A Flexi-Time Approach

An e-Learning course offers a flexible time and location approach by changing the learning
environment. It enables learning to take place in a variety of different places, both physical and
virtual. Learners now have a choice and as a result increasingly wish to combine the options,
choosing when and where they study and learn. For education providers, preparation and
integration of materials and services have now become a challenge, because it fundamentally
changes the learning environment (OECD, 2001, p. 22).

Students who work full time and have tight work schedules, who have young children, or are
disabled, or for whatever reason are unable to attend regular classes at a specific time and location,
often require and really appreciate a flexible time and location course. But to be successful, such
courses require self-motivated and independent learners (Mantyla and Woods, 2001).

In an extreme situation of the teacher-centred approach, students never learn how to find
out the right information, or how to discover and learn to use higher-level thinking skills
such as analysis, synthesis, and evaluation to disseminate information to others. On the
contrary, a student/ learner-centred approach believes that students are active participants
and construct their own knowledge by interacting with the information available. Such an
approach believes in rewiring the brain by sculpting new pigeonholes and adding new
connections. It places students at the centre of the teaching/ learning process, and believes
that teachers should act as mentors, navigators, facilitators, or “guides” to help students
access, organize, construct, and transfer information to solve authentic problems. According
to Harmon and Hirumi (1996) “Student-centred learning is where students work in both
groups and individually to explore problems and become active knowledge workers rather
than passive knowledge recipients” (p. 1).

his aim can only be realised, however, by educating the nation’s people about the importance and
use of technology by facilitating Information and Communication Technology (ICT)
empowerment. Use of ICT can be of great help in this regard. As it is stated in (OECD, 2001):

ICT can empower the learner by offering choice and potentially more engaging and effective
means of learning. ICT can accommodate a whole range of different learning styles and
preferences. Individuals differ markedly in their appreciation for ability to learn from different
types of communications, learning processes and materials. Interactive multimedia and the
opportunity to combine various media resources, styles and methods is a key feature of ICT-
enabled learning (p.23).

he objectives of the proposed e-Learning course were to:

1. Provide students’ the basic course contents

2. Provide students’ a flexi-time course

3. Provide students a mixed-mode/ blended course in phases

4. Provide student-centred teaching/ learning processes

 5. Provide ICT empowerment to students

6. Provide instruction to enhance students’ research skills

References
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Rovai, Ponton, Wighting, & Baker, (2007) studied on student Motivation in Traditional Classroom and E-
Learning Courses, Their study results give evidence that students who are taught by e-learning are more
intrinsically motivated than students who go to Traditional Classroom, They found that there were no
differences in three extrinsic motivation measures or a motivation. And also, the outcomes showed that
graduate students were more intrinsically motivated than undergraduate students in e-learning and
traditional education. Liaw, Huang & Chens’ (2007) researchs’ aim was to examine learners’ approach
toward e-learning systems they believed that learners’ approaches can be classified four different
factors Safi yeh Rajaee Harandi / Procedia - Social and Behavioral Sciences 181 ( 2015 ) 423 – 430 425 “e-
learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as
a multimedia learning environment, and teachers as assisted tutors in e-learning. Wan, Wang, &
Haggerty (2008) in their study believed that having experience with ICT and virtual competence were
two important elements that affected e-learning and had a positive influence on its results, They tested
their hypotheses on a sample of 383 students partaking in online courses, Their findings approved the
effect of virtual capability and exposed a nuanced mechanism by which experiences with ICT influenced
e-learning results. Payne et al. (2009) investigated whether an e-learning approach which utilizes
constructivist principles can be effectively used to train staffs in a highly specialized skill thought to need
expert individuals and extensive prolonged training, Lastly their study displayed that workplace learners
can be better assisted by e-learning settings rather than routine training as they let asynchronous
learning and private study which are valued by staffs who have other requests on their time and are
more relaxed getting tuition privately. Paechter & Maier (2010) studied about Austrian students’
favorite aspects of elearning courses that enable them for learning and about the time students choose
online or face-to-face learning, the result of their study showed that Students chose online learning
because of providing an obvious structure of learning material and they chose face-to-face learning for
communication goals in which a shared comprehension has to be extracted. Lawa, Lee, Yu (2010)
believed that computer programming skills create one of the main proficiencies. Their research showed
that improving well programming skills usually needs students to do a lot of training, which cannot stand
if they aren’t sufficiently motivated. A research model is adopted relating numerous motivating factors,
self-efficacy, and also the influence as a result of e-learning system. Moreover the results indicate that a
well assisted elearning situation increases learning motivation

engina, Karahocab, Karahocab, & Yücelb, (2010), studied about the roles of teachers in e-learning, in
their paper a model of teachers’ role in the e-learning system has been discussed, According to the
model they provide pathways for teachers to make online courses that involve students into e-learning
more successfully. Mateo et al. (2010) believed Technologies and especially information and
communication technologies (ICT) are obstacle breaking in the existing social scenario and their use is
becoming crucial for any skilled person, and their scope of use is becoming especially widespread in
education due to the existence of communication out of the class through e-learning devices.
Universities, which have an innovative role in instruction, are utilizing ICT-based approaches to adjust
their learning methodology. In their study, they provide a model where students from first-world
universities get ready and adjust course contents for use in educational institutions in developing
countries. The finding of Evaluation of E-learning program versus traditional lecture instruction shows
Lack of computer skills of students affects their abilities to communicate effectively with the instructor
and failed to participate in a variety of online communication methods. Students in the study group
were pleased with the e-learning program as a teaching method, but they did not want to take another
e-learning program except if they had computer and Internet at home (Abdelaziz, Kamel, Karam, &
Abdelrahman, 2011). The role of readiness factors in E-learning showed that organizational readiness
factors have a very imperative effect on E-Learning results; Also teachers’ motivation and education are
the critical factors in E-Learning (Keramati, Afshari-Mofrad, & Kamrani, 2011). Results about use of e-
learning to enhance medical students’ understanding showed that most of students were optimistic
about the learning experience (O’Neill et al., 2011). Kim & W. Frick (2011) focused on changes in student
Motivation during Online Learning, The results of their study showed that motivation during self-
directed e-learning (SDEL) was the best forecaster of positive change in motivation, which forecast
learner agreement with SDEL. Crucial success factors for e-learning in developing countries demonstrate
the significance of curriculum plan for learning performance. Bhuasiri, Xaymoungkhoun, Zo, Rho, &
Ciganek, (2012) believe that essentials for implementing effective e-learning in developing countries are
technology awareness, motivation, and changing learners’ behavior. Personalized Learning Course
Planner with E-learning indicates that the offered system improved learning efficiency and student
contentment. Further investigation of the 426 Safi yeh Rajaee Harandi / Procedia - Social and Behavioral
Sciences 181 ( 2015 ) 423 – 430 participants indicated that suggesting a learning course suitable for
students’ previous test scores and priorities encouraged students to concentrate on the lesson (Jeong,
Choi & Song, 2012)

There are many definitions for e-learning from Educational dictionary: “E-Learning identifies various
types of computer-aided learning, usually using modern technological means; CD-ROM. E-learning is
expanding especially in the sphere of distance education and corporate training” (Prucha, 2003), “E-
learning can be understood as an educational process, using information and communication
technologies to create training, to distribute learning content, communication between students and
teachers and for management of studies” (Wagner, 2005). E-learning challenges the traditional ways of
training and learning, and provides new solutions for problems. For instance, the role of teachers is
probably changing from importers of knowledge to expeditors of knowledge (Haverila & Barkhi, 2009).
And it can be a very good learning practice that can exceed the education you may experience in a
crowded classroom. It's self-paced, active learning (Obringer, 2002). And also, E-learning contains
different types of educational tools in learning and educating. E-learning has the same meaning with
“technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT),
computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-
based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are
also called learning platforms), m-learning, and digital educational collaboration”(E-learning, 2013). E-
learning can refer to different learning settings, In this paper we use e-learning to allude to almost any
learning environment in which electronic media, like computers, are utilized as a piece of an educational
delivery system. These can extend from using Email to complement print-based materials spread at a
distance to courses that are delivered entirely by means of technology like computers or the World
Wide Web

In E-learning system, students are able to interact anytime from wherever with different

instructional material (text, sound, pictures, video and so on) through Internet. In addition, learners

can communicate with teachers and classmates both individually and as a group discussion with

the use of message boards, instant message exchanges and video conferencing (Al-Ammari and

Hamad, 2008).

1.7 Limitations of the Study

The present study reflects a number of limitations. Firstly, the student models of learning were

identified on the basis of a specific sample comprising those under e-learning study model and

those under the traditional study model. Secondly, the theoretical nature of this study limits its

direct relevance for the educational praxis. Therefore, it is hoped that future research may

additionally focus on how student cognitions about learning are influenced in the context of

everyday learning environments. The results could enable educational practitioners to encourage

the adoption of student learning models which invoke a deep oriented and self-regulated study

strategy.

This study did not consider all the aspects e-learning influences but instead was restricted to those

elements of e-learning that affect performance in one way or the other. The study

did not also consider all students studying through the e-learning mode but only focused on the

Kenyatta University students and specifically those who benefited from the Computer Aid

initiative.

2.6.1 Constructivism Theory

Constructivism is the theory that people construct their own understanding and knowledge of the

world, through experiencing things and reflecting on those experiences. When learners encounter

something new, they reconcile it with previous knowledge and experience. They may change what

they believe, or they may discard the new information as irrelevant. To be active creators of their

knowledge however, they must be able to ask questions, explore and assess what they know. In

the classroom, the constructivist view of learning means encouraging students to use active

techniques such as experiments and real-world problem solving using authentic data if possible,

and to create knowledge and reflect on their understanding.

Constructivism modifies the role of the teacher so that teachers help students to construct

knowledge rather than reproduce a series of facts. The constructivist teacher provides tools such

as problem-solving and inquiry-based learning activities like in e-learning setup so that students

can formulate and test their ideas, draw conclusions and inferences, and convey their knowledge

in a collaborative learning environment. The teacher must understand the students' preexisting

conceptions and guide the activities to address this knowledge and then build on it. Constructivist

teachers encourage students to assess how the activity is helping them gain understanding. By

questioning themselves and their strategies, students become expert learners as they learn how to

learn, with the use of computers online and/or offline. The students then have the tools necessary

to become life-long learners.

Figure 2.1: Conceptual Framework

Source (Author 2012)
The above conceptual framework was used in this study, the independent variables are prior

computer skills, socio-demographic characteristics and hours spent online/offline that may

influence the academic performance of individual. Prior computer skills are thought to make it

easy for students to use computers and computer software that are used to deliver academics; socio-

demographic characteristics include elements such as gender, number of children and marital

status which play a role in academic performance, does the number of children influence academic

performance, how does the married individuals academic performance compare to that of

unmarried individuals.

Academic performance is the dependent variable in this study, how does academic performance

vary based on the independent variables. Attitude which deals with the overall perception of the

learner about learning style and hence influencing performance is the intervening variable.

Regardless of the variance of the independent variables, the intervening variable’s influence is

constant. Teacher – student contact is the moderating variable that provides the interaction effect

where it moderates the relations between the independent variables. Academic performance in an

e-learning setup can be influenced by varied variables either positively or negatively.

Flooded schools. These are schools whose buildings, other facilities and

immediate vicinity were flooded during previous flood events. In these schools,

floods caused harm or difficulty to students and damage to school property, have

resulted to cancellation or disruption of classes or have impeded the access of

students and teachers to the schools. It was presumed that floods caused

considerable impacts on the provision of education services and on the schooling of

children in this group.