Perception of E-Learning by Parents on Tertiary Education in Malaysia
My thanks go out to all who have helped me complete this study and with whom this project may have not been possible. In particular, my gratitude goes out to friends, facilitator and family for extensive and helpful comments on early drafts. I am also deeply indebted to the authors who have shared my interest and preceded me. Their works provided me with a host of information to learn from and build upon, also served as examples to emulate.
I, [names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.
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TABLE OF CONTENT
CHAPTER 2: REVIEW OF LITERATURE1
Importance of E-Learning3
Perception of Parents in E-Learning4
Practical Information on E-Learning5
Benefits of E-Learning5
Convenience and flexibility6
Improved learning outcomes7
Challenges to E-Learning8
High Dropout Rate9
Resistance to change9
Benefits of Traditional Learning10
Lower dropout rates11
Higher classroom socialization11
Challenges in Traditional Learning12
Various Empirical Studies on E-Learning13
Need for E-Learning14
Web Based Learning15
Perception of E-Learning15
Digital Shift to Technology17
Increasing Reliance on Technology Mediated Modes of Delivery18
Enhanced Usage of Online Courses19
Comparing Traditional Education and Online Courses23
Content Structure of Online Courses25
Designing Successful Content Structure25
Gender and Family Status26
CHAPTER 3: METHODOLOGY30
Rationale for selection of sample30
Sample of questions37
Data collection methods37
Analysis of data through Multiple Regression Analysis38
CHAPTER 2: REVIEW OF LITERATURE
The study is based on the topic “Perception of E-Learning by Parents on Tertiary Education in Malaysia” that has taken into account various past studies carried out in the past. The study mainly uses the definition and other related concepts and aspects of the E-learning and the tertiary education in order to explain and analyse the topic in an in-depth manner. Various empirical studies have also been taken into account for analysing the topic through different aspects.
E-learning refers to the utilization of communications as well as information technology to improve and support education specifically in tertiary education. But this encompass a broad variety of systems, which stretches from students , who use e-mail and access assigned work on-line at the same time following lessons on campus to programmes accessible completely online.
E-learning can be separated into quite a few different types. However in all scenarios, a campus-based institute offers the courses, but by means of e-learning attached to the Internet or similar online network to a differentiated extent. Web-supplemented courses rely on classroom-based education but with that, include fundamentals for instance, putting a course chart and lecture notes on line, mainly through the use of links and e-mails to the online resources. Web-dependent courses need learners to use the Internet for key elements of the programme for instance online assessment, discussion or online collaborative work, but with no major decrease in credit hours time.
In varied form courses, the components of e-learning begin to replace physical class time. Online assessment, projects as well as discussion collaborative work substitute ...