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E-learning in Management Education:
A Multi- Stakeholder Perspective
Ela Goyal
Dr. (Mrs.) Seema Purohit
Outline of the Presentation
Definition of Education
Socio-Economic Importance of Education
Issues in Traditional Education
Information and Communication Technologies – Solution
Sectors Engaged in Using ICT in Education
Different Learning Mechanisms
Factors that impact Quality of Education
Stakeholders and their requirements
Literature Review
Gaps in Literature
Objectives of the Study
Scope of the study
Methodology
Workplan
References
Education
The knowledge or skill obtained or developed by
a learning process
(The American Heritage® Dictionary of the English Language)
Education encompasses both the teaching and
learning of knowledge, proper conduct and
technical competency
(Collins Essential English Dictionary)
Most practiced method
Classroom teaching
Called the ’traditional’ system
Socio-economic importance of education
Education is socially important for the country
Large population
Access-to-education – Key focus area of Government
Education is a financially big industry for the
country
Increase in demand for quality education due to rise in
middle-class income.
Private players are investing in a big way
Issues in Traditional Education
Not interactive and collaborative in nature
Not flexible in terms of location and schedule for
both teacher and student
Course content and teaching methodology is
rigid and cannot be experimented with
Quality education received by only a few,
leading to low penetration
Large gap in terms of Digital divide
Focuses mostly on intellectual learning and
ignores experiential learning
Information and Communication
Technology (ICT) – A solution
The combination of informatics technology with
other related technologies, specifically
communication technology.
(Definition given by ICT in Education – A Curriculum for Schools and
Programme of Teacher Development, UNESCO, 2002)
How ICT resolves the issues (1)
Not interactive and collaborative in nature
Learner-centric
Learner-driven
Not flexible in terms of location and schedule for both
teacher and student
Works from anywhere and at anytime
Is self-paced
Faster
Course content and teaching methodology is rigid and
cannot be experimented with
Provides consistent content
Can be updated easily and quickly
Quality education received by only a few leading to low
penetration
Can be easily managed for large groups of people
Can lead to an increased retention and stronger grasp on
the subject
Cantoni et al, 2004
Different Learning Mechanisms
Contact Learning
ICT based Learning
E-learning Web
based
Virtual
Computer M-learning
Classroom
based
Collaborative
Paper based distance learning
Management Education
Gives a holistic picture for how to manage the 4
‘M’s of any organization – Money, Man, Machine
and Material
People with rich experience in their fields need to
know this holistic picture to perform better
Can be taken in any management institute or
while on the job
Important for the growth of the organization and
country in general
Factors that impact learning outcomes
Social
Economical
Infrastructural
Environmental
Psychological
Technological
Pedagogical Focus of
this study
Infrastructural
Technological
Pedagogical
Infrastructural Technological
Electricity Mobility Solutions
Broadband
Pedagogical
Collaborative
Space Visual aids
Time Distributed
Processing power
Teachers Visibility
Security
Teaching aids Interruptions
Bandwidth
Equipment Corruption
Simulation
Hands-on-experience
Personalized
Interactive
Communication
Privacy
Stakeholder
Someone who has a vested interest - financial,
social or otherwise, in an action or organization.
An individual or group with an interest in the
success of an organization in delivering intended
results and maintaining the viability of the
organization's products and services.
Influence programs, products, and services.
Stakeholders of Education
Students,
Teachers,
Institution heads,
Employers of recent graduates,
Employment and careers advisors,
Libraries, Education Businesses,
Parent organizations,
Government
Students,
Teachers,
Institution heads,
Government
Requirements of Stakeholders in Education
Stakeholder What is How it is When it is From Who is What it
learned learned learned whom it learning costs
and how is learned
much
Student X X X X X X
Teacher X X X X
Institution X X X X
Government X X X X X X
Requirements of different stakeholders of education
adapted from “The role of ICT in higher education for the 21st
century: ICT as a change agent for education” by Oliver, Ron (2002),
HE21 Conference
X: Stakeholder Affected
Blank: Stakeholder Not affected
Literature Review
Study Technological Infrastructural Pedagogical
Factors Factors Factors
Reedy (UK, Visual
2008) technologies
Siemens Mobility Simulation
(Canada, 2008) Solutions,
Collaborative,
Distributed
Kumar (India, Teachers, Space
2008) - and time,
Equipment
Underwood, Personalization
Banyard (UK,
2008)
Laff Interactive
(Princeton, environment,
2007) Hands-on-
experience,
Simulation
Literature Review
Study Technological Infrastructural Pedagogical
Factors Factors Factors
Nor Shariza et al Bandwidth Communication
(Malaysia, 2005)
Graham (UK, mobility solutions Space, time Interruptions,
2004) – corruption
Laffy et al Personalized,
(Columbia - Hands-on-
2003) Experience,
Simulation,
Interactive
Cavataio (Puerto Bandwidth Space, time Interactive,
Rico – 2000) Collaborative
Literature Review
Study Students’ Teachers’ Institution’s
Perspective Perspective Perspective
Reedy (UK, Choice of
2008) technology
Underwood, Perception of
Banyard (UK, teachers of
2008) different
subjects
Neset, Taylor, Specific needs of all stakeholders should be studied
Davis (2008,
US)
Laff IT professionals
(Princeton, with other
2007) professionals
Literature Review
Study Students’ Teachers’ Institution’s
Perspective Perspective Perspective
Machin, Primary
McNally and schools
Olmo (UK,
2007)
Oliver, 2006 Stakeholder groups should find the offerings
matched to their needs and expectations
Hennessy, Recommendati
Deaney(UK, ns for
2004) practitioners in
Secondary
schools
Literature Review
Study Students’ Teachers’ Institution’s
Perspective Perspective Perspective
Laffey, Espinosa, Students with
Moore, Lodree Behavioral
(Columbia, 2003 ) problems
Rodrigo, Institution’s goals
(Philippines, for using ICT and
2003) how they can be
met
Yuen, Law, Wong Expectations
(2003, HK) from teachers
about ICT use
Gaps in Literature
None of these studies checked what
different stakeholders expected from the
ICT applications used in education
Most of the studies analyzed the usage
and/or impact of a few technological/
infrastructural/pedagogical factors.
None of the studies did a comparative
analysis between face to face learning and
ICT based learning, on learning outcomes
in management education.
No study did a management stream
specific analysis.
Research objectives – Objective 1
To study the current status, issues and opportunities of ICT
applications in Management education and training
To conduct a questionnaire based survey for different
stakeholders, based on technological, pedagogical and
infrastructural factors to find out the current status of ICT
use.
To evaluate the issues in the current system
To give a weightage of high, medium and low importance to
the sub-factors in the three categories as judged by the
stakeholders.
To demonstrate a statistical relationship between the sub-
factors and usage of the ICT application.
To do a stream specific analysis between these factors and
usage of the ICT application
To state the opportunities for use of ICT in management
education as per the stakeholders’ requirements.
Research objectives – Objective 2
To study the effectiveness of ICT usage in
management education and training
To design and develop an ICT module for
management education
To expose some students to the module in their
teaching process
To compare the learning outcomes of these
students with students who have not been
exposed to the ICT module i.e. who receive
only face-to face learning, by administering
tests
To analyze the impact of the ICT
Scope of the study
Institutes for Management Education and Training in
Mumbai
Sample size
200 students from each stream (Finance, HR,
Marketing, Systems, Pharmaceuticals) of
Management education for objective 1
Multiple batches of 20-30 students for objective 2
(Random Sampling would be used)
100 teachers
20 institution heads
Government officers
Methodology (1)
Data would be collected from Institutes for Management
education and training in Mumbai
Pre-requisite for selecting the institute
Students and teachers be aware of the use of ICT in
education
Institutes should have implemented some form of ICT in their
teaching process
ICT based solution used for teaching
Finance Available
Implementation Possible
Selection of content to be taught using the ICT module
Students level
Time available
Selection of Sample
Course content
Availability of students
Methodology (2)
Questionnaire
Likert scale
Different sections for questions on
– Demographic Details
– Infrastructural factors
– Pedagogical Factors
– Technological factors
Validation and feedback by experts
– Corporates
– Academicians
Statistical Analysis
Cronbac Alpha for questionnaire validity
Correlation analysis for factors and the perceived
usage of the ICT application
Correlation analysis for ICT usage and impact on
learning outcomes
Workplan
Time frame of 2.5 to 3 years
2009 (Jan – June) – Listing Institutes,
Questionnaire Formation, Sampling
2009 (July – Dec) – Data Collection
2010 (Jan – June) – Data organizing and
Statistical Analysis
2010 (July – Dec) – Experimentation and
Comparison for learning outcomes
2011 (Jan – June) – Drawing conclusions and
writing of thesis
References
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Literacy & Department of Higher Education, Ministry of Human
Resource Development, Government Of India
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learners' perceptions of personalised learning: evidence from
Impact 2007, Technology, Pedagogy and Education, 2008 Vol. 17,
No. 3, 233–246
3. Cavataio Michele. The Future is now- Internet in the education age.
ASPIRA first annual conference in education technology
4. Clark Ruth. Six Principles of Effective E-learning: What works and
why, 2002, The eLearningGuild’s Learning solutions.
5. Graham Gordan. E-learning: a philosophical enquiry, 2004,
Education & Training; 2004; 46, 6/7; ABI/INFORM Global, pg. 308
6. Hennessy Sara and Deaney Rosemary. Sustainability and Evolution
of ICT-Supported Classroom Practice, 2004, Short Report to
Becta/DfES
7. Kelly Tom and Nanjiani Nader. The Business Case for E-Learning,
2004
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Traditional Educational System
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Of World Academy Of Science, Engineering And Technology Volume
30 July 2008
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learning and behaviour of at-risk young children: Computers in urban
education, 2003, Journal of Research on Technology in Education,
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Schools: Is there a payoff?, 2006, The Economic Journal, 117 (July),
1145–1167s
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Productivity Paradox: Technology Mediated Learning in schools, 2008
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media choice and the use of ICT to support learning: a case study,
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culture of technology in schools, 2008, Technology, Pedagogy and
Education, Vol. 17, No. 2, July 2008, 143–162
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Education: Student Engagement in Online Learning
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