Demographic implications for the user perceptions of e-learning in higher education institutions of n-w.f.p, pakistan

EJISDC (2010) 41 5 1-17

DEMOGRAPHIC IMPLICATIONS FOR THE USER-PERCEPTIONS OF E-LEARNING IN HIGHER EDUCATION INSTITUTIONS OF N-WFP PAKISTAN

Allah Nawaz

Dept of Public Administration Gomal University

Khyber Pakhtunkhwa Pakistan

profallahnawazyahoocom

Ghulam Muhammad Kundi Dept of Public Administration

Gomal University Khyber Pakhtunkhwa

Pakistan kundiguedupk

ABSTRACT There are documented differences between the success and failure factors in the developed and developing countries with regard to the development and use of eLearning in Higher Education Institutions (HEIs) These differences are widely attributed to the demographic variations in the context of eLearning development and use Unless these differences are skillfully identified and accommodated as such into the development and use models eLearning efforts are reported to be associated with problems in the construction use and progress of the eLearning environments in the institutions for teaching learning and administrative purposes This study is an exploration of the demographic diversities in the HEIs of NWFP Pakistan to document their impacts on perceptions of the teachers students and administrators about the nature and roles of eTeaching eLearning and eEducation Keywords Educational Technologies HEIs User-Perceptions eTeaching eLearning eEducation eMaturity Demographics-impacts 1 INTRODUCTION There is a continuum of perceptions and attitudes of eLearning-users with those who dislike information and communication technologies (ICTs) on one extreme and those who are their promoters on the other end while many groups can be located at different points between the two extremes The research reveals that these differences in attitudes stem from the contextual factors relating to individual group and organizational characteristics Mehra amp Mital (2007) note that within a university the context for eLearning consists of human attributes of teachers students and administrators (age gender qualification perceptions experience with computers etc) and organizational characteristics (policies resources management culture and age of the institute)

In the context of developing countries the results are quite similar to developed states in many ways but different at the broader level In a study of Jordanian University it was found that use of computers seems to have little or no effect on teachers beliefs about their use of technology in their actual teaching practice (Bataineh amp Abdel-Rahman 2006) In Barbados there are favorable attitudes toward using ICTs as a supplement and not as a replacement to traditional teaching (Gay et al 2006) In Malaysia ICT is more commonly used as a source of information and support learning in the traditional classroom as a tool It is reported that the use of ICT for communication between students and lecturers and between lecturers is still not widespread (Mokhtar et al 2007) For example ldquoHEIs use computers every day to send e-mail compose texts with word processing and search the Web however very few use it to enhance their teachingrdquo (Kopyc 2007)

The study under discussion records the impacts of user-characteristics on hisher perceptions and thus attitudes in relation to the educational technologies The impacts of six

The Electronic Journal on Information Systems in Developing Countries httpwwwejisdcorg

EJISDC (2010) 41 5 1-17 2

demographic groupings have been tested on the six research variables through the application of t-Test procedures to determine the significance of group-mean-differences for recording the impacts of user-attributes on their perceptions and attitudes about the eLearning tools and techniques in HEIs 2 LITERATURE REVIEW The educational applications of ICTs are multiple starting from a simple information delivery (for example accessing an online catalogue of a digital library) and ending with modern uses of cognitive tools (Web 20 technologies) and lsquoadaptive technologies to support and enhance the learning process (Sirkemaa 2001) eLearning covers a continuum of educational applications with Word Excel Access and PowerPoint as the main gadgets on one end with no or little impact on teaching learning and administrative practices On the other extreme are the virtual learning environments with web-based applications and virtual lecture halls having far reaching impacts on teaching learning and education management (Sife et al 2007) 21 eLearning in HEIs eLearning is widely researched in the perspectives of ldquohigher education as well as corporate training (Tinio 2002)rdquo and explained as the application of electronic technologiesrsquo in supporting enhancing and delivering teaching and learning (Gray et al 2003) ICTs represent computers networks software Internet wireless and mobile technologies to access analyze create distribute exchange and use facts and figures in a manner that has been unimaginable hitherto (Beebe 2004) A number of concepts are interchangeably used to represent eLearning computer-based instruction computer-assisted instruction web-based learning electronic learning distance education distance learning online instruction multimedia instruction online courses networked learning virtual classrooms computer mediated communication Technology supported educationlearning and technology uses in education (Tinio 2002 Abrami et al 2006 Baumeister 2006 Manochehr 2007 Sife et al 2007 Wikipedia 2009)

HEIs have passed through three stages of evolution and growth 1 traditional computer-based learning (supplemental use of ICTs) 2 blended (mixed) learning and 3 virtual learning These lie on the continuum of two extremes with one extreme of low-tech applications and on the other end are hi-tech environments while in the middle are different forms of blended learning (see for example Oliver 2002 Young 2003 Beebe 2004 Heinze amp Procter 2006 Manochehr 2007) HEIs particularly in developing countries are voyaging through different levels of blended learning with multiple experimental applications of ICTs in teaching learning and education management due to the varying availability and accessibility of educational technologies and professionalism of their use 22 User-Perceptions 221 Educational Technologies Dinevski amp Kokol (2005) give a broader classification of educational technologies into

1 Infrastructure including Computers Networks Internet Intranet and facilities for offlineonline access and user interfaces

2 Content management systems (CMS) for delivery tracking management and reporting of online content

EJISDC (2010) 41 5 1-17 3

3 Learning management systems (LMS) for performance management employee development plans financial and activity trackingreporting and integration with other systems

4 Learning technologies for mentoring chatting forums discussions Web seminars online meeting and virtual classroom sessions

5 m(mobile)-learning technologies are enabling learning anywhere and anytime

With the Internet and ICTs available to teachers and students its integration into education becomes increasingly indispensable (Oh amp French 2004) Internet-based education can contribute to substantial improvements in education (Laffey and Musser 2006) New communication-tools like e-mail bulletin boards etc provide more reflective and useful interactions among learners instructors and resources (Arulchelvan amp Viswanathan 2006) Internet tools like Web 20 virtual reality applications videogames and mobile devices are commonly used for communication entertainment and learning (Chan amp Lee 2007) Internet provides access to online information along with traditional technologies (Klamma et al 2007) The multiplicity of perceptions about the nature and role of ICTs in HEIs can be grouped into two broad user-theories or beliefs which guide most of the eLearning development and use practices around the globe

1 Instrumental theory It is the most commonly held belief to view ICTs as a lsquotoolrsquo without any inherent value (neutral) and its value lies in how is it used so a one-size-fits-all policy of universal employment of ICTs (Macleod 2005 Radosevich amp Kahn 2006) Instrumental education is based on the premise that education serves society so emphasis is placed on the relevance utility and contribution of education to the economy The risk of this approach is that students simply meet some identified need rather than think critically to achieve personal or communal advancement (Ezer 2006)

2 Substantive theory This is a determinist or autonomous approach which argues that technology is not neutral rather has positive or negative impacts Technological determinism suggests that mere presence of technology leads to its standard applications which in turn bring social change (Macleod 2005 Radosevich amp Kahn 2006) The substantive theory matches with the lsquoliberal theoryrsquo of education (Ezer 2006) which views learning as an active and interconnected experience and not simply a recollection of facts

222 Development and Use Practices The effective integration of ICTs into the educational system is a complex multifaceted process that involves not just technology but also curriculum and pedagogy institutional readiness teacher competencies and long-term financing among others (Tinio 2002) The growth of innovative practices in eLearning has contributed to the development of new skills and competencies and novel ways of using them within project teams (Gray et al 2003) However design and development principles need to be aligned with teachersrsquo understanding of student requirements (Young 2003 Nyvang 2006) Given the differences of perceptions about ICTs eProjects for eLearning become challenging and uphill adventures where developers have to consider a variety of factors (variables) including development approaches and attitudes project management techniques user participation user training change management and the context within which the development and use of eLearning is about to happen

Research is going on about the factors that affect the user decisions in using computers in teaching learning and education management (Marcella amp Knox 2004

EJISDC (2010) 41 5 1-17 4

Bataineh amp Abdel-Rahman 2006 Martin amp Dunsworth 2007 Mehra amp Mital 2007) Several factors have been identified as the determinants of the volume and intensity of using eLearning tools by teachers students and administrators for example

1 Demographic factors (like age educational background gender etc) 2 Experience in use of instructional technology perception about 3 Perceived Usefulness encouraging interaction teaching more systematic creativity

in the faculty and the students intellectual enhancement of the faculty and students (Bataineh amp Abdel-Rahman 2006 Mehra amp Mital 2007)

4 Perceived Ease of use teaching process less personal intimidating highly training intensive time saved in lecture preparation) (Marcella amp Knox 2004 Mehra amp Mital 2007)

223 Problems Associated with eLearning ldquoMore than half of all information technology projects become runways ndash overshooting their budgets and timetables while failing to deliver on their goalsrdquo (McManus amp Wood-Harper 20043) Similarly ldquoWhile networked learning is making its appearance in universities its overall impact is as yet rather limitedrdquo (Baumeister 2006) Several researchers have identified problems associated with the development use and integration of ICTs into teaching learning and educational management (see for example Drinkwater et al 2004 Bondarouk 2006 Vrana 2007 Kanuka 2007 Sife et al 2007 Wells 2007) such as

1 Inertia of behavior of users like their resistance to changes etc 2 Underestimation lack of awareness and negative attitudes towards ICTs 3 Lack of systemic approach to implementation and lack of follow-up 4 High rates of system non-completion and user dissatisfaction with new systems 5 Lack of user-training and lack of administrative and technical end-user support 6 Mismatches between technologies and the context culture and work practices

224 Prospects Associated with eLearning in HEIs Education determines more than anything else a countrys prospects for human development and competitiveness Fortunately the information revolution offers some extraordinary opportunities in education (MoST 2000) The perceptions about the nature and role of ICTs are very positive because several existing opportunities support this optimism (Tinio 2002) The existing opportunities include the global availability of digital technologies free and open source systems (FOSS) growing local ICT industry and professionals local national and international partnerships emergence of information societies and digital cultures For example universities and even smaller departments within organizations are becoming able to afford sophisticated digital systems (Ezziane 2007)

EJISDC (2010) 41 5 1-17 5

23 List of Variables

Research Variables Variables Attributes (32 + 6 demographic Questions) Code 1 Perceptions about

Educational Technologies ICTs can solve the problems of teaching learning and administrative) Reduce digital divide Enhance academics and can bring social change 8 Questions

2 Perceptions about Development Practices

Availability of Hardware amp Software Availability of Networks Internet Technical Support and Adequate Training 7 Questions

3 Perceptions about Use of eLearning

Perceived-use ndashPU Perceived ease of use ndash PEU Types of uses 6 Questions

4 Perceptions about Problems of eLearning

Development and Use problems related to hardware software networks training technical support and cultural issues 6 Questions

5 Perceptions about Prospects Expected role of ICTs in teaching learning and education management 5 Questions

Demographic Variables 1 Respondent Type Teacher Student amp Administrator RTP 2 Subject Computer amp Non-Computer CNC 3 Sector Public amp Private PPS 4 Gender Male amp Female GDR 5 City Big and Small cities CTY 6 Experience Experience with computer EXP

24 Theoretical Framework amp Hypotheses Figure 1 Theoretical Framework

Note There are 6 demographics and 5 research variables Therefore 30 applications of tests of significance are used H1 is computed by applying relevant test of significance (ANOVA) 5-times (can be considered as having 5 sub-hypotheses) If most of the results out of 5 are substantiated the hypothesis is accepted As in case of H1 4 out of 5 tests nullify the null hypothesis of no difference thus H1 is accepted because 45 tests are successful

EJISDC (2010) 41 5 1-17 6

H1 Teachers score higher than students and administrators H2 Non-Computer respondents score lower than those with computer as subject H3 Public sector respondents score lower than those from Private sector H4 Male respondents score higher than Female H5 The respondents from Big city score higher than those from Small city H6 The greater the experience with computers the greater will be the score 3 RESEARCH DESIGN 31 Survey Approach There is a huge body of studies both in developed and developing countries about the theories and practices of eLearning in HEIs both from qualitative and quantitative perspectives The quantitative studies which used survey approach to access the problem situation are many for example by Irons et al 2002 Luck amp Norton 2005 Marcella amp Knox (2004) Abrami et al 2006 Johnson et al 2006 Radosevich amp Kahn (2006) Bataineh amp Abdel-Rahman (2006) Thomas amp Allen 2006 Mehra amp Mital (2007) Martin amp Dunsworth 2007 Garcia amp Qin (2007) and DiCerbo (2007) ndash which are a few from a long list Likewise there are qualitative studies based purely on the secondary sources for example studies by Sasseville (2004) Valdez et al (2004) and Davey amp Tatnall (2007) are some of the examples 32 Sample and Sampling Procedure The lsquoSample-Populationrsquo for the study included all the HEIs in the cities of Peshawar and Dera Ismail Khan These two cities were selected as the best representative samples because

1 Peshawar represents a big city while D I Khan is an example of a small city ndash with 15 million inhabitants in comparison to Peshawar with 4 million inhabitants but with strong educational bases in the province

2 Both the cities host two of the oldest universities of the province (University of Peshawar ndash 1950 and Gomal University - 1974) Similarly they have the oldest as well as new universities in both the public and private sectors

3 These institutions are populated with students teachers and administrators from almost all cities and areas of the province

For the development of research project (synopsis) a pilot study was conducted to test

the instrument and determine the appropriate sample size using a standard procedure ndash the researchers used formula (available in several books on social research) given for the purpose 388 copies of the questionnaire were distributed among the teachers students and administrators The response rate was teachers 137 students 132 and administrators 85 = 354 (92) 33 Data Collection Literature survey was conducted to examine the existing research on the topic and extract variables and their mutual relationships from Books (hard copies) and eBooks (off-line on CDs and online) Free and Open Source Systems (FOSS) ie eJournals The researcher used the lsquoDirectory of Open Access Journalsrsquo (doajorg) and Wikipediaorg Blogs and facebooks and the websites of United Nations International universities Government of Pakistan and websites of the Universitiesrsquo in NWFP For empirical data a structured questionnaire was constructed based on the extracted variables

EJISDC (2010) 41 5 1-17 7

34 Data Analysis and Validity SPSS 120 has been used to create a database of primary data for applying statistical procedures to generate descriptive and inferential statistics and test the hypothesis t-Tests were used to determine the significance of demographic impacts on the attitudes of different groups of respondents The overall reliability of Cronbashrsquos alpha was estimated at 09288 with 354 cases and 38 survey items This value exceeds the required minimum threshold suggested for the overall reliability test ie 07 (Koo 2008) 4 FINDINGS 41 Respondentsrsquo Profile Following is the classification of the respondents according to their major demographic characteristics Table 1 Demographic Data Demographic Groupings 1 Type of Respondents Students = 132 Teacher = 137 Administrators = 85 2 Subject Computer = 101 Non-Computer = 253 3 Sector Public Sector = 180 Private Sector = 174 4 Gender=GDR) Male = 241 Female = 113 5 City (code=CTY) Dera Ismail Khan = 145 Peshawar = 209 6 Experience with Computer (code=EXP) (gt=5) = 163 (lt5) = 190 42 Summary Statistics of the Research Variables Table 2 Descriptive Statistics of Research Variables (n=354)

Min Max Mean Std D Perceptions about the Educational Technologies 318 655 47779 57637 Views about the development practices 300 589 43082 52236 Opinion about the use practices 310 675 47961 58463 Perceptions of the eLearning problems 360 634 48207 47971 Perceptions about the Prospects of eLearning 217 612 57359 89704

Chart 1 Mean Scores on Demographic Groupings

Average Scores on Demographic Groupings

492 501

487 481497 498

469 473495 505

400420440460480500520540560580

Studen

Admini

strato

Public

Private Male

Female DIK

war gt=

5 lt 5

Groups

EJISDC (2010) 41 5 1-17 8

Testing of Hypothesis about the Demographic Impacts (Six Hypotheses about the

impact of Demographic-Groupings The impacts of demographics on the user perceptions theories and attitudes on the development and use of eLearning in higher education are well documented (see for example Valcke 2004 Gay et al 2006 Wims and Lawler 2007 Moolman and Blignaut 2008) The developers of eLearning environments are constantly advised by the researchers to address demographic differences regarding the use of ICTs and develop strategies for generating and sustaining positive learner attitudes for effective uses of eLearning environments (Gay et al 2006) The differences are based on the user-characteristics of gender age educational level computer skills previous experience with eLearning as well as learning styles personal goals and attitudes preferences cultural background experience motivation (Moolman amp Blignaut 2008) Hypothesis 1 Teachers score higher than students and Administrators Table 3 Results of ANOVA Applications on Respondent Type (RTP)

Sum of Squares

df Mean Square

PET Between Groups 4748 2 2374 7406 001 Within Groups 112519 351 321 PDP Between Groups 16783 2 8391 37032 000 Within Groups 79537 351 227 PUE Between Groups 561 2 280 820 441 Within Groups 120090 351 342 PPE Between Groups 10651 2 5326 26485 000 Within Groups 70581 351 201 PRS Between Groups 17329 2 8665 11402 000 Within Groups 266725 351 760

Hypothesis 1 was accepted in the sense that teachers score significantly higher than

students and administrators The ANOVA application gives significant differences of means between the three groups on all the variables except Use practices (F = 82 with p = 441 far more than required significance of 05) where they all hold the same opinion Hypothesis 2 Non-Computer respondents score lower than those who study computer Table 4 T-tests on Computer and Non-Computer (CNC)

T Sig (2-tailed) Perceptions about the Educational Technologies 12946 000 Perceptions about the Development Practices 8504 000 Perceptions about the Use Practices 14656 000 Perceptions of the Problems of eLearning 12955 000 Perceptions about the Prospects of eLearning 6547 000 IMPACTS 100

Table-value at 005 Significance level with 352 df = 196

This classification brings out very visible influences on the groups The p-values on all the tests are 000 which confirms the impact of groupings on the respondents Thus respondents with computer background are totally different from the non-computer users of

EJISDC (2010) 41 5 1-17 9

eLearning in their perceptions and attitudes because respondents with computer as a subject have scored higher than their counterparts on all five research variables so Null hypothesis stands ineffective Hypothesis 3 Public sector respondents score lower than the private Table 5 T-tests on Public amp Private Respondents (PPR)

t Sig (2-tailed) Perceptions about the Educational Technologies -3938 000 Perceptions about the Development Practices -2375 018 Perceptions about the Use Practices -4984 000 Perceptions of the Problems of eLearning -2740 006 Perceptions about the Prospects of eLearning -765 445 IMPACTS 80

The difference of being in public or private sector is also significant 4 out of 5 tests are positive showing changes in the responses except on lsquoPerceptions about the prospects of eLearningrsquo Null hypothesis is therefore rejected because private sector respondents score higher than the public sector on all the variables It also indicates that private sector respondents are more involved in eLearning than the public sector subjects The alternative hypothesis is thus substantiated Hypothesis 4 Males score higher than female respondents Table 6 T-tests on Males and Females (GDR)

t Sig (2-tailed) Perceptions about the Educational Technologies 5156 000 Perceptions about the Development Practices 1885 060 Perceptions about the Use Practices 6933 000 Perceptions of the Problems of eLearning 4730 000 Perceptions about the Prospects of eLearning 1998 046 IMPACTS 80 Table-value at 005 Significance level with 352 df = 196

Gender effects have very widely been identified by the researchers from developed

and developing countries with positive results showing that gender is a good predictor of using eLearning tools in HEIs round the globe (Graff et al 2001 Irons et al 2002 Thomas amp Allen 2006 Abrami et al 2006 Cagiltay et al 2006 Tubaishat et al 2006) In this research Male and Female respondents have significant difference of perceptions about four of the research variables except lsquoViews about the Development Practicesrsquo Therefore Null hypothesis is rejected Hypothesis 5 Respondents from big city score higher than those from small city Table 7 T-tests on Big and Small City Respondents (CTY)

T Sig (2-tailed) Perceptions about the Educational Technologies -3546 000 Perceptions about the Development Practices -695 488

EJISDC (2010) 41 5 1-17 10

Perceptions about the Use Practices -1725 085 Perceptions of the Problems of eLearning -3761 000 Perceptions about the Prospects of eLearning -2637 009 IMPACTS 60

The respondents from both the cities have no difference of opinion about the lsquodevelopment and use practicesrsquo (two variables) indicating that the same type of development and use practices is prevalent irrespective of big and small cities However the respondents have significantly different views on three of the research variables Perceptions about educational technologies problems and prospects showing the difference of eLearning facilities and environment or greater eMaturity of big city (Moolman amp Blignaut 2008) Thus we reject the Null hypothesis Hypothesis 6 Greater the experience with computers greater will be the score Table 8 T-tests on Experience of User (EXP)

Experience with computers have positive impacts on the user perceptions about educational technologies and adopting eLearning in the sense that greater the experience more positive is the attitude of users (Blaacutezquez amp Diacuteaz 2006 Manochehr 2007 Bondarouk 2006 Mehra amp Mital 2007 Ezziane 2007 Moolman amp Blignaut 2008) In the current study the experience with computers has significant impact on all the variables because experienced users have higher perceptions and understanding of the eLearning issues than their counterparts Given the significance of the impacts alternative hypothesis is accepted 5 DISCUSSION Contextual and demographic impacts on user perceptions and attitudes have widely been investigated and reported as critical points for the decision makers to consider when planning and implementing eLearning solutions in the HEIs Researchers are constantly identifying the incompatibility of eLearning models with contextual requirements of specific countries particularly in the developing world

The impacts of demographics on the user perceptions and attitudes about the development and use of eLearning tools in higher education are well reported (Valcke 2004 Gay et al 2006 Wims amp Lawler 2007 Mehra amp Mital 2007) The developers of eLearning environments are frequently insisted by the researchers to consider demographic diversities while developing strategies for generating and sustaining positive learner attitudes for eLearning environments (Buzhardt amp Heitzman-Powell 2005 Gay et al 2006) These differences emerge from user-characteristics such as gender age educational level computer skills previous experience with eLearning as well as learning styles personal goals and attitudes preferences cultural background experience motivation (Luck amp Norton 2005 Moolman amp Blignaut 2008)

EJISDC (2010) 41 5 1-17 11

Furthermore the change management aspect of eLearning occurs in a particular context The contextual factors influence the eLearning theories and practices which has to be understood and handled by both the developers and users of eLearning environments The context is multifaceted and includes community culture and technology and becomes very important when understanding implementation of the ICTs in education (Nyvang 2003) The context of an organization like university is made of internal and external contextual elements (Loing 2005) Internal contextual factors are the human characteristics and the organizational attributes while external context is made of government ICT-policies and the broader social environment

The role of context in eLearning is consistently identified by almost every research study concerning the integration of educational technologies (Tinio 2002 Oliver 2002 Nyvang 2003 Aaron et al 2004 Loing 2005 Cawson 2005 Macleod 2005 Ehlers 2005 Baumeister 2006 Stephenson 2006 Hameed 2007) In traditional computer-enhanced learning the computer was used as a tool to complete a task or get something done so there was not need to address the broader environmental context of the individual (Young 2003) Even today Ezer (2006) in a study of Indian universities found that ldquomost IT education is ineffective because it is too technical and not at all concerned with local contexts and real world problemsrdquo Similarly another research reveals that despite the best of intentions efforts and resources many of the eLearning projects end in failure primarily because they are not undertaken in the perspectives of existing and changing social and political context (Wells 2007) Thus much more research is needed regarding teaching orientations personal traits and the construction of online learning environments (Phillips et al 2008)

To cut short context is either a support or a barrier for eLearning project management (Nyvang 2003 Sasseville 2004) System developers need to design an eLearning model within the context of the existing support and resource infrastructures (Tran et al 2005) There is no universal eLearning-model to fit every context rather learning has to be conducted within the culturally familiar contextual frameworks (Stephenson 2006) Baumeister (2006) asserts that eLearning is a multi-dimensional phenomenon which needs to be understood in terms of its relationship with the societal environment within which it is applied meaning that a successful eLearning model in Atlanta USA may be ldquoineffective or inappropriaterdquo for students in Kuala Lumpur (Stephenson 2006) Research indicates that failure to establish effective communication environment during ISD process usually ends up into a kind of IS failure (Nawaz et al 2007)

In this study all hypotheses (alternative) have been substantiated thereby confirming different degrees of impacts of all six demographic attributes on the responses of the respondents Table 51 gives the summary of results and decisions about the acceptance and rejection of hypotheses Table 9 Results and Decisions about Hypothesis on Demographic Impacts

Hypotheses Results Accepted Impact age 1 StudentTeacherAdministrator 45 80 H12 ComputerNon-Computer 55 100 H23 PublicPrivate 45 80 H34 MaleFemale 45 80 H45 BigSmall Cities 35 60 H56 Experience with Computers 55 100 H6

EJISDC (2010) 41 5 1-17 12

6 CONCLUSIONS The research reveals that demographic factors play a moderating role in the relationships between the research variables Extreme cases in demographic diversities disturb the normal relationships between different factors of a topic therefore measurement and assessment of demographic variations is indispensable for getting the real picture of the phenomena in practice For example every demographic feature tested in this research comes up with one or another degree of impact Computernon-computer and experience are leading attributes of the respondent which are obviously changing their responses to extent of opposition

Thus the eLearning solutions must be compatible with the human and contextual factors of any country Furthermore domestic digital models need to be developed through domestic research because the policy of lsquoone-for-allrsquo paradigm is proving problematic in several countries This research confirms the need for local research by unearthing the lsquoexisting-diversitiesrsquo among the eLearning users of HEIs who differ in their perceptions about various aspects of educational technologies and their applications in education There is need to develop domesticated and customized models of eLearning for every single but different group of users It means that different groups need differing eLearning facilities and training to reach the same levels of eMaturity in the institute For example female respondents who score low on all research variables need more resources and attention their male counterparts for lsquoequal-digital-growthrsquo

Addressing these diverse groups of users there are several opportunities available to the authorities which can help in serving each different group through multiple digital devices and services For example Web 20 technologies are interactive and come in a variety of interactions and interfaces between the user-groups and the new technologies or work environments

The problems from demographic dimensions are universal however their intensity is more implicative in the developing and poor countries than the advanced states with high levels of education economic equalities and availability of government services for the masses In developing states such as Pakistan the situation is not so promising in terms of demographic groupings Here the groups are not only highly dissimilar but also the number of groups is greater Thus knowledge about the impacts of user-characteristics in the development and use of eLearning environments in HEIs of a developing country is the prerequisite to introduce successful educational DOI in higher education 7 REFERENCES

Aaron M Dicks D Ives C amp Montgomery B (2004) Planning for Integrating Teaching Technologies Canadian Journal of Learning and Technology 30 2 httpwwwcjltcaindexphpcjltarticleviewArticle124118

Abrami PC Bernard RM Wade A Schmid RF Borokhovski E Tamim R Surkes MA Lowerison G Zhang D Nicolaidou I Newman S Wozney I and Peretiatkowicz A (2006) A Review of e-Learning in Canada A Rough Sketch of the Evidence Gaps and Promising Directions 56 pages httpwwwccl-ccacapdfsStateOfFieldSFRElearningConcordiaApr06pdf

Arulchelvan S and Viswanathan D (2006) Pattern of Usage of Various Electronic Media by Higher Education Students International Journal of Education and Development Using ICT 2(4) 100-118

Bataineh RF amp Abdel-Rahman AA (2006) Jordanian EFL Students Perceptions of their Computer Literacy An Exploratory Case Study International Journal of Education and Development using ICT 2 2 httpijedictdecuwieduviewarticlephpid=169amplayout=html

EJISDC (2010) 41 5 1-17 13

Baumeister H (2006) Networked Learning in the Knowledge Economy - A Systemic Challenge for Universities European Journal of Open Distance and E-Learning 2 22 httpwwweurodlorgmaterialscontrib2005Baumeisterhtm

Beebe MA (2004) Impact of ICT Revolution on the African Academic Landscape CODESRIA Conference on Electronic Publishing and Dissemination Dakar Senegal 1-2 Sept

Blaacutezquez FE amp Diacuteaz LA (2006) A Training Proposal for e-Learning Teachers European Journal of Open Distance and E-Learning 1 httpwwweurodlorgmaterialscontrib2006Blazquez_and_Alonsohtm

Bondarouk TV (2006) Action-oriented Group Learning in the Implementation of Information Technologies Results from Three Case Studies European Journal of Information Systems 15 4 42ndash53

Buzhardt J amp Heitzman-Powell L (2005) Stop Blaming The Teachers The Role of Usability Testing in Bridging the Gap between Educators and Technology Electronic Journal for the Integration of Technology in Education 4 httpejiteisueduVolume4buzhardtpdf

Cagiltay NE Yildirim S and Aksu M (2006) Studentsrsquo Preferences on Web-Based Instruction Linear or Non-linear Journal of Educational Technology amp Society 9 3 122-136

Cawson PA (2005) ICTs in Teacher Education What do Teachers Need to Learn International Conference on Teacher Education ldquoQuality Teacher Education The Challenges of the 21st Centuryrdquo University of Cape Coast Ghana August 17-20

Chan A amp Lee MJW (2007) We Want to be Teachers Not Programmers In Pursuit of Relevance and Authenticity for Initial Teacher Education Students Studying an Information Technology Subject at an Australian University Electronic Journal for the Integration of Technology in Education 6 19 pages httpejiteisueduVolume6Chanpdf

Davey B amp Tatnall A (2007) The Lifelong Learning Iceberg of Information Systems Academics ndash A Study of On-Going Formal and Informal Learning by Academics Journal of Information Technology Education 6 241-248

DiCerbo KE (2007) Knowledge Structures of Entering Computer Networking Students and their Instructors Journal of Information Technology Education 6 263-277

Dinevski D amp Kokol DP (2005) ICT and Lifelong Learning European Journal of Open Distance and E-Learning 2 httpwwweurodlorgmaterialscontrib2004Dinevskihtml

Drinkwater PM Adeline CM French S Papamichail KN amp Rickards T (2004) Adopting a Web-Based Collaborative Tool to Support the Manchester Method Approach to Learning Electronic Journal on e-Learning 2 1 61-68

Ehlers U (2005) Quality in E-Learning from a Learners Perspective European Journal of Open Distance and E-Learning 2 httpwwweurodlorgmaterialscontrib2004Online_Master_COPshtml

Ezer J (2006) India and the USA A Comparison through the Lens of Model IT Curricula Journal of Information Technology Education 5 429-440

Ezziane Z (2007) Information Technology Literacy Implications on Teaching and Learning Journal of Educational Technology amp Society 10 3 175-191

Garcia P amp Qin J (2007) Identifying the Generation Gap in Higher Education Where Do the Differences Really Lie Innovate Journal of Online Education 3 4 6 pages

Gay G Mahon S Devonish D Alleyne P amp Alleyne PG (2006) Perceptions of Information and Communication Technology among Undergraduate Management Students in Barbados International Journal of Education and Development using ICT 2 4 6-17

EJISDC (2010) 41 5 1-17 14

Graff M Davies J amp McNorton M (2001) Cognitive Style and Cross Cultural Differences in Internet Use and Computer Attitudes European Journal of Open Distance and E-Learning 2 httpwwweurodlorgmaterialscontrib2004Graff_Davies_McNortonhtml

Gray DE Ryan M amp Coulon A (2003) The Training of Teachers and Trainers Innovative Practices Skills and Competencies in the use of eLearning European Journal of Open Distance and E-Learning httpwwweurodlorgp=archivesampyear=2004amphalfyear=2amparticle=159

Hameed T (2007) ICT as an Enabler of Socio-Economic Development httpwwwituintosgspudigitalbridgesmaterialshameed-paperpdf

Heinze A amp Procter C (2006) Online Communication and Information Technology Education Journal of Information Technology Education 5 11 235-249

Irons LR Jung DJ amp Keel RO (2002) Interactivity in Distance Learning The Digital Divide and Student Satisfaction Journal of Educational Technology amp Society 5 3 175-188

Johnson DW Bartholomew KW amp Miller D (2006) Improving Computer Literacy of Business Management Majors A Case Study Journal of Information Technology Education 5 77-94

Kanuka H (2007) Instructional Design and eLearning A Discussion of Pedagogical Content Knowledge as a Missing Construct E-Journal of Instructional Science and Technology 9 2 httpwwwusqeduauelectpube-jistdocsvol9_no2papersfull_paperskanukahtm

Klamma R Chatti M A Duval E Hummel H Hvannberg E H Kravcik M Law E Naeve A amp Scott P (2007) Social Software for Life-long Learning Journal of Educational Technology amp Society 10 3 72-83

Koo AC (2008) Factors Affecting Teachersrsquo Perceived Readiness for Online Collaborative Learning A Case Study in Malaysia Journal of Educational Technology amp Society 11 1 266-278

Kopyc S (2007) Enhancing Teaching with Technology Are We There Yet Innovate Journal of Online Education 3 2 11-23

Laffey JM amp Musser D (2006) Shadow Net Workspace An Open Source Intranet for Learning Communities Canadian Journal of Learning and Technology 32 1 23-29

Loing B (2005) ICT and Higher Education General delegate of ICDE at UNESCO 9th UNESCONGO Collective Consultation on Higher Education (6-8 April)

Luck P amp Norton B (2005) Problem Based Management Learning-Better Online European Journal of Open Distance and E-Learning 2 httpwwweurodlorgmaterialscontrib2004Luck_Nortonhtm

Macleod H (2005) What Role can Educational Multimedia Play in Narrowing the Digital Divide International Journal of Education and Development using ICT 1 4 2-3

Manochehr N (2007) The Influence of Learning Styles on Learners in E-Learning Environments An Empirical Study Computers in Higher Education and Economics Review 18 10-14

Marcella R amp Knox K (2004) Systems for the Management of Information in a University Context An Investigation of User Need Information Research 9 2 172 httpinformationrnetir9-2paper172html

Martin F amp Dunsworth Q (2007) A Methodical Formative Evaluation of Computer Literacy Course What and How to Teach Journal of Information Technology Education 6 2 123-134

McManus J amp Wood-Harper T (2004) Information Systems Project Management Methods Tools and Techniques Pearson Education Limited UK

Mehra P amp Mital M (2007) Integrating Technology into the Teaching-Learning Transaction Pedagogical and Technological Perceptions of Management Faculty International Journal of Education and Development using ICT 3 1 105-115

EJISDC (2010) 41 5 1-17 15

Memon G R (2007) Education in Pakistan The Key Issues Problems and the New Challenges Journal of Management and Social Sciences 3 1 47-55

Mokhtar SA Alias RA amp Abdul-Rahman A (2007) Academic Computing at Malaysian Colleges International Journal of Education and Development Using ICT 3 2 30-56

Moolman H B amp Blignaut S (2008) Get Set e-Ready hellip e-Learn The e-Readiness of Warehouse Workers Journal of Education Technology amp Society 11 1 168-182

Mujahid Y H (2002) Digital Opportunity Initiative For Pakistan A Paper Evaluating Pakistani E-readiness Initiative National Post Graduate Institute of Telecommunications amp Informatics PTCL IT amp Telecom Division Ministry of Science and Technology Government of Pakistan

Nawaz A Kundi GM amp Shah BD (2007) Metaphorical Interpretations of Information Systems Failure Peshawar University Teachers Association Journal 1 1 14

Nyvang T (2003) Implementation of ICT in Higher Education A Case Study of Teachers Implementing ICT into Their Teaching Practice httpwwwintermediauibnocscldocfilesNyvangpdf

Nyvang T (2006) Implementation of ICT in Higher Education as Interacting Activity Systems httpwwwnetworkedlearningconferenceorgukabstractspdfsP2720Nyvangpdf

Oh E amp French DR (2004) Pre-service Teachersrsquo Perceptions of an Introductory Instructional Technology Course Electronic Journal for the Integration of Technology in Education 3 1 37-48

Oliver R (2002) The Role of ICT in Higher Education for the 21st Century ICT as A Change Agent for Education httpelrondscamecueduauoliver2002he21pdf

Phillips P Wells J Ice P Curtis R amp Kennedy R (2008) A Case Study of the Relationship between Socio-Epistemological Teaching Orientations and Instructor Perceptions of Pedagogy in Online Environments Electronic Journal for the Integration of Technology in Education 6 3-27

Radosevich D amp Kahn P (2006) Using Tablet Technology and Recording Software to Enhance Pedagogy Innovate Journal of Online Education 2 6 7 pages

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EJISDC (2010) 41 5 1-17 16

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EJISDC (2010) 41 5 1-17 17

Appendix 1 List of Research amp Demographic Variables Research Variables

1 Perceptions about the Educational Technologies Questions were asked about the availability and accessibility of hardwaresoftware network and Internet (code=PET)

2 Views about the Development Practices Questions were raised about ICT Policies User Needs User Participation Training and Satisfaction Implementation Maintenance Evaluation (code=PDP)

3 Views about the Use Practices Questions included perceived ease of use perceived usefulness types of use experience with computers and user-developer- communication (code=PUP)

4 Perceptions about the eLearning Problems The questions were asked about the problems related to the development use and user-satisfaction (code=PRB)

5 Perceptions about the Prospects of eLearning The respondents were inquired about what prospects they foresee for eLearning in the Prospects of eLearning based on the existing opportunities in HEIs of NWFP (code=PRS)

Demographic Variables

1 Respondent-Type Teachers and Students (code=RTP) 2 Sector Public and Private (code=PPR) 3 Gender MaleFemale (code=GDR) 4 Subject ComputerNon-Computer (code=CNC) 5 City PeshawarDera Ismail Khan CTY 6 Experience with Computers (code=EXP)

Demographic Implications for the User-Perceptions of E-Learn

Figure 1 Theoretical Framework

Table 1 Demographic Data

Research Variables

EJISDC (2010) 41 5 1-17 2

demographic groupings have been tested on the six research variables through the application of t-Test procedures to determine the significance of group-mean-differences for recording the impacts of user-attributes on their perceptions and attitudes about the eLearning tools and techniques in HEIs 2 LITERATURE REVIEW The educational applications of ICTs are multiple starting from a simple information delivery (for example accessing an online catalogue of a digital library) and ending with modern uses of cognitive tools (Web 20 technologies) and lsquoadaptive technologies to support and enhance the learning process (Sirkemaa 2001) eLearning covers a continuum of educational applications with Word Excel Access and PowerPoint as the main gadgets on one end with no or little impact on teaching learning and administrative practices On the other extreme are the virtual learning environments with web-based applications and virtual lecture halls having far reaching impacts on teaching learning and education management (Sife et al 2007) 21 eLearning in HEIs eLearning is widely researched in the perspectives of ldquohigher education as well as corporate training (Tinio 2002)rdquo and explained as the application of electronic technologiesrsquo in supporting enhancing and delivering teaching and learning (Gray et al 2003) ICTs represent computers networks software Internet wireless and mobile technologies to access analyze create distribute exchange and use facts and figures in a manner that has been unimaginable hitherto (Beebe 2004) A number of concepts are interchangeably used to represent eLearning computer-based instruction computer-assisted instruction web-based learning electronic learning distance education distance learning online instruction multimedia instruction online courses networked learning virtual classrooms computer mediated communication Technology supported educationlearning and technology uses in education (Tinio 2002 Abrami et al 2006 Baumeister 2006 Manochehr 2007 Sife et al 2007 Wikipedia 2009)

HEIs have passed through three stages of evolution and growth 1 traditional computer-based learning (supplemental use of ICTs) 2 blended (mixed) learning and 3 virtual learning These lie on the continuum of two extremes with one extreme of low-tech applications and on the other end are hi-tech environments while in the middle are different forms of blended learning (see for example Oliver 2002 Young 2003 Beebe 2004 Heinze amp Procter 2006 Manochehr 2007) HEIs particularly in developing countries are voyaging through different levels of blended learning with multiple experimental applications of ICTs in teaching learning and education management due to the varying availability and accessibility of educational technologies and professionalism of their use 22 User-Perceptions 221 Educational Technologies Dinevski amp Kokol (2005) give a broader classification of educational technologies into

1 Infrastructure including Computers Networks Internet Intranet and facilities for offlineonline access and user interfaces

2 Content management systems (CMS) for delivery tracking management and reporting of online content

EJISDC (2010) 41 5 1-17 3

EJISDC (2010) 41 5 1-17 4

EJISDC (2010) 41 5 1-17 5

EJISDC (2010) 41 5 1-17 6

EJISDC (2010) 41 5 1-17 7

492 501

487 481497 498

469 473495 505

400420440460480500520540560580

Studen

Admini

strato

Public

Private Male

Female DIK

war gt=

5 lt 5

Groups

EJISDC (2010) 41 5 1-17 8

Sum of Squares

df Mean Square

EJISDC (2010) 41 5 1-17 9

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 3

EJISDC (2010) 41 5 1-17 4

EJISDC (2010) 41 5 1-17 5

EJISDC (2010) 41 5 1-17 6

EJISDC (2010) 41 5 1-17 7

492 501

487 481497 498

469 473495 505

400420440460480500520540560580

Studen

Admini

strato

Public

Private Male

Female DIK

war gt=

5 lt 5

Groups

EJISDC (2010) 41 5 1-17 8

Sum of Squares

df Mean Square

EJISDC (2010) 41 5 1-17 9

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 4

EJISDC (2010) 41 5 1-17 5

EJISDC (2010) 41 5 1-17 6

EJISDC (2010) 41 5 1-17 7

492 501

487 481497 498

469 473495 505

400420440460480500520540560580

Studen

Admini

strato

Public

Private Male

Female DIK

war gt=

5 lt 5

Groups

EJISDC (2010) 41 5 1-17 8

Sum of Squares

df Mean Square

EJISDC (2010) 41 5 1-17 9

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 5

EJISDC (2010) 41 5 1-17 6

EJISDC (2010) 41 5 1-17 7

492 501

487 481497 498

469 473495 505

400420440460480500520540560580

Studen

Admini

strato

Public

Private Male

Female DIK

war gt=

5 lt 5

Groups

EJISDC (2010) 41 5 1-17 8

Sum of Squares

df Mean Square

EJISDC (2010) 41 5 1-17 9

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 6

EJISDC (2010) 41 5 1-17 7

492 501

487 481497 498

469 473495 505

400420440460480500520540560580

Studen

Admini

strato

Public

Private Male

Female DIK

war gt=

5 lt 5

Groups

EJISDC (2010) 41 5 1-17 8

Sum of Squares

df Mean Square

EJISDC (2010) 41 5 1-17 9

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 7

492 501

487 481497 498

469 473495 505

400420440460480500520540560580

Studen

Admini

strato

Public

Private Male

Female DIK

war gt=

5 lt 5

Groups

EJISDC (2010) 41 5 1-17 8

Sum of Squares

df Mean Square

EJISDC (2010) 41 5 1-17 9

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 8

Sum of Squares

df Mean Square

EJISDC (2010) 41 5 1-17 9

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 9

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 10

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 11

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 12

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 13

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 14

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 15

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 16

EJISDC (2010) 41 5 1-17 17



Research Variables

EJISDC (2010) 41 5 1-17 17



Research Variables