2007). Thus, online learning has started and is gaining popularity in many universities in recent years, for example, most of the universities in Malaysia use online learning to supplement regular campus instruction (Daing Zaidah Ibrahim, Abu Daud Silong & Bahamam Abu Samah, 2002). Literature reviews on online learning revealed that learners have a favourable opinion of the online course or online learning system which helps to equip students with the necessary reading and computer skills along with providing a fun, entertaining and flexible environment to learn (Thang & Bidmeshki, 2004; Paris, 2004; Sun, Tsai, Finger, Chen & Yeh, 2008). Moreover, learners can use the Internet to access up-to-date and relevant learning materials, and interact with their instructors (Ally, 2004). Students can always access the online courses whenever they need to do so, communicate with their instructors and friends through interactive medium, such as e-mail and discussion boards. A study carried out by Paris (2004) showed that, students preferred the online web-based learning rather than the traditional learning because they could get most of the diagrams required for their school projects readily from an Internet site than from a textbook. Moreover, the study indicated that the students were attracted to the graphics, animations and movies on the website. Online education with the multimedia elements successfully attracted students’ attention and made the learning process more interesting because colourful pictures and learning videos were provided in the online instruction (Liaw et al., 2007). These studies proved that students were motivated to learning online. Thus, more learners are willing to take an online course based on the wider scopes of provisions offered by online learning. 2. Research Problem and Purpose Many institutions worldwide have started to invest heavily in online learning. Many researchers have documented that the utilization of online learning can enhance the quality of education, and the students’ knowledge and performance (Nguyen & Kulm, 2005; Thang & Bidmeshki, 2004; Sun et al., 2008; Kadijevich & Haapasalo, 2008). However, in Thang and Bidmeshki’s (2006) study, they found that the online learners lacked autonomy. Apart from that, it was also found students possessed only moderate levels of readiness and attitude towards online learning (Daing Zaidah Ibrahim et al. 2002). It is important to note that before the implementation of online learning can be successful in any institutions of higher learning, it is important to understand the determinants of online learning among students. In other words, the incidence of dropout among online learners can be reduced if online instructors understand why students stopped their online learning. For this reason, based on a review of the literature, this paper explores the factors that can influence online learning among students. 3. Research Method A comprehensive search of the literature was done to collect the related information and data. All articles were selected from refereed prints, online journals and conference papers. The main focus of these articles was on the possible factors influencing online learning, in particular, among students. 4. Discussions 4.1. Determinants of Online Learning The interest in using online learning in higher education is increasing and this can be seen by the large number of recent publications through the Internet, schools’ promotion exercise, and other current 247
European Journal of Social Sciences – Volume 8, Number 2(2009) developments. In the following sections, four factors are discussed as possible significant variables that can influence online learning among students. 4.1.1. Gender Gender differences exist in many disciplines, including technology. Currently, not only males are skilled to use computer and Internet technologies. For technology to change knowledge there is a need to change the way students learn. A study conducted by Kramarae (2002) stated that currently more females than males are enrolling in online courses. The question is does females do better or worse in an online learning environment. Gender has been examined in many researches. A research conducted by Hoskins and van Hooff (2005), determined whether gender predicted the extent to which the undergraduates utilised online learning in support of a core Biological Psychology unit. In the study, Hoskins and van Hooff (2005) verified that gender is one of the factors that determine students’ use of the web-base learning, as there was a large number of males than females who were engaged in the dialogue with their peers and teachers. While Ong and Lai (2006) reported a similar finding where they found that males have higher computer self-efficacy, perceived ease of use, perceived usefulness and behavioural intention to use online learning than females. Evidently, more males have higher intention on using an online learning system in their learning process than females. Males have more experience with computers, have more computer knowledge and are more positive about computers and online learning than females. This is consistent with Hoskins and van Hooff’s study (2005) that males are more knowledgeable of the web and use the web more than females. From the study, it shows that there is a gender difference on behavioural intention to use an online learning system. Furthermore, based on the Technology Acceptance Model (TAM), gender differences in perceptions will also affect the utilisation of an online learning system. Male students are found to have better perceptions and attitudes towards computer and Internet learning than female students. In Ong and Lai’s (2006) research study, males’ ratings of perceptions with respect to computer self-efficacy, perceived usefulness, perceived ease of use, and behavioural intention to use the online learning portal are all higher than females’. Daing Zaidah Ibrahim et al. (2002) have further stated that males had a significantly more positive attitude than females. Hence, males tend to have higher behavioural intentions to use the online learning systems than females. Briefly, the aforementioned studies have suggested that gender can determine students’ use of online learning. Therefore, in online educational settings, the effect of gender on students’ behavioral intention to use online learning should be specified in order to attain online learning efficiency and success. 4.1.2. Attitudes Learner attitude is defined as learners’ impression about performing the target behaviour (Fishbein & Ajzen, 1975). This means that learners’ positive or negative feelings of participating in online learning activities through computer use will directly influence their behaviour to use online learning to study. Different students have different insights on online learning. Understanding students’ attitudes towards online learning can help to determine the extent to which students utilise the online system (Ong & Lai, 2006). In the classroom, students often experience reactions towards computers either positively or negatively. Some of the students have computer phobia and this may influence their attitudes toward using the computer and also the online learning system. Computer interactivity is influenced by students’ perception of the computer. A student with a negative attitude towards computers may not desire to do anything related to computers (Yushau, 2004). Hence, for those students who are unfamiliar with computers and have computer phobia, they may not be willing to use computers to learn online. Consequently, the intention to use online learning system or portal will be low. 248
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