Draft Research Project

Covering the Distance with E-learning 1

Debra-Dreana Marshall-Stuart

Walden University

EDUC-6125-2 Foundations of Research

Instructor: Dr. Paula Porter


Introduction

Educational institutions such as the Samuel Jackman Prescod Polytechnic (SJPP) would

inevitably introduce e-learning into their curriculum as the technological age progresses. It is

also inevitable that with the implementation of this educational innovation there are several

barriers to efforts that the Management of the SJPP is likely to encounter. It is important that the

Board of Management of the SJPP be provided with a careful analysis of academic, cultural, and

technical barriers faced by other organizations, so that these management may find solutions to

reduce or to minimize reluctance or resistance to e-learning in their own organization. The

problem under investigation is what solutions will overcome the barriers based on instructor’s

attitudes towards e-learning.

The use of information and communication technology (ICT) is a necessary feature to

higher education teaching and learning strategies, but the adoption of e-learning or online

learning is can be negatively received by faculty, although enthusiastically embraced by students.

Research on e-learning appears to emphasize its benefits but as with the implementation of any

innovation e-learning is without its barriers.

The literature reviewed here suggests barriers to the use of technology as lack of

computer access, the lack of student and faculty support services, the lack of adequate training

and technical support, common problems faced by faculty. Consideration of these technological

barriers may help management find solutions to reduce or to minimize obstacles in their own

organization.


Problem Statement

ICT use in the classroom is at a particularly dynamic stage at the SJPP, which means that

there are new developments happening on a daily basis. The initial research into this project

resulted in a number of barriers being cited. Particular barriers include:

attitudes by teaching staff, particularly fear of replacement of people with computers

organisational culture in terms of resistance to change

inadequate timeframes provided to develop and implement online courses

individual learners’ capacity for independent study

the cost of infrastructure to provide students with computer access on campus

the level of technical support available

the inequities of access to ICT.

The importance of the above mentioned attitudes and expectations (on the part of SJPP

management, instructors and learners) should not be overlooked. The opportunities and

challenges brought by the implementation of e-learning in the classroom need to be explored in

their wider social context. This gives cause for an in-depth analysis on how these barriers will

affect the implementation of e-learning within the classroom and to provide a means of

overcoming these barriers and challenges.

The problem under investigation is what solutions are available to overcome the barriers

based on instructors attitudes towards e-learning and to what extent can the existing barriers be


overcome to allow instructors to cope with the new and emerging requirements that relates to

teaching practices?

Research Questions

My research is considered as basic research as I am attempting to create, test and improve

an educational theory (Lodico, Spaulding, & Voegtle, 2010). The problem under investigation is

what barriers exist and what solutions are available to overcome these barriers based on

instructors’ attitudes towards e-learning. The opportunities and challenges brought by the

implementation of e-learning in the classroom need to be explored in their wider social context.

This gives cause for an in-depth analysis on how these barriers will affect the implementation of

e-learning within the classroom and to provide a means of overcoming these barriers and

challenges.

The research questions for will be related to the transition from traditional to blended

learning environments. The technology questions will follow three main themes: (1) hardware

problems with the school’s network server; (2) Internet bandwidth issues and (3) the faculty’s

use of and experience with e-learning technologies Other questions that I will be seeking

solutions to include:

1. What solutions will be needed to overcome any fears of working in a blended learning

environment?

2. What support system will instructors require to be competent in for blended learning

instruction?

3. What changes will be needed to undergo to move from using traditional teaching

strategies to using blended teaching strategies?


4. What role does the faculty’s resistance play in the process of moving from traditional to

blended learning instruction?

5. What are the technological factors affecting the implementation of e-learning in a full-

time curriculum?

Research Design

I believe that I would be better served using a mixed approach to this research as I would

wish to produce statistics visually through the use of tables and charts as well as provide an in

depth analysis on the solutions to overcoming e-learning implementation barriers. Bearing in

mind the nature of the organization, it is important to use a research method that will allow me to

provide enough focus to present a convincing argument.

Using a mix research method will also serve the purpose of being able to generalize research

results that will be obtained. The qualitative approach will also allow for a more representative

sample (Locke, Spirduso, and Silverman, 2000). The quantitative approach will at the same time

give a better insight and understanding of the issues under research. Using both these methods

and integrating the data will allow for a better data collection technique, a more in-depth data

analysis and a detailed discussion and reporting of findings.

Sampling & Data Collection

Using a mix-methods research will serve the purpose of being able to generalize research

results that will be obtained. The qualitative approach will also allow for a more representative

sample (Locke, Spirduso, & Silverman, 2000). The quantitative approach will at the same time

give a better insight and understanding of the issues under research. Using both these methods


and integrating the data will allow for a better data collection technique, a more in-depth data

analysis and a detailed discussion and reporting of findings. I am using a mixed-methods

approach to this research as I will wish to produce statistics visually through the use of tables and

charts as well as provide an in depth analysis on the solutions to overcoming e-learning

implementation barriers. Bearing in mind the nature of the organization, it is important to use a

research method that will allow me to provide enough focus to present a convincing argument.

The sample frame will consist of the e-tutors at colleges in the Caribbean. The data to be

collected will be examined in terms of the students’ inequities of access to ICT; the level of

technical support available for the student; connectivity (infrastructure and access to the Internet

and capability (skills and aptitude in using e-learning technologies).

For the purpose of my research, digital questionnaires will be used as the primary data

collection tool. The questionnaires will contain mostly closed ended questions and will be

measured on a Likert scale. The questionnaires will allow for a large amount of data to be

collected, which in turn will allow for the gathering of varying opinions and views from faculty.

According to Lodico, Spauldin & Voegtle (2010), quantitative research is linked to empiricism

and as a result, observations are not used in this type of research. The data collection will be

examined based on the interests and concerns expressed by the major stakeholders, namely

organizational culture, attitudes and expectations towards e-learning and curriculum needs.

Lodico et al (2010) also stated that the findings gathered in quantitative research are tested

for truthfulness through the use of the data gathered. This is the major aim of my research and

data analysis. Bearing this in mind, data will be collected from the same sample group from other

sources such as student performance records, program evaluations and previous similar research.

I believe that I would be better served using a mixed approach to this research as I would

wish to produce statistics visually through the use of tables and charts as well as provide an in

depth analysis on the solutions to overcoming e-learning implementation barriers. It is important

to use a research method that will allow me to provide enough focus to present a convincing

argument.


This type of data analysis will allow me to cross check the results of my survey against

similar recorded data, interviews and observations. The quantitative data from the respondents’

questionnaires will be analysed using simple descriptive statistics (frequencies, standard

deviations, means etc.) produced by SPSS software. The qualitative data will be analyzed and

categorized. This data will be analyzed by the use of frequencies and cross-tabs.

Any conflicts and barriers to implementing the e-learning opportunities will be discussed

and recommendations made accordingly.

Organizational Landscape

The purpose of education at the Samuel JackmanPrescod Polytechnic (SJPP) is primarily

the development of skills, knowledge, processes and attitudes necessary for the student to

function as a productive citizen in this ever-changing world. The SJPP offers programmes which

develop occupational competencies and trade sills up to the level of skilled craftsman.

The SJPP is a Department of the Ministry of Education and Human Resource

Development and is managed by a Board of Management of nine members. The Principal is the

Administrative and Academic Head of the Institution. Other Senior Administrative Staff

comprise of two Deputy Principals – one who is responsible for Academics and the other for

Administration. The Registrar is responsible for student affairs while the Curriculum

Development/Liaison Officer is responsible for ensuring that all curriculum needs are met for the

students. The SJPP has ten Divisions - each Division is headed by a senior member of staff who

is designated as Head of Division. These include Agriculture, Building Trades, General Studies,

Human Ecology, Business Studies, Electrical Engineering, Automotive & Welding and

Mechanical Engineering.

The motto of the SJPP is “Enter Work with Skills” and as a result, the aim of the

curriculum is to provide students with opportunities to acquired knowledge and develop skills

used in their industry. Its mission is “to be the leader in the preparation of a highly trained

workforce by providing qualified persons with quality competency-based technical and

Harvey, 10/27/13,

who and why does landscape impact actions


vocational training that responds to the future employment and lifelong needs of its students.

Consequently, the curriculum is made up of “twenty percent general education, twenty percent

theory and sixty percent practical courses” (SJPP Handbook, 2012pp 5).

The SJPP is indeed committed to maintaining a flexible curriculum which can respond to

social changes as well as developments in business, industry and other professions. It is

committed also, to providing an environment which recognizes and emphasizes the

responsibilities of the teacher and learner as joint participants in the educational process (SJPP

Handbook, 2012) .To this end, the Samuel JackmanPrescod Polytechnic strives to provide its

students with an applied theoretical base in communication arts, relevant sciences,

technical/vocational and business education upon which they may build (or change) careers,

pursue further educational goals, and contribute as citizens and workers to the social and

economic life of their country (SJPP Handbook, 2012).

The Samuel JackmanPrescod Polytechnic’s mission statement has as its core, a deeply

ingrained philosophy that speaks to collective responsibility for the faculty, the students and the

school’s governance. The mission statement speaks to an approach to promoting technical and

vocation training to students, enabling them to achieve productivity and employability. The

mission statement establishes the purpose of the institution by ensuring that they present the

necessary training to respond to the social and economic needs of Barbados.

In pursuit of their mission, the Polytechnic is guided by values such as credibility,

integrity, transparency, accountability, excellence and innovation. Critical to meeting the aims

and objectives of their mission statement as well as the strategic plan, is the further

implementation of technology to bridge the gap that is hindering them from reaching out to the

Caribbean region. Online education is becoming very popular and offers educational

opportunities that the Polytechnic should be able to take full advantage of as it move into 21st

Century teaching and learning.

Harvey, 10/27/13,

Cite sources

Harvey, 10/27/13,

how are these actualized…do they mean the same thing to all?

Harvey, 10/27/13,

do sup[porting operations align their actions with missions statement


Literature Review

The focus of the literature review will be to observe the common experiences shared that

specifically relate to the implementation of e-learning in educational institutions. The research

questions for the literature review will be related to the transition from traditional to blended

learning environments. The importance of finding and implementing approaches and/or policies

to overcoming these barriers will hopefully emerge throughout the literature reviewed. It is

hoped that the survey findings will be supported by the research literature in identifying barriers

and benefits in relation to e-learning, and distinguished between those for individuals and for the

organisation.

The barriers impeding the development of e-learning appear to be mainly technological.

Technology has a significant impact upon the nature and growth of e-learning within an

organisation. Organisations with insufficient computer resources, unreliable connection to the

internet, and outdated software face obvious hurdles to the adoption of e-learning.

Berge (1998) discussed the issues facing faculty members that are closely related to the

Caribbean experience including the impact of e-learning on workload, the changing role of the

teacher, the quality of instruction and evaluation of faculty performance. Faculty preparation is

needed for newcomers as they may think that nontraditional learning, such as e-learning is the

same as a traditional learning environment. E-learning entails a host of teaching and learning

practices, such as responding to emails, updating course sites, and holding chat sessions, all of

which are more labor and time intensive than on-campus classes.

For instructors, the advent of e-learning challenges many basic notions about adult

learning and what constitutes “good” teaching. Gupta et al (2004) showed that faculty were

concerned that the e-learning courses available to students did not provide good standards of

teaching by not delivering the same curriculum as traditional face-to-face teaching, and that

placing lecture notes on-line would reduced lecture attendance. Negative attitudes towards new

technology are particularly evident amongst older faculty, many of whom do not see the point of

learning new skills towards the end of their working life.


For instance, some instructors fear that an increase in the use of e-learning technologies

may decrease the need for teaching faculty. Further, Gupta et al (2004) stated that faculty worry

about e-learning not providing a "quality" education and that it "spoon fed" information.

Regardless of age and skills, some degree of training and support is likely to be necessary when

introducing e-learning into an organisation. The need to provide regular computer training for

faculty as well as opportunities to practice was also recommended by Gupta et al (2004). Berge

(1988) further suggests that by developing train-the-trainer session specifically for learning how

to use e-learning tools faculty may overcome this fear.

The use of electronic resources to facilitate learning and teaching is well received

by students but there may be a lack of enthusiasm and uptake of these resources by

faculty. Moving into e-learning is difficult for instructors who are already familiar with the

traditional teaching environment (Strauss, 2003). Berge, (2002) also agrees that the transition

into e-learning is rather difficult as it involves faculty converting physical teaching materials into

e-learning materials and this takes time to complete. One deterrent related to this repeatedly was

the issue of faculty workload (Berge, 1998). According to Bonk (2001), 62% of faculty

respondents indicated that “the main obstacle to using the web in teaching was the preparation

time required” (p. 8).

Berge (1998) found in his study that a majority instructors are not exposed to the

necessary software, and do not want to change their teaching styles. As a result, instructors need

e-learning training before transitioning (Strauss, 2003).

In addition, instructional design and development support was cited as being essential for

faculty who do not have the time to develop and maintain online courses (Bonk, 2001). Berge,

(1998) study suggests than an instructor should be encouraged to participate in planning and

designing the online course, as well as doing the instruction. This may mean that an instructor

who plays multiple roles must be trained to use all the necessary instructional tools in all stages

of design, development, and evaluation or the course.

Most tertiary institutions have allocated Information and Communication Technology

(ICT) resources to provide alternatives to the previously used teacher-centred "chalk and talk"


approach to learning and teaching. The barriers and potential solutions identified are useful for

those designing e-learning programs in any professional context. The main barriers are:

requirement for change; costs; poorly designed packages; inadequate technology; lack of skills;

need for a component of face-to-face teaching; time intensive nature of e-learning; computer

anxiety. These can be considered as the most prominent barriers in this particular situation and

indeed, may not be the case for other situations.


References

Berge, Z.L. (1998). Barriers to online teaching in post-secondary institutions. Online Journal of

E-learning Administration. 1(2). Summer. [Online.]

http://www.westga.edu/~distance/Berge12.html

Berge, Z. (2002). Obstacles to distance training and education in corporate organisations.

Journal of Workplace Learning. Bradford: 14 (5/6) 182-190.

Berge, Z.L. & Collins, M.P. (Eds.) (1998). Wired Together: Computer-Mediated Communication

in K-12, Volume 1 Perspectives and Instructional Design. Cresskill, NJ: Hampton Press.

Berge, Z.L. & Muilenburg, L.Y. (2003). Barriers to distance education: Perceptions of K-12

educators. Proceedings of the Society for Information Technology and Teacher

Education International Conference. Albuquerque, New Mexico USA, March 24-29.

Issue 1, pp. 256-259.

Bonk, C.J. (2001). Online teaching in an online world. Retrieved from

http://www.courseshare.com/reports.php

Brennan, R., Horton, C., McNickle, C., Osborne, J. & Scholten, K. (2003) Online learning on

location: Perspectives from regional Australia. Retrieved on 2nd August, 2004 from

http://www.ncver.edu.au/research/proj/nr1F04.pdf

Cho, S and Berge, Z. (2002), Overcoming Barriers to Distance Training and Education.

Published in Education at a Distance - the USDLA Journal Vol. 16 No. 1. Retrieved

from http://www.usdla.org/html/journal/JAN02_Issue/article01.html

Cozier, Wendell, (2000) Bridging the Digital Divide: An Institution’s Effort at the

Implementation of Online Learning, White Paper


Gupta, B., White D. A. & Walmsley, A. D. (2004). The attitudes of undergraduate students and

faculty to the use of electronic learning. British Dental Journal, Vol. 196, No. 8, pp487-

492.

Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2000) Proposals that work: A guide for

planning dissertations and grant proposals (4th edition). Thousands Oaks, CA: Sage.

Publications.

Locke, L.F., Silverman, S.J., & Spirduso, W.W. (2010). Reading and understanding research

(3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Moore, M.G. (1994). Administrative barriers to adoption of distance education. The American

Journal of Distance Education, 8(3).

Strauss H., (2003), Getting all of our courses online: A Euphoric State Case Study, E-Learn

Magazine, Association of Computing Machinery.

Draft Research Project

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