DEVELOPMENT OF E-LEARNING FRAMEWORK

FOR SHAH ABDUL LATIF UNIVERSITY

KHAIRPUR

MASTER OF SCEINCE (MS)

IN
COMPUTER SCEINCE (CS)

BY:

ALI AIJAZ SHAR

REG. NO. CS-25/2013

DEPARTMENT OF COMPUTER SCIENCE,

FACULTY OF PHYSICAL SCIENCE,
SHAH ABDUL LATIF UNIVERSITY, KHAIRPUR
SINDH, PAKISTAN

2018
DEVELOPMENT OF E-LEARNING FRAMEWORK
FOR SHAH ABDUL LATIF UNIVERSITY
KHAIRPUR

A thesis submitted in the partial fulfillment of the requirements

for the Degree of

MASTER OF SCEINCE (MS)

IN
COMPUTER SCEINCE (CS)

BY:
ALI AIJAZ SHAR
REG. NO. CS-25/2013

Supervisor:
PROF DR GHULAM ALI MALLAH

DEPARTMENT OF COMPUTER SCIENCE,

FACULTY OF PHYSICAL SCIENCE,
SHAH ABDUL LATIF UNIVERSITY, KHAIRPUR
SINDH, PAKISTAN

2018
 AUTHOR’S DECLARATION

I Ali Aijaz Shar hereby state that my MS thesis titled “Development of E-learning framework
for Shah Abdul Latif University Khairpur” is my own work and has not been submitted
previously by me for taking any degree for this University (Shah Abdul Latif University,
Khairpur) or anywhere else in the country/world.

At any time if my statement is found to be incorrect even after my Graduate that university has
the right to withdraw my MS degree.

Name of Student: Ali Aijaz Shar

Date __________________________
 PLAGIARISM UNDERTAKING
I, Ali Aijaz Shar, MS scholar solemnly declare that research work presented in the thesis titled
“Development of E-learning framework for Shah Abdul Latif University Khairpur” is
solely my research work with no significant contribution from any other person. Small
contribution/help wherever taken has been duly acknowledged and that complete thesis has
been written by me.

I understand the zero-tolerance policy of the HEC and University (Shah Abdul Latif
University, Khairpur) towards plagiarism. Therefore, I as an Author of the above titled thesis
declare that no portion of my thesis has been plagiarized and any material used as reference is
properly referred/cited.

I undertake that if I am found guilty of any formal plagiarism in the above titled thesis even
after award of MS/MPhil/PhD degree, the University reserves the rights to withdraw/revoke
my degree and the HEC and the University has the right to publish my name on the
HEC/University Website on which names of students are placed who submitted plagiarized
thesis.

Student/Author Signature __________________

Name Ali Aijaz Shar
 CERTIFICATE OF RESEARCH GUIDE (S)

This is to certify that the thesis entitled: “Development of E-learning framework for Shah
Abdul Latif University Khairpur” submitted to Shah Abdul Latif University, Khairpur in
partial fulfillment of requirements for the award of Degree of Master of Philosophy/ Master
of Science Computer Science a record of original research work done by Mr Ali Aijaz under
my/our supervision and guidance.

Supervisor

Prof. Dr. Ghulam Ali Mallah

Chairman
Department of Computer Science
Shah Abdul Latif University,
Khairpur

Co-Supervisor

Prof. Dr. Maqsood Zia Shah

Shah Abdul Latif University,
Khairpur
 CERTIFICATE OF APPROVAL
This is to certify that the research work presented in this thesis, titled “Development of
E-learning framework for Shah Abdul Latif University Khairpur” was conducted by
Mr. Ali Aijaz, under the supervision of Prof. Dr. Ghulam Ali Mallah No part of this thesis
has been submitted anywhere else for any other degree. This thesis is submitted to the
Institute/Department of Computer Science in partial fulfillment of the requirements for the
degree of Master of Science in the field of (Physical Science) Department of Computer Science
Shah Abdul Latif University, Khairpur. The thesis is evaluated by:

Examination Committee:

a) External Examiner 1: Name Signature______________

(Designation & Office Address)

b) Internal Examiner/Supervisor
Dr. Ghulam Ali Mallah Signature______________
(Professor & SALU Khairpur)

Name of Chairman/HOD.
Prof. Dr. Ghulam Ali Mallah Signature______________
Chairman,
Shah Abdul Latif University,
Khairpur

Name of Dean
Prof. Dr. Mumtaz Hussain Mahar Signature______________
Faculty of Physical Sciences,,
Shah Abdul Latif University,
Khairpur
DEDICATION

To my parents

Teachers

Friends

&

My family
 TABLE OF CONTENT

S. No Title Page No

List of Tables I
List of Figures II
Acknowledgement III
Abstract IV
Chapter No.1 1
Introduction 1

1.1 Problem Statement 2

1.2 Research Questions 2

1.3 Significance of the Study 2

1.4 Research Design 3

1.5 Overview 3

1.6 Google Applications 3

1.7 Contribution 5

1.8 Drive features 5

1.9 Summary 5

Chapter No.2 6

Literature Review 6

2.1 Traditional learning V/s Online Learning 7

2.2 Online Learning 8

2.3 Learning environments in Pakistan’s perspective 10

 Chapter No. 3 12

E-learning Applications and Tools 12

3.1 Google search engine 12

3.1.1 Google Drive 12

3.1.2 Google mail (Gmail) 13

3.1.3 Working with gmail 13

3.1.4 Google Docs 14

16
Chapter No. 4
Research Design and Methodology 16

4.1 Data Collection 16

4.2 Survey Design 16

4.2.1 Questionnaire deigning 17

4.2.2 Structured 17

4.3 Nature of questions 18

4.3.1 Type 1. Short Answer 18

4.3.2 Passage 18

4.3.3 Multiple Choice 19

4.3.4 Checkboxes 19

4.3.5 Dropdown 19

4.3.6 Linear Scale 19

4.3.7 Multiple Choice Grid 19

4.3.8 Multiple Choice 19

4.4 Multiple Choice 20

4.4.1 Checkboxes 20
 32
Chapter No. 5

Result 32

5.1 Google Forms 32

5.1.1 Distribution and results of questionnaire based data 32

Conclusion 48

Future work 5o

Reference 51
 ABSTRACT

The whole motivation behind this research is see the current emerging trends in e-learning Industry and
practice and apply all those trends and methods in face to face environment (blended learning) and
explore and suggest the appropriate model.

The experimental results and findings recognized eight factors and eight variables required for developing
an e-learning model. The reasons Includes e-learning awareness, e-learning access, various e-learning
sources, e-learning richness, E-learning reach, e-learning reliability while variable includes e-governance
role, gossips, fluency in learning, advantages of computer-based learning richness of content as result of
analysis model was deployed.

Currently E-learning industry is rare in Pakistan's educational institutions which is very sad cause of
backwardness. In our neighboring countries like China, India, Bangladesh and Sri Lanka are shifting every
Business of the life on cyberspace.

Without using this searching technique as google, it will be hard to search any information of any kind of
thing you need when you browse this website. It was actually invented and introduced by Larry Page and
Sergey Brine in 1997.

Having gone through above arguments to draw a conclusion that I have carried my research work on the
development of e-Learning framework in Shah Abdul Latif University. Similarly I have completed my
overall research on the study of the group of three hundred students of different levels such as, bachelors,
masters, M.S/M.Phil, Ph.D and the teaching faculty of the Shah Abdul Latif University.

In future, the emerging devices will be arrived and this research study may be a future of university e-
learning model. Hence, in future the mobile devices and gadgets will be highly integrated with the
individuals, and E-Learning will prove the most authentic, reliable and time saving tool for each and every
organization and institution, because with the advancement of technology and innovations will bound the
life of the people with e-learning and its related material.
 Chapter No. 1
Introduction

Nowadays in Higher Educational institutions of Pakistan, Universities are highly

equipped with high end networking devices, extra cloud storage easy internet access
are very familiar I computers’ integration in educational technologies has dramatically
changed the way how we learn, it has increased the reach richness reliability and
resourcefulness in terms of knowledge. In higher education institution mobile learning
and cloud computing are playing pivotal role, so it very important to select and deploy
appropriate model for getting benefit. The whole motivation behind this research is see
the current emerging trends in e-learning industry and practice and apply all those
trends and methods in face to face environment (blended learning) and explore and
suggest the appropriate model. A broad literature review was carried for research for
understanding modern practices and methods of computer based learning in universities
of Pakistan.

An exploratory research was directed using different applications of qualitative and

quantities methods for exploring the appropriate model for development of e-learning
in Shah Abdul Latif University This was completed to support aspects to deploy model.
The Initial model is used to design important research mechanism Questionaries’ for
acquiring ground facts and primary learner’s response. The research Study is carried on
group of f300 students of different levels Bachelors masters MS/MPhil and Ph.D.
Teaching Faculty of Shah Abdul Latif University.

The experimental results and findings recognized eight factors and eight variables
required for developing an e-learning model the reasons Includes e-learning awareness,
e-learning access, various e-learning sources, e-learning richness, E-learning reach, e-
learning reliability while variable includes e-governance role, gossips, fluency in
learning ,advantages of computer based learning richness of content as result of
analysis model was deployed. The model is itself an intelligent system that store
integrate organize and manipulate e-learning resources it is useful in making knowledge
based information systems.
1
1.1 Problem Statement

In Pakistan, there is a dire need of internet and web based services the use of
communication technology seems very rare especially in education institutes of
Pakistan. In advance countries, the computational technology like, ask and quora are
playing chief role. Before development of learning framework like google we need a
research based knowledge based system. This will be proved to be a very helpful in the
development of ICT in learning. The present study will highlight the number of
problems impede in the computer based learning in the learning. The issue related with
accessibility are numerous also the main cause of the lack of e-resources process and
adoption of e-learning in Country. Though, the overcoming of these problems
students/researchers could be facilitated

1.2 Research Questions

1. To identify the current trends of e- learning in Universities

2. To compare the traditional with e-learning
3. To study and evaluate the Hybrid, Mixed and Blended learning models
4. To select the appropriate learning model for SALU and its complete justification
5. To implement the model and test

1.3 Significance of the Study

This study is the need of the time and was consisting a lot of new methods and tools.
New definitions new trends new approaches are applied in educational institution of
higher education commission of Pakistan. The area of study e-learning and adoption is
a very complex subject today but in future it will be very easiest source information
even for e-business e-medicine e-math and e-physics in higher education. Currently E-
learning industry is rare in Pakistan’s educational institutions which is very sad cause of
backwardness. In our neighboring countries like China, India, Bangladesh and
Srilanka are shifting every Business of the life on cyberspace.

2
E-learning create a pace for Solutions of all problems using IT/MIS and related all
aspects of Educational institutions Shah Abdul Latif University Khairpur.

1.4 Research Design

This Research Study was carried out by the help of various types of e-learning tools,
the main section of study was investigation of attitudes of respondents Three types of
questionnaire were developed and data was analyzed by using latest online data
analyzing application Google forms, the Main features of survey were to analyze the
usage of computer and internet based applications, in this study both type of data were
analyzed qualitative and quantitative, we have also used internet based tools in which
we collected our primary data, secondary data was investigated by using various
research papers

1.5 Overview

In today’s technological age educational resources cannot be acquired without

computer applications. Computers are everywhere including all sciences like Biology
Physics, Chemistry Mathematics, and statistics

1.6 Google Applications

Google apps are now becoming part of our everyday life’ good. Internet based mobile
apps are now most using computer applications and made education easier than ever
before google is offering knowledge based communities for making knowledge more
accessible in well-organized manner. The beauty and adoptability and tractability
means that the configuration is severely specific and reachable with google cloud
services.

These services included many collaborative learning tools that are most user friendly
easy accessible file sharing video audio calling services are most emerging application
used by education and research institutions. Googles interne based mobile software’s
are enormous they contain more than 30 million collaborative learners teachers students
and researchers.

3
Gmail: google mailing service is most fast and reliable emailing service it also allow
user to make groups and communicate easily with chat and video calling service, in this
study gmail was used as email and contact group managing service for students.

Calendar: this is googles most intelligent calendar that lets you to schedule your all
life plans but it is also great tool for students and researcher while making their online
to do list and schedules In this research study calendar is shown as utility , it also
manages the teacher student parent conferences

Drive: free cloud for everyone easiest way to store share videos images text audio
documents in this research model google drive play a crucial role

Docs: “Write, edit, and collaborate wherever you are. Add comments to give feedback
to students in real time. Plan a lesson together with other teachers. View revision history
to see how student writing has evolved”.

Sheets: “Teach students the power in data with built-in formulas, pivot tables, and
conditional formatting options that simplify common spreadsheet tasks. Have a whole
class capture data from a science experiment”.

Slides: “Create lessons that shine with a variety of slide themes and templates. Enhance
learning by embedding educational videos—add the animations that grab attention and
the transitions that keep it.”

Sites: “Display student e-portfolios or make a class website”. “Teams and clubs can
create web pages without writing a single line of code. Students, teams, and clubs save
time by selecting one of many pre-built templates”.

Forms: They are good sources of mock tests online survey and online shopping
providing service

Classroom: is a state of art web interface e-learning environment for tracing and
organizing information related with students very easy to communicate

Vault: it is very secure data storing tool for next generations research and scientific
documents saving tool.

4
Tools for Data acquisition: This thesis is consisting of 21st century’s modern data
analyzing tools and validity and reliability of research is measured by tools.

1.7 Contribution

1. This research study focused on learning tools computer integrated and web based
learning platform
2. Some Salient features of this study are mentioned below
3. Google based apps model for Higher education institution

1.8 Drive features

With advancement of computer programming and cloud computing now it is easy to

share and access information easily and instantly , in this study drive have found very
essential part of learning in higher education institution

1.9 Summary

A complete overview of this research study is discussed chapter 1. And presented the
usage and outcomes of google based application model, it also depicts the weakness
and threats available in e-learning industry and higher education institution, process of
research from starting to ending is discussed into each section. Proposed model
followed by questionnaires and analysis is also discussed.

5
 Chapter No. 2

Literature Review

Introduction to E-learning

“Widespread use of new technologies, such as the Internet, social networks and mobile
phones, affects the processes of education at universities. Technology has an important
impact on education, making possible both a better communication and the
implementation of the newest information systems, useful for learning and tuition” [1]

“A study was conducted and applied enhance the technology acceptance model to
explain the factors that influence the acceptance of Google Applications for
collaborative learning”. “The enhanced model was empirically evaluated using survey
data collected from 136 students enrolled in a full-time degree program that used
Google Applications to support project work”. “According to the research results,
determinants of the technology acceptance model are the major factors influencing the
adoption of the technology”.[2] a research study was conducted “that describes an
experience where the Technology Acceptance Model (TAM) [2] has been adapted for
use in the evaluation of methodological and technological innovations determined by
the introduction of a new e-learning system in an Italian online university.” [2]

6
“MOOCs or Massive Online Open Courses based on Open Educational Resources
(OER) might be one of the most versatile ways to offer access to quality education,
especially for those residing in far or disadvantaged areas. This article analyzes the state
of the art on MOOCs, exploring open research questions and setting interesting topics
and goals for further research. Finally, it proposes a framework that includes the use of
software agents with the aim to improve and personalize management, delivery,
efficiency and evaluation of massive online courses on an individual level basis”.

“Despite the increase of Internet users and the development of the IT infrastructure, e-
learning in developing countries is not yet largely diffused compared with the
developed regions. Building on past studies related to UTAUT applications in the e-
learning environment, the objective of this paper is to focus on the student continued
use of a virtual learning system of the University of Tabuk in Saudi Arabia”.[3]

2.1 Traditional learning V/s Online Learning

“The advance of science and technology has brought about significant diversity in
education as well as in teaching methodology”. “Emerging technologies have made
education more productive and more customized, have given instruction a more
scientific basis and have made it more powerful. E-learning involves an alternative way
to provide education. “The objectives of the study were to examine the use of e-learning
and traditional learning in Pakistan at the higher education level and to compare the
effectiveness of e-learning and traditional learning with the use of surveys”.

A small sample group of Bachelor of Computer Science and Master of Computer

Science of Allama Iqbal Open University (AIOU) were selected as the traditional group
and the same number of distance students of the same subjects attending Virtual
University of Pakistan were selected for the study”. “A questionnaire was developed
for both target groups to inquire their opinions of traditional and online learning. The
tool was administered in person on the AIOU campus and at the Virtual University
Study Centre at Wah Cantt. It was found that e-learning was more effective than the
traditional one”.[4]

7
2.2 Online Learning

“E-learning has become an enabler for information exchange and knowledge sharing”.
“E-learning delivery is dependent on applications and processes such as internet
technologies, computers, web technologies, social networks and new instructional
technologies”. “Collaborative learning can if designed and implemented properly
contribute to student learning outcomes and prepare them for teamwork”. “However
the design and implementation of collaborative learning in practice depend on beliefs
of lecturers about teaching and learning in general, and collaborative learning in
particular”.

One hundred and fifteen lecturers in higher education completed a survey on

collaborative learning practices and beliefs. Additionally, 10 lecturers participated in a
semi-structured interview. Lecturers considered the design of collaborative learning to
be complicated. Their beliefs about the contribution of collaborative learning to (a)
learning outcomes and (b) student motivation were more positive than beliefs about the
effort that students are willing to dedicate to collaborative learning.

Lecturers’ arguments for applying collaborative learning were consistently more

student-oriented than lecturer-oriented. More student-oriented lecturers varied more in
their collaborative learning practices. To enhance the benefit of collaborative learning,
teachers need more support in the design and implementation of collaborative learning
to translate knowledge about collaborative learning into effective practice”.[5]

“Traditional e-learning systems support one way communication”. “Teachers provide

knowledge for learners, but they are unable to use a student’s learning experiences to
benefit the class as a whole”. “To address these problems, this study explores e-learning
success factors via the design and evaluation of an e-learning 2.0 system”. “This study
develops a theoretical model to assess user satisfaction and loyalty intentions to an e-
learning system using communication quality, information quality, system quality, and
service quality”.

8
“The empirical results show that communication quality information quality and
service quality significantly and positively affect user satisfaction and loyalty intentions
to use the e-learning system for sharing experience, communicating with others, and
getting feedback”.[6] “There is scope to broaden the use of e‐learning that would
engage students in the social construction of knowledge. In addition, experiences of e‐
learning use could be improved if factors adversely affecting engagement were
addressed”.[7]”

The primary objective of the research team was to find out the relationship between
student satisfaction and the following variables of the distance learning environment:
instructors' performance, course evaluation and student-instructor interaction. The
sample consisted of 245 students of Allama Iqbal Open University of Pakistan. The
purpose of this study was to address the most recent problem of AIOU students relevant
to their distance learning. The problem was that most of the people in Pakistan
perceived distance learning as poorer quality.

Therefore, the researchers conducted this study to find out whether it's only people
perception or there is anything in reality about the poorer outcome of the distance
learning students as compare to traditional students. By using correlation, regression
and descriptive analysis, it was found that just like the traditional education, in distance
learning education at AIOU, enough interaction take place between students and their
instructors, courses are up to date and well designed, instructors are devoted, motivated
and equipped with the required skill and knowledge. Moreover, the faculty at AIOU is
delivering distance learning courses that meet the students' needs in regard to students-
instructor interaction, instructor performance and course evaluation”

9
2.3 Learning environments in Pakistan’s perspective

“Integration of information and communication technology in education is emerging as

the new paradigm of learning and training. Higher education institutions are struggling
to shift to this new paradigm to facilitate more and more learners with the flexibility of
any time-anywhere learning. E-learning is not gaining as much popularity in the
developing countries as it was expected in the last decade. Little work has been done in
this area of research in the developing countries.

This study contributes to identify and analyze the impact of critical issues which are
creating barriers in the promotion of e-learning in the developing countries like
Pakistan. Furthermore, this study contributes in devising taxonomy and proposing new
category software for the [8] identified critical issues. A mix mode research model has
been applied to collect data from the e-learning experts of different public sector
universities of Pakistan to get a deeper understanding of the issues and their impact on
the promotion of e-learning in Pakistan. The findings of this study reveal sixteen (16)
critical issues which are classified in five (5) dimensions, to be addressed on priority
basis to promote e-learning in Pakistan. The identified dimensions and issues have been
prioritized according to their importance using the Analytical Hierarchy Process
method”[9] “In fact Khan developed an e-learning framework that encapsulates the
principles of system design.

The framework is represented by eight dimensions named as; pedagogical,

technological, interface design, evaluation, management, institutional, resource
support, and ethical shown in Table 2.1. Any e-learning system development process
has to follow a pedagogical design depictive of the entire scope of e-learning in order
to promote effective learning”. “The e-learning framework is a platform to enhance
learner experiences only if completely embraced by higher education institutions”.
“The dimensions provide key information about factors needed for promoting effective
e-learning”[10] “Collaborative learning can, if designed and implemented properly,
contribute to student learning outcomes and prepare them for teamwork.

10
However, the design and implementation of collaborative learning in practice depend
on beliefs of lecturers about teaching and learning in general, and collaborative learning
in particular”. “To understand the factors that influence the use of the Google
Applications technological platform, research in behavioral aspects of information
systems offers the theoretical models for understanding technology acceptance”.
“There are several competing theoretical models that can be used to investigate
the determinants that affect the acceptance of information technologies.”[11].”

Based on the tracking data and theoretical analysis, this study builds a teaching and
learning interaction activity model to show how the instructor's course preparation and
assistance activities affect different dimensions of student engagement activities and
the relationship between these activities.” “The culturally and linguistically diverse
healthcare students’ learning experiences were divided into three influential aspects of
learning in a clinical environment: experiences with implementation processes and
provision experiences with peers and mentors; and experiences with university support
and instructions”.[12]

There is increasing pressure for Higher Education institutions to undergo

transformation, with education being seen as needing to adapt in ways that meet the
conceptual needs of our time. Reflecting this is the rise of the flipped or inverted
classroom. “the acquisition of basic concepts and principles is done on the students'
own time before class.[13] In this study, we conducted a survey of Canadian anesthesia
residents to better delineate the content needs, format preferences, and usage patterns
among anesthesia residents.[14]

11
 Chapter No. 3
E-learning Applications and Tools
3.1 Google search engine

Google's search engine is a most pivotal tool and technique. It provides a lot of
information of any kind; any issue any upheaval of past, any event and accident which
occurred in the whole world. Without using this searching technique as google, it will
be hard to search any information of any kind of thing you need when you browse this
website. It was actually invented and introduced by Larry Page and Sergey Brine
in1997. The introduction of google in the world created the atmosphere of ease while
searching of any news or information. Google has created the authentic and timely
solutions of the problems such as in past we don’t have had any know how about the
whole world, their culture, religion, politics, and so on. But now if we feel any
hesitation about any issue, we search it easily from google.it has converted the complex
life of us in a more suitable and easily manner.

3.1.1 Google Drive

“Collaborative technologies support group work in project-based environments.

In this study, we enhance the technology acceptance model to explain the
factors that influence the acceptance of google applications for collaborative
learning. The enhanced model was empirically evaluated using survey data
collected from 136 students enrolled in a full-time degree program that used
Google Applications to support project work” Most prominent and mostly using
service of google. Cloud services are capable of saving information of many, it offers
15 gb of internet according to google.

Drive is easily accessible on every device any platform this stat of art service is highly
recommended for e-learning assignments, in this research study it is found that if every
student has a google id can be easily facilitated by any educational institution, Drive is
widely gadget and integrated with modern tools, it not a single internet based interface
but also bundle of e-learning utilities.

12
Google app is tested and results show it could be a great tool and best source of
information sharing,[15] “The participants used Google Drive
(https://drive.google.com) to perform team engineering design projects in a real-time
CSCL setting. Google Drive supports a collaborative environment editable by many
participants and workable for word processor or presentation documents in real time”,

3.1.2 Google mail (Gmail)

Gmail (pronounced Gee-mail) is a most authentic and one of the suitable Web-based e-
mail service which currently gives their users to a gigabyte of storage mechanism for
reading and writing their text and give enough ability to search for particular messages.
This is one of the most important and authentic program which automatically organizes
and manage successively related messages into a conversational material.

3.1.3 Working with gmail

Gigantic inbox with search: keep and search everything is a free and most”
collaborative learning plays a key role when we are working with documents online
market survey .”[16]

13
3.1.4 Google Docs

Google Document is a free and unique application in which documents related material
such as spreadsheets can be invented, shortlisted and saved online whenever you need.
Files are evaluated from any suitable computer with a permanent Internet connection
and a full-designed Web explorer. Google Documents are highly match able and
adoptable with presentation software and word machine applications.” Google Docs, a
free web-based version of Microsoft Word, offers collaborative features which can be
used to facilitate collaborative writing in a foreign language classroom. The current
study compared writing abilities of students who collaborated on writing assignments
using Google Docs with those working in groups in a face-to-face classroom”[17]

Google Document is a Web-based software in which most of the documents such as

spreadsheets would be introduced, rewrite and stored online. Files can be judged and
evaluated from a computer with a suitable connection of internet and a highly designed
website explorer. Google Document is a lifesaving method. Its most common tool that
is mostly used is google collaborative.

14
With advancement of cloud services in google now it is possible to work collaboratively
and solve collectively in areas of Science and technology his study identifies the
theoretical foundations of user acceptance of SaaS collaboration tools in the context of
mandatory adoption. This empirical study, based on an established theoretical
foundation, will help the research community to gain a deeper understanding of user
acceptance of cloud computing technologies, in particular, SaaS collaboration tools
[18].”

Writing collaboratively is increasing in many professions, including among college

students. Students are writing many assignments collaboratively, learning as they go.
Writing collaboratively, found it to reveal interesting patterns of collaborative writing.
We believe this tool would be useful not just for researchers, but also for the authors
themselves and instructors.[19] “it was found that Google Docs has the power to
improve student–content and student–interface interactions through the resources and
features offered by the application findings revealed a number of factors limiting the
use of Google Docs for collaborative purposes.”[20]

15
 Chapter No. 4
Research Design and Methodology
4.1 Data Collection

Data collection can be defined as the most important and crucial part because our
overall research is based upon our data. It is the collecting of information and
knowledge upon a selected topic of the study.”[21] “his qualitative research study
investigates why teachers are integrating Google Apps (GAPS) into their classrooms to
promote student collaboration”[22] “an article provides a description of possibilities
provided by Google Apps for University and K-12 education. The theoretical section is
written in accordance with mathematical models of learning aimed to develop
metasystems thinking.

The practical section provides the practical guidelines for application of Google Apps
for Metasystems Learning Design (MLD) through collaborative learning and self, peer
and group assessment” “The advantages of Google Apps for Education are discussed
with regard to new learning strategy of the science, math and technology competence
development. The opportunities for integrated competence based structure are provided
and discussed.”[23]

4.2 Survey Design

Online surveys are most fruitful as they bring starts for users to share their attitudes and
be calculated in an organized and easy manner. Google Forms is right and original
surveying tool, particularly for eLearning experts who stay bearing in mind for methods
to improve the overall eLearning know-how for their apprentices. This data can help
you to improve upon any fields of the eLearning adoption, not only for distance learner
but it is also provide sufficient opportunities for face to face learners.

The primary data collected through questionnaire, two questionnaires asked the first
section of questionnaire is consisting of 30 questions from the BS/MS Level students
for getting clear results about their attitude towards technology and their ability of using
e-learning resources, the subsequent section of questionnaire asked from (teaching

16
faculty members) professors, the questionnaire was uploaded on google drive they were
allowed to get responded from all categories, all kinds of students participated,
questionnaires was structured, semi-Structured and mix method was also applied for
getting clear picture, Google forms are most effective accurate tool for measuring the
yield of response for more see in Chapter 3 the state-of-art Google forms most
advanced tool for getting responses, Google forms are very user friendly easy to create
easy to share very cost effective time-saving tools for Modern age researchers.

Primary Data collected randomly from graduated Post Graduated and Faculty members
of Main Campus. The Secondary part of data is consisting of literature reviews from
latest publications for more see (chapter 2)

4.2.1 Questionnaire deigning

“Although the benefits of e-learning have been discussed in various previous studies”
“it is a critical issue of better understanding the reasons why some learners are
dissatisfied with the e-learning experience”. “E-learning system perceived usefulness
and perceived satisfaction both contribute to the learners’ behavioral intention to use
the e-learning system.” “Furthermore, e-learning effectiveness can be influenced by
multimedia instruction, interactive learning activities, and e-learning system quality”.
This research proposes a conceptual model for understanding learners’ satisfaction,
behavioral intention, and effectiveness of using the e-learning system.”[24]
4.2.2 Structured

Closed or Structured Questionnaires are a quantitative tool of research, in which the

researcher has lowest involvement whereas the respondents has many. In structured
questionnaires, there are questions which are pre planned and well organized. The
researches has made the structured questionnaire with full of concentration and
designed objectives to ask from the respondents.” The trend of using e-learning as a
learning and/or teaching tool is now rapidly expanding into education. Although e-
learning environments are popular, there is minimal research on instructors’ and
learners’ attitudes toward these kinds of learning environments”.[25]

17
“Using results from an original survey instrument, this study examined student
perceptions of how useful Google Apps for Education (GAFE) was in students' learning
of core concepts in a first-year college composition course, how difficult or easy it was
for students to interact with GAFE, and how students ranked specific affordances of the
technology in terms of its usability and usefulness”. “Students found GAFE relatively
easy to use and appreciated its collaborative affordances”. “The researchers concluded
that GAFE is a useful tool to meet learning objectives in the college composition
classroom”.[26]
4.3 Nature of questions

In this type of question section, there are seven types of google forms survey questions
which you define. One of such question segment is drop down segment, which are
given below. We have used the drop down segment to select a type of question.” It is
well known that the education level is not the unique factor that determines the
development of a country” [27]
4.3.1 Type 1. Short Answer

This question type asks very little text input from the users, such as their name or email
address. It can be added data for confirmation for Google form survey to short Answer
question. This segment of question ask little response from the respondent, such as what
is his or her name and their address. It can be added for confirmation for Google from
survey to short answer question.” Personalizing learning Exploring student and teacher
perceptions about flexible learning and assessment in a flipped university course.
4.3.2 Passage

This segment of question asks detailed response, such as their view point about the
topic. It can be created such as Paragraph question which demands a lengthy answer.
After the final selection of drop down questions list on the right type the question on
the left side.

18
4.3.3 Multiple Choice

The multiple choice questions of Google formats is provided the number of the list of
the answers and the users is to be selected only one type and left other options which
are presented in the list and then move towards another questions. Hence, the users are
also with an opportunity to add their own view.
4.3.4 Checkboxes

This is a similar with multiple choice question but the users have opportunity to select
more than one answer and they can use an extra box to add their answers.

4.3.5 Dropdown

Dropdown is a similar to multiple choice questions. In this way the respondent select
only one answer and cannot add an extra choice but to select only one.

4.3.6 Dropdown list questions in a google forms survey

In this type of Google forms survey dropdown questions have not clear sense for any
type of questions in a particular way because you cannot say option and allowing the
survey taker to go out for the question.
4.3.7 Linear Scale

Linear scale is most emerging method of ranking 1 to 5. It has feature you can expand
up to ten. This research study had used this method for acquisition of responses the
ranking was analyzed by ranking system
4.3.8 Multiple Choice Grid

It is method for asking questions and answers are already mentioned to select
appropriate answer

19
4.4 Questionnaire
4.4.1 E-learning development survey

This questionnaire will be used to help select learners for the E-Learning development
in Shah Abdul Latif University and is based on what you get up to online and with your
technology. The contents of this questionnaire are absolutely confidential and no other
learners will be able to see your data. The answers to this questionnaire will go only to
the project researcher (Ali Aijaz) and information identifying learners will not be
disclosed.

Section A: Information about your technology use

1. Does your institution use mobile phone technologies for learning?

Yes

No

Maybe

2. Does your institution hold any digital archives?

Mark only one oval.

Yes

No

Maybe

20
3. Please indicate your level of engagement with the following:

D
o Are
Use Use Use
no considerin
dail weekl rarel
t g using in
y y y
us the future
e

Online course materia

ls

E‐mail

Online chat

Video conferencing

SMS texting

4. What type of smartphone you are using?

IOS

MS Windows Phone

Symbian

Java

Android

21
5. I’ve been using the internet for approximately:

4 Years

6 years

8 years

10 years

Others

6. What Kind of apps you are mostly using?

Mark only one oval.

Social Apps

Video calling apps

Chat apps

Gaming apps

7. With the help of internet what kind of task's you have achieved:

Academic Assignments

Entertainment

News

Networking

Others

22
 Other:

8. I use computer:

Daily

Very rarely, if ever

Occasionally

A few times a week

Every day, I’m addicted!

9. I have access to internet at:

10. I normally access email and/or the Internet:

Mark only one oval.

What would these strange contraptions be?

Very rarely, if ever.

Occasionally

A few times a week

Every day, I’m addicted!

23
11. I spend approximately hours a week at home or somewhere else on the
Internet (for work, recreational and educational purposes

Tick all that apply.

1 hour

2hours

3 hours

5 hours

Less than 1 hour

12. When I use a computer, I customize it to suit my personal preferences e.g.

background colors, icon sizes, mouse buttons, menu items, size of print on screen?

Tick all that apply.

Yes

No

24
Section B: Use of online tools

13. I use synchronous chat tools (E.g. Instant messaging, chat rooms, IP telephony):

Yes

No

14. I use messaging and discussion tools (E.g. Email, forums, phone texting) *

Mark only one oval.

Yes

No

15. I play online games or use virtual worlds and talk to other players (E.g. World of
War Craft, Battlefront 2, Sims Online, and Second Life)

Yes

No

16. What is the view among students about adopting blended learning in the university?

Agree

Strongly agree

Disagree

Strongly disagree

Neutral

25
17. Which of the following do you use regularly outside of work?

Mark only one oval per row.

Yes No Don't Know

Facebook

YouTube

Skype

Myspace

I Google

Instant
messaging

Flickr

LinkedIn

Rss reader

18. Do you have accessible Wi-Fi on campus?

Yes

No

Maybe

26
in this section evaluation of theories and confidence about technology usage please
show your agreement and disagreement

Neit
her
Stron Some
disag Some Stron
gly Disa what Ag
ree what gly
disag gree disagr ree
nor agree agree
ree ee
agre
e

19. I
think
online
learning
is
interesti
ng.

20. I
think
online
learning
is
enjoyabl
e.

21. I
think
online
learning

27
 Neit
her
Stron Some
disag Some Stron
gly Disa what Ag
ree what gly
disag gree disagr ree
nor agree agree
ree ee
agre
e
is fun.

22. I
think
taking
online
courses
is
conveni
ent.

23. It is
cost
effective
and can
save
money

24.It is
best way
to save
time.

25.Taki
ng

28
 Neit
her
Stron Some
disag Some Stron
gly Disa what Ag
ree what gly
disag gree disagr ree
nor agree agree
ree ee
agre
e
online
courses
enables
me to
finish
degree
more

26.
Quickly
than
taking
tradition
al
courses.

28.
Taking
online
courses
increase
s my
producti
vity

29
 Neit
her
Stron Some
disag Some Stron
gly Disa what Ag
ree what gly
disag gree disagr ree
nor agree agree
ree ee
agre
e
(i.e., I
spend
more
time on
non-
work-
related
activitie
s,
arrange
work
schedule
more
effective
ly).

29.
mostly
online
tools are
best for
my
learning

30
 Neit
her
Stron Some
disag Some Stron
gly Disa what Ag
ree what gly
disag gree disagr ree
nor agree agree
ree ee
agre
e
30. Using
online
courses fits
well with
my life
style.

31
 Chapter No. 5
Results

Results measurement is an essential part of part of every survey this has reveal the
trustworthiness and strength suggested framework, researcher has used google forms
and google docs for questionnaire distribution and results are analyzed by most reliable
and internet giant applications platform, online and traditional methods are applied and
calculated outcomes of this research survey. There are variety of respondents as well
attitudes that support this study

5.1 Google Forms

Acquiring structured and UN structured data responses are represented in diagrams

using MS excel and MS office 2013

5.1.1 Distribution and results of questionnaire based data

Questionnaire were sent online by using google forms and data calculated the average
responses of various group of respondents.

Figure 1. Does you use mobile phone technologies for learning?

60

50

40

30

20

10

0
BS Level Masters MS/ Mphil Ph.D
Yes No May be

32
Figure 2. Does your institution hold any digital archives?

70

60

50

40

30

20

10

0
Yes No May Be

Figure 3. Please indicate your level of engagement with the following:

online course

Sms Texting

Video Confrencing

Online Chatt

E-mail

0 10 20 30 40 50 60 70
Do not use Use rarely Use weekly Use daily

33
Figure 4. What type of smartphone you are using?

10%
29% 3%

31%

27%

Apple Sony Samsung Nokia Others

Figure 5. I’ve been using the internet for approximately:

9%

10%

23% 58%

4 Years 6 years 10 years 15 years

34
Figure 6. What Kind of apps you are mostly using?

9%

10%

23% 58%

Social Video Calling Chatt Gaming

Figure 7. Do you like online learning?

Ph.D

MS/Mphil

Masters

BS Level

0 1 2 3 4 5 6
May be No Yes

35
Figure 8. Do you want blended learning environment in you?

Ph.D

MS/Mphil Neutral
Srongly Disagree
Disagree
Masters Strongly agree
Agree

BS Level

0 20 40 60 80 100

Figure 9. How Much time you spend using net?

0
1 hour 2 hours 3 hours 5 hours

36
Figure 10. Do you want to receive your course material through online learning
resources?

0
BS Level Masters MS/Mphil Ph.D
Yes No May be

37
Section B: Use of online tools

Figure 11. I use synchronous chat tools (E.g. Instant messaging, chat rooms, IP
telephony)

Ph.D

MS/Mphil

Masters

BS Level

0 1 2 3 4 5 6
May be No Yes

Figure 12. What is the view among students about adopting blended learning in
the University?

0 10 20 30 40 50 60 70
May be no yes

38
Figure 13. Which of the following do you use regularly outside of work?

5 4.4

4
2.8
3 2.4
2.1 2
1.8
2

0
Facebook Youtube Skype Igoogle Instant linkdin
messeging
Yes No Don’t Know

Figure 14. Do you have accessible Wi-Fi on campus?

11%

25%
64%

Yes No May be
s

39
70

60

50
Agree
40 Strongly agree
30 Disagree
Strongly Disagree
20
Neutral
10

0
Response

None of these

Hybird Learning

Online learning

Traditional learning

0 1 2 3 4 5 6 7 8 9

40
 Languages and arts

Commerce and Business

Administration

Natural Sciences

Physical Sceinces

0 1 2 3 4 5 6

Neutral Strongly Disagree Disagree

Strongly Agree Agree

2
Neutral
1 Strongly Disagree
Disagree
0 Strongly Agree
Agree

0-1 1-2 2-3 3-4 4-5

41
 9%

10%

23% 58%

BS MS/Mphil Ph.D Above All

9%

10%

23% 58%

Grades Points Average Percentage

42
Table 2. A synthesized list of factors derived from learning design models

43
 Table 3. A Synthesized list of factors derived from e-learning readiness models

E-Learning Description Source

Readiness Factors

E-Learning • Raising awareness about the new e- (Omoda-Onyait and Lubega,

Awareness learning technologies 2011, Minton, 2000)
• Understanding of benefits of change

E-Learning • Organisational culture (Aydin and Tasci, 2005, Omoda-

Cultural Readiness • Societal perceptions Onyait and Lubega, 2011,
• Stakeholder attitudes and behaviour Psycharis, 2005, Minton, 2000,
Keramati et al., 2011, Akaslan et
al., 2011)

E-Learning • Hardware (Psycharis, 2005, Minton, 2000,

Technological • Software Aydin and Tasci, 2005, Omoda-
Infrastructure • Internet Access Onyait and Lubega, 2011,
• Bandwidth Akaslan et al., 2011, Keramati et
• Laboratory Space al., 2011)

Content Readiness • Effective e-learning content (Psycharis, 2005, Omoda-Onyait

• Availability of e-learning content and Lubega, 2011, Akaslan et al.,
• Presentation of e-learning content in 2011, Rosenberg, 2000, Keramati
a variety types of media et al., 2011)
• Knowledge of pedagogical
instructional design strategies and
models

E-Learning • Allocation of resources (Minton, 2000, Keramati et al.,

Policies • Implementation of e-learning 2011, Czerniewicz and Brown,
• Government e-learning initiatives 2009)

Learner Readiness • E-learning experiences (Minton, 2000, Omoda-Onyait

• ICT Technology skills and Lubega, 2011, Aydin and
• Comfort with web technologies Tasci, 2005, Rosenberg, 2000,
Akaslan et al., 2011)

44
E-Learning • Institutional investment in (Psycharis, 2005, Minton, 2000)

Financial e-learning

Readiness • Implementation and sustainability

• Cost of developing e-learning
content

E-Learning • Performance management (Psycharis, 2005, Minton, 2000,

Support • Organisation design Aydin and Tasci, 2005)
• Communications planning,
execution and feedback

E-Learning Human • Staff skills development (Psycharis, 2005, Minton, 2000,

Resource • ICT training Aydin and Tasci, 2005)
• E-Learning system training

45
 •

Description of parameters envisioned for the initial model

A synthesis of factors on Table 2 and Table 3 led to the identification of 10

factors shown on Table 3.4. The factors identified included: course content,
course evaluation, student assessment and feedback, course planning, e-
learning policies, e-learning culture, e-learning infrastructure, e-learning
costs, e-learning support and quality learning management systems. Each of
the factors is described by a list of items shown in Table 4.

46
Table 4. A Description of factors for facilitating effective e-learning

Factors Description
• Course module outline
Course Content
• Course module prior knowledge
• Course module understandable
• Course module progression levels
• Course module learning outcomes
• Course sequentially organised
Course Evaluation • Course module alignment
• Course module requirements
• Course module periodic updates
• Course module resources
• Course module expectations
• Course module difficulty
• Course module teaching quality
Student Assessment • Randomised online assessments
• Knowledge of assessment criteria
• Constructive feedback
• Grading policy
Course Planning • Student Learning needs analysis
• Course resource analysis
• Instructional strategies
• Course module learning materials
• Student enjoyment
• Learning media analysis

47
Conclusion
1. Having gone through above arguments to draw a conclusion that I have carried my
research work on the development of e-Learning framework in Shah Abdul Latif
University. Similarly I have completed my overall research on the study of the group
of three hundred students of different levels such as, bachelors, masters,
M.S/M.Phil, Ph.D and the teaching faculty of the Shah Abdul Latif University.
2. Simultaneously, I have utilized the tools and techniques of research such as,
qualitative and quantitative, questionnaire, surveys, interviews and observation,
which enabled and helped me to conduct research in a cogent way and collect a
suitable data in an organized way Furthermore, I have gone through google drive
which gives storage capacity and learners easily access through on any device.
3. Whereas Google docs is an online application which gives the capacity of creating
any kind of scientific document and there is a many kind of features available on
google docs, hence, google form, through this technique we have conducted surveys,
mock tests, online shopping and easily access on any device and it is free of cost and
it is most pivotal tool of course distribution and collaborative learning.my over all
study has given the importance that the development of E-learning at university level
is that provide easy access to get information, richness of source material and
reliability of resourcefulness.
4. More half of surveyed researchers emphasis on online learning platform
5. The response patterns are similar for the five types of institution, with the exception
of some of the open universities which said they specifically target adult learners.
Obviously, these aims overlap and all respondents endorsed the need for and trend
towards flexible learning provision for a variety of learners.
6. Other possible reply options, such as providing (more) learning opportunities for
adult learners and/or international students, could be seen as implicitly included. The
responses in the “other” category indicated that some universities have several aims
regarding the development of e-learning (and thus found it difficult to priorities one
of the proposed options), or expressed their intention to provide better learning
opportunities for all students whether on or off campus.
7. Similarly, a Google based model is a flexible tool for the higher education students.it

48
 provides a lot of information in multidimensional fields such as education, history,
and politics and so on google apps based model is more beneficial for all educational
programs of university and it provides guidance, knowledge and information to the
off campus students as well as in campus students. But its blended learning method
is completely based upon technology.
8. Hence it is proved that in this cutting age of technology, computers has been playing
the role of education and easily access to get information of any kind with free of
cost. With the advent of internet the universities are now open platforms for research
and innovations. To begin with, the whole motivation behind this research study is
to find and develop most appropriate model Google apps are in today world using
E-learning tool. An application model has been tested on 300 groups of various
students of different.

49
Future work

• In future, the emerging devices will be arrived and this research study may be a
future of university e-learning model. Hence, in future the mobile devices and
gadgets will be highly integrated with the individuals, and E-Learning will prove
the most authentic, reliable and time saving tool for each and every organization and
institution, because with the advancement of technology and innovations will bound
the life of the people with e-learning and its related material.
• When we evaluate the whole picture of e-learning in nowadays the e-learning
provides an opportunity to those who are made for doing something new and
noteworthy.

50
References

1. Urh, M., G. Vukovic, and E. Jereb, The model for introduction of gamification
into e-learning in higher education. Procedia-Social and Behavioral Sciences,
2015. 197: p. 388-397.

2. Cheung, R. and D. Vogel, Predicting user acceptance of collaborative

technologies: An extension of the technology acceptance model for e-learning.
Computers & Education, 2013. 63: p. 160-175.

3. BELLAAJ, M., I. ZEKRI, and M. ALBUGAMI, THE CONTINUED USE OF

E-LEARNING SYSTEM: AN EMPIRICAL INVESTIGATION USING UTAUT
MODEL AT THE UNIVERSITY OF TABUK. Journal of Theoretical & Applied
Information Technology, 2015. 72(3).

4. Khan, S.B. and N.B. Jumani, E-Learning versus traditional learning in Pakistan.
Asian Journal of Distance Education, 2012. 10(1): p. 28-34.

5. De Hei, M.S.A., et al., Collaborative learning in higher education: lecturers’

practices and beliefs. Research Papers in Education, 2015. 30(2): p. 232-247.

6. Wang, H.C. and Y.F. Chiu, Assessing e-learning 2.0 system success. Computers
& Education, 2011. 57(2): p. 1790-1800.

7. Moule, P., R. Ward, and L. Lockyer, Nursing and healthcare students’

experiences and use of e‐learning in higher education. Journal of Advanced
Nursing, 2010. 66(12): p. 2785-2795.

8. Kennedy, J., Characteristics of massive open online courses (MOOCs): A

research review, 2009-2012. Journal of Interactive Online Learning, 2014.
13(1).

9. Ali, A., M.I. Ramay, and M. Shahzad, Key Factors for Determining Student
Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open
University (AIOU) Islamabad, Pakistan. Turkish Online Journal of Distance
Education, 2011. 12(2): p. 114-127.

51
Banditvilai, C., Enhancing Students' Language Skills through Blended Learning.
Electronic Journal of e-Learning, 2016. 14(3): p. 220-229.

11. Brown, S., From VLEs to learning webs: the implications of Web 2.0 for learning
and teaching. Interactive Learning Environments, 2010. 18(1): p. 1-10.

12. O'Flaherty, J. and C. Phillips, The use of flipped classrooms in higher education:
A scoping review. The internet and higher education, 2015. 25: p. 85-95.

13. McLean, S., et al., Flipped classrooms and student learning: not just surface
gains. Advances in physiology education, 2016. 40(1): p. 47-55.

14. Matava, C.T., et al., eLearning among Canadian anesthesia residents: a survey
of podcast use and content needs. BMC medical education, 2013. 13(1): p. 59.

15. Forment, M.A., et al., Docs4Learning: Getting Google Docs to work within the
LMS with IMS BLTI. J. UCS, 2012. 18(11): p. 1483-1500.

16. Nawaz, A., Using E-learning as a Tool for Education for All in Developing
States. International Journal of Science and Technology Education Research,
2013. 4(3): p. 38-46.

17. Suwantarathip, O. and S. Wichadee, The Effects of Collaborative Writing

Activity Using Google Docs on Students' Writing Abilities. Turkish Online
Journal of Educational Technology-TOJET, 2014. 13(2): p. 148-156.

18. Tan, X. and Y. Kim, User acceptance of SaaS-based collaboration tools: a case
of Google Docs. Journal of Enterprise Information Management, 2015. 28(3): p.
423-442.

19. Wang, D., et al., How students collaboratively write using Google Docs.
iConference 2015 Proceedings, 2015.

20. Ishtaiwa, F.F. and I.M. Aburezeq, The impact of Google Docs on student
collaboration: a UAE case study. Learning, Culture and Social Interaction, 2015.
7: p. 85-96.

21. Vu, J., Congregating in the Church of Google: Why Teachers Are Integrating
Google Apps into Their Classrooms to Promote Student Collaboration. 2016.

52
22. Suwapaet, N. and J. Morris, Instructional Media Using Google Apps for
Education in Multi-Sections Engineering Course. 2016.

23. Railean, E., Google Apps for Education–a powerful solution for global scientific
classrooms with learner centred environment. International Journal of Computer
Science Research and Application, 2012. 2(2): p. 19-27.

24. Liaw, S.-S., Investigating students’ perceived satisfaction, behavioral intention,

and effectiveness of e-learning: A case study of the Blackboard system.
Computers & education, 2008. 51(2): p. 864-873.

25. Liaw, S.-S., H.-M. Huang, and G.-D. Chen, Surveying instructor and learner
attitudes toward e-learning. Computers & Education, 2007. 49(4): p. 1066-1080.

26. Brown, M.E. and D.L. Hocutt, Learning to use, useful for learning: a usability
study of Google apps for education. Journal of Usability Studies, 2015. 10(4): p.
160-181.

27. Pulido, L.X.V., N.O. Villamil, and G. Tarazona. E-Learning Platforms Analysis
for Encourage Colombian Education. in International Conference on
Knowledge Management in Organizations. 2017. Springer.

28. Hung, M.-L., Teacher readiness for online learning: Scale development and
teacher perceptions. Computers & Education, 2016. 94: p. 120-133.

29. Lin, J.-W. and C.-W. Tsai, The impact of an online project-based learning
environment with group awareness support on students with different self-
regulation levels: An extended-period experiment. Computers & Education,
2016. 99: p. 28-38.

30. Yang, J.C., et al., Effects of online presence on learning performance in a blog-
based online course. The Internet and Higher Education, 2016. 30: p. 11-20.

31. Broadbent, J., Comparing online and blended learner's self-regulated learning
strategies and academic performance. The Internet and Higher Education, 2017.
33: p. 24-32.

53
32. van Joolingen, W.R., et al., Co-Lab: research and development of an online
learning environment for collaborative scientific discovery learning. Computers
in human behavior, 2005. 21(4): p. 671-688.

33. Sher, A., Assessing the relationship of student-instructor and student-student

interaction to student learning and satisfaction in Web-based online learning
environment. Journal of Interactive Online Learning, 2009. 8(2).

34. Bolliger, D.U., S. Supanakorn, and C. Boggs, Impact of podcasting on student

motivation in the online learning environment. Computers & Education, 2010.
55(2): p. 714-722.

35. Moore, M.G. and G. Kearsley, Distance education: A systems view of online
learning. 2011: Cengage Learning.

36. Agudo-Peregrina, Á.F., et al., Can we predict success from log data in VLEs?
Classification of interactions for learning analytics and their relation with
performance in VLE-supported F2F and online learning. Computers in human
behavior, 2014. 31: p. 542-550.

37. Cole, M.T., D.J. Shelley, and L.B. Swartz, Online instruction, e-learning, and
student satisfaction: A three year study. The International Review of Research
in Open and Distributed Learning, 2014. 15(6).

38. Esteban-Millat, I., et al., Modelling students' flow experiences in an online

learning environment. Computers & Education, 2014. 71: p. 111-123.

39. Güzer, B. and H. Caner, The past, present and future of blended learning: an in
depth analysis of literature. Procedia-social and behavioral sciences, 2014. 116:
p. 4596-4603.

40. Hwang, G.-J., Definition, framework and research issues of smart learning
environments-a context-aware ubiquitous learning perspective. Smart Learning
Environments, 2014. 1(1): p. 4.

54
41. Kear, K., F. Chetwynd, and H. Jefferis, Social presence in online learning
communities: the role of personal profiles. Research in Learning Technology,
2014. 22.

42. Lee, J., An exploratory study of effective online learning: Assessing satisfaction
levels of graduate students of mathematics education associated with human and
design factors of an online course. The International Review of Research in
Open and Distributed Learning, 2014. 15(1).

43. McConnell, D., Implementing computing supported cooperative learning. 2014:

Routledge.

44. Nawrot, I. and A. Doucet. Building engagement for MOOC students: introducing
support for time management on online learning platforms. in Proceedings of
the 23rd International Conference on world wide web. 2014. ACM.

45. Shea, P. and T. Bidjerano, Does online learning impede degree completion? A
national study of community college students. Computers & Education, 2014.
75: p. 103-111.

46. Siemens, G., Connectivism: A learning theory for the digital age. 2014.

47. Park, J.Y., Student interactivity and teacher participation: An application of

legitimate peripheral participation in higher education online learning
environments. Technology, Pedagogy and Education, 2015. 24(3): p. 389-406.

48. Santos, O.C. and J.G. Boticario, User‐centred design and educational data
mining support during the recommendations elicitation process in social online
learning environments. Expert Systems, 2015. 32(2): p. 293-311.

55