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E-Learning is a Social Tool for E-Commerce at Tertiary Institutions 169 learning and the Internet facilitates a cognitive change in learners. Some authors (Sheard et al., 2000; Tian, 2001; Fong & Hui, 2002; Sherson, 1999; Jones et al., 2000) all agreed that the Internet usage provide students with flexibility, reliability and freedom of choice, has increased within tertiary institutions and are being used as an ideal delivery vehicle within a web-based learning environment. This has led to e-learning that Jackson (2001) divided into technologydelivered and technology-enhanced e-learning. Piccoli et al. (2001) categorized the learner, facilitator and e-learning technologies into the human and design dimensions respectively. Serdiukov (2001) suggested a Teacher-Computer-Student model, which consists of the learner, facilitator and technology. Some authors (Jones et al., 2000; Rossister, 1999; Nasseh, 1996; Uys, 1999; Boser et al., 1998) all agreed that computer literacy is an important factor in the elearning process. Interaction and communication were the other important factors that should also be considered when developing an e-learning course (Laurillard, 1993; Sherson, 1996; O’Keefe & McGrath, 2000). The facilitator therefore needs to understand and use appropriate e-learning technologies to ensure the quality of the learning experience. The Basis for Research A pilot study was done on the topic of issues and concerns of learners using technology-enhanced e-learning. The main objectives of this pilot study was: • To assess the effective use of e-learning tools used at the Cape Technikon. • To determine the perceptions of first year Information Students at the Cape Technikon. The Research Method There are currently over 500 first-year students registered for Information Systems with the faculty of Business Informatics at the Cape Technikon. An online questionnaire as a survey method was used for the period August 5-9, 2002. The survey targeted first year Information Systems students at the Cape Technikon and 165 responses were achieved. The questionnaire instrument consisted of the following parts: • Demographic information about the respondents • 29 statements, using a five-point Likert-scale (Cooper & Emory, 1991), of which 12 statements were based on e-learning technologies. All 29 statements were equally weighted. The response to each statement of each respondent was totaled to obtain total points scored for each respondent. An item analysis, for each respondent, was carried out to validate the degree of Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
170 Parker discrimination for each statement. Only statements that were good discriminators (based on t-test) were used in further analysis (Cooper & Emory, 1991). Only those statements with a t-value of more than and equal to 1.75 were used (Edwards as cited by Cooper and Emory, 1991). Statements 8, 15 and 17 were excluded from further study based on that analysis. Results of the Study Student Demographics Of the 165 respondents, 108 were male (65.5%). The majority of the students were Information Technology students (77%) and about 66 percent of the respondents were under the age of 21. Only 35 of the respondents had no computer experience before taking Information Systems as a subject. The majority of the students said that they use the Internet more than 20 times a month (60%). Findings More than 60 percent of the respondents agreed or strongly agreed that online lectures allow them to look up needed information more conveniently. Majority of the respondents agreed that learning is more fun with online lectures (47%). Only 13 respondents disagreed or strongly disagreed that they can easily reference any section of the lecture in an online environment. 117 of the respondents agreed or strongly agreed that communication between student and facilitator is crucial in the e-learning process. The same amount of respondents agreed or strongly agreed that interaction among students is crucial to the e-learning process. Most of the respondents agreed or strongly agreed that they received sufficient instruction on the use of the e-learning programs (74%). Only 16 of the respondents disagreed or strongly disagreed that their computer literacy was adequate for performing the functions required of the e-learning tools. A majority of the students agreed or strongly agreed that using e-learning as a platform for Information Systems has increased their course workload (36%). Most of the respondents agreed or strongly agreed that e-learning helped them learn the subject content more quickly (60%). Only about 10 percent of the respondents disagreed or strongly disagreed that e-learning has helped them develop new computing skills. About half of the respondents agreed or strongly agreed that they prefer having the subject material online than using a textbook. E-learning technology statements retained for further analysis after item analysis was ranked in descending order of mean score value. The three e-learning tools identified as most effectively being used (high mean values) were assignment tool with a mean of 4.14, quiz tool with a mean of 4.12 and downloads tool with Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
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Acquisition Editor: Mehdi Khosrow-P
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The Economic and Social Impacts of
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vi Preface E-commerce is not new, t
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About the Authors 259 Eric Cloete B
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