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Improving Education by using Social Media for Developing Countries (Pakistan as a Case Study)
M U H A M M A D F A R A Z K H A N
Master of Science Thesis Stockholm, Sweden 2011
Improving Education by using Social Media for Developing Countries (Pakistan as a Case Study)
M U H A M M A D F A R A Z K H A N
Master’s Thesis in Media Technology (30 ECTS credits) at the Media Management Master Programme Royal Institute of Technology year 2011 Supervisor at CSC was Christer Lie Examiner was Nils Enlund TRITA-CSC-E 2011:024 ISRN-KTH/CSC/E--11/024-SE ISSN-1653-5715 Royal Institute of Technology School of Computer Science and Communication KTH CSC SE-100 44 Stockholm, Sweden URL: www.kth.se/csc
Improving education by using social media
for developing countries (Pakistan as a case
study)
Abstract The goal of this thesis is to find ways to improve education in developing countries. A
similar study was done by Alibina Mburu Osaga in parallel, with a Kenyan perspective.
The new trends of web 2.0 give opportunity to use different applications effectively in
various fields of life. The modern developed world is taking this opportunity and
adopting social media applications to improve the quality of education and also looking
forward to finding more solutions in educational practices. On the other hand,
developing countries do not seem to have a positive influence of such technologies, to
address the problems related to their educational systems. Pakistan was selected as a
case study to examine how the improvement can be introduced into the educational
sector.
To address these issues, we approached different lecturers, non teaching staff and
students from two worlds (developing and developed) for better understanding and
collected data through interviews, surveys and related studies. This helps us to
understand socio-economic values, cultures, differences, teaching methods, group
works, participation methods, student interactions, and many more different issues
related to education. We also observed some of the non educational issues of Pakistan
which can have indirect impact to Pakistan‟s educational structure like economy,
politics, technology, law and order. These investigations were focused on their specific
social, economical, educational, cultural, political and demographical needs.
The results led us to conclude three proposed models: Model 1 was designed for
distance learning for the rural segment according to their socio economic needs and
culture with focusing on limitation of technology & resources in the rural area. Model 2
is designed for dual mode of education for distance and traditional learners where
individuals can use any mode according to their needs based on time and accessibility.
Model 3 is based on virtual avatars and virtual environments. Its design focus is for
segments with good technology infrastructure and for students who want to explore fun
in education.
Recommendations were made to use these three models targeting different segments of
Pakistan and also can be used in different countries with similar backgrounds and
environment.
Förbättring av utbildnings system
utvecklingsländer genom använding av
sociala medier – En Fallstudie på Pakistan
Sammanfattning Målet med denna uppsats är att försöka hitta metoder för att förbättra utbildningen i
utvecklingsländer. En liknande studie har utförts av Alibina Mburu Osaga ur det
kenyanska perspektivet.
Nya trender i web 2.0 ger möjlighet att använda olika program på ett effektivt sätt inom
olika delar av livet. Utvecklade länder tar tillfället i akt och anammar applikationer
inom sociala medier för att förbättra kvaliteten på utbildning och samtidigt försäkra sig
om en positiv framtida utveckling för utbildningen. Utvecklingsländerna verkar dock
inte anamma de sociala medierna på samma sätt och går på så sätt miste om en chans att
utveckla sina utbildningssystem. Pakistan valdes som fallet i denna studie för att kunna
undersöka hur förbättringarna kan introduceras till utbildningssektorn.
För att kunna besvara våra frågor och öka vår förståelse inom området, kontaktade vi
olika föreläsare, icke- lärare och studenter från både utvecklings- och industriländer och
genomförde intervjuer, enkäter och liknande studier. Detta hjälper oss att förstå
socioekonomiska värden, kulturer, skillnader, undervisningsmetoder, grupparbeten
deltagande metoder och studentinteragerande samt många andra aspekter relaterade till
utbildning. Vi har även tagit upp andra frågor i Pakistan som ligger utanför
utbildningsområdet men som vi tror har en påverkan på det som till exempel politik, lag
och ordning, teknik etc. Dessa undersökningar har fokuserats på specifika sociala,
ekonomiska, utbildningsmässiga, kulturella, politiska och demografiska behov.
Resultaten ledde till slutsatsen i form av tre modeller: Modell 1 utvecklades för
distansutbildning för jordbrukssegmentet enligt deras socio-ekonomiska behov och
kultur med fokus på begränsningar av teknologi och resurser i jordbruksområden.
Modell 2 är utvecklad för två aspekter av utbildning, både distans och traditionell, där
individer kan använda vilken modell som helst beroende på tid och tillgänglighet.
Modell 3 är baserad på virtuella avatarer och miljöer. Utvecklingsfokus ligger på
segment med hög teknologisk infrastruktur och för studenter som vill upptäcka det
”roliga” med utbildning.
Rekommendationer har lämnats för att använda dessa tre modeller i olika segment av
Pakistan och de kan även tillämpas i andra länder med liknande bakgrund och miljö.
Preface This thesis would not have been possible without the help and support of numerous
friends, students, and teachers. I want to avail myself the opportunity to give gratitude
where it is due.
In the first place, I would like to thanks Alibina Mburu Osaga for working together and
giving support on various occasion.
I would like to thank my supervisor Christer Lie for valuable support and feedback
during the degree and especially in this thesis.
I would specially like to thank all teachers, non teachers and staff for giving their
valuable time for interviews.
Last but not the least, I would like to thank all the participants who took out time to fill
in questionnaires and participated in interviews.
Table of contents
1 Introduction ........................................................................................................................... 1
1.1 Background ................................................................................................................... 1
1.2 Problem discussion ....................................................................................................... 1
1.3 Purpose .......................................................................................................................... 2
1.4 Work division ................................................................................................................ 2
1.4.1 Alibina ................................................................................................................... 3
1.4.2 Faraz ...................................................................................................................... 3
1.5 Delimitations ................................................................................................................. 3
2 Literature Review .................................................................................................................. 4
2.1 Web 2.0 ......................................................................................................................... 4
2.2 Social Media ................................................................................................................. 4
2.2.1 What is Social media? ........................................................................................... 4
2.2.2 Types of social media ............................................................................................ 5
3 Education .............................................................................................................................. 7
3.1 Definition of education ................................................................................................. 7
3.2 Educational structures ................................................................................................... 7
3.2.1 Traditional ............................................................................................................. 7
3.2.2 Blended ................................................................................................................. 8
3.2.3 Distance ................................................................................................................. 8
3.2.4 Distance manual .................................................................................................... 8
3.2.5 Distance computerized .......................................................................................... 8
3.2.6 Distance online (e-learning) .................................................................................. 8
3.2.7 VU (Virtual worlds) .............................................................................................. 9
3.3 Education in developed countries ................................................................................. 9
3.4 Applications of social media used in education .......................................................... 10
3.4.1 Blogs ................................................................................................................... 11
3.4.2 Social network ..................................................................................................... 11
3.4.3 Virtual world ....................................................................................................... 11
3.4.4 Video ................................................................................................................... 11
3.4.5 Messengers (Skype, Yahoo, Msn and others) ..................................................... 12
3.4.6 Wikis, Online articles and text based information .............................................. 12
3.4.7 Online streaming sites ......................................................................................... 13
3.4.8 Others .................................................................................................................. 14
3.5 Education in Developing countries ............................................................................. 14
3.6 Pakistan ....................................................................................................................... 16
3.7 Educational structure in Pakistan ................................................................................ 16
3.8 Virtual university and distance learning in Pakistan ................................................... 17
3.9 Factors effecting education in Pakistan ....................................................................... 18
3.9.1 Social ................................................................................................................... 18
3.9.1.1 Population ........................................................................................................... 18
3.9.1.2 Religion & Culture .............................................................................................. 19
3.9.1.3 Illiteracy .............................................................................................................. 19
3.9.1.4 Gender ................................................................................................................. 20
3.9.1.5 Poverty ................................................................................................................ 20
3.9.1.6 Corruption ........................................................................................................... 20
3.9.1.7 Human resource and skilled workers .................................................................. 20
3.9.2 Technological ...................................................................................................... 21
3.9.3 Economical .......................................................................................................... 21
3.9.4 Political ............................................................................................................... 22
3.10 Educational factors required to develop current model .............................................. 23
3.10.1 Value ................................................................................................................... 23
3.10.2 Quality ................................................................................................................. 23
3.10.3 Credibility ........................................................................................................... 23
3.10.4 Accessibility ........................................................................................................ 23
3.10.5 Cost effective ...................................................................................................... 23
3.10.6 Time saving ......................................................................................................... 23
3.10.7 E-learning systems .............................................................................................. 24
3.10.8 Segments ............................................................................................................. 24
3.10.9 Online Security Threats ....................................................................................... 24
3.10.10 Jobs and business opportunities ...................................................................... 24
3.11 Internet Speed ............................................................................................................. 24
3.11.1 Comparison of internet speeds ............................................................................ 25
3.11.2 Market offerings in Sweden (Developed country) .............................................. 26
4 Methodology ....................................................................................................................... 27
4.1 Aim of research ........................................................................................................... 27
4.2 Research objectives ..................................................................................................... 27
4.3 Research Approach ..................................................................................................... 27
4.4 Data collection ............................................................................................................ 28
4.5 QUALITY STANDARDS .......................................................................................... 29
4.6 DATA ANALYSIS ..................................................................................................... 31
4.7 Summary of the research work Plan ........................................................................... 32
5 Data analysis ....................................................................................................................... 33
5.1 Chapter Structure ........................................................................................................ 33
5.2 Developing countries .................................................................................................. 33
Figure 11: Subdivision of interview process ....................................................................... 34
5.2.1 Lecturers .............................................................................................................. 34
5.2.2 Findings ............................................................................................................... 34
5.2.3 Non Instructors .................................................................................................... 38
5.2.4 Students Surveys Answers analysis (Developing) .............................................. 40
5.3 Developed countries .................................................................................................... 46
5.3.1 Background information on the lecturers ............................................................ 46
5.3.2 Students Survey Answers analysis (Developed) ................................................. 52
6 Discussions .......................................................................................................................... 58
6.1 Data Summary ............................................................................................................. 58
6.2 Model proposals .......................................................................................................... 59
6.3 Proposal 1: Distance learning (Non digital) – Web 2.0 based (Online) in parallel mode
59
6.4 Proposal 2: Traditional & Web 2.0 (Blended education) ............................................ 61
6.5 Proposal 3: Modified Blended system – Virtual avatars (virtual education, second life)
63
7 Conclusions ......................................................................................................................... 65
7.1 Recommendations and future work ............................................................................ 65
8 References ........................................................................................................................... 67
9 Appendix ............................................................................................................................. 71
First chapter
1
T he chapter 1 introduction: In this chapter we will describe our aim of the thesis with
background discussion, delimitation. And the most important thing is work division of thesis with another similar study.
1 Introduction
1.1 Background Education has been and will be a vital component in any given society. In the older
times it was used by the rich to create a distinction between the classes as they would
have the privilege of learning how to read and write. In African times education was
passed through verbal methods such as stories, sayings and songs.
Today, education is still playing a vital role in the society; the only difference would be
the delivery structure, which will be discussed in depth in later chapters. The new tool
being used is technology the 21st century intervention. Though based on the geographic
location the intensity is different thus coming to the distinction of developing countries
(regions) and developed, bringing about standards.
Obtaining quality education demands high levels of time investment, access to good
training institutions, exceptional performance at lower educational levels, and a healthy
bank account. With these things under consideration it becomes increasingly difficult
for the masses to attain quality education where resources are harder to come by or
when accessible institutions do not meet international standards.
Standards of education vary where one can only use the outcome as a means of
measurement i.e. how marketable are the graduates, after completing a certain
educational program. This presents the issue of quality and value. Other measures
would be the grading system used at the end of a course and accumulative score and
adaptability of the graduate to new concepts and technology in their field of expertise.
1.2 Problem discussion Developing countries have many areas that have low standards and education is not left
out. With poor technological infrastructure, large student populations, few schools,
inaccessible reading materials, and expensive resources; gaining quality education in
developing countries is usually a fete left only to the affluent.
According to Hansen she sums up five reasons why a college education would make
one a better person, this agreement can be used in all education levels,
It will likely make you more prosperous;
It will give you a better quality of life.
It will give you the power to change the world.
It will be something you can pass on to your children.
It makes you a major contributor to the greatest nation on earth.i
First chapter
2
Good education is one that provides the student with quality education; learning
relevant and useful materials, good value for money and time, provides an experience.
In order to create value in terms of monetary and time for the education recipient to be
able to stay competitive institutions need to adapt methods to help improve and
maintain certain expectations.
Social media as a „New‟ platforms and technology is currently being utilized in many
fields ranging from governance, entertainment, business-marketing, campaigns, and
even education.
Developed countries have incorporated these advancements (social media) into their
mainstream curriculum in order to provide rich, experiential education. In the instances
where these programs have been utilized, successful launches have been documented
and working programs continue to yield student alumni who attest to receiving better
opportunities; students who have gained a competitive edge in the job market.
This study will propose models that can be implemented within the developing
countries‟ education system to improve education on the basis of quality and value
creation that are cost conscious to the user.
1.3 Purpose Based on the discussions above, the purpose of this study is to improve education by
use of social media. In order to accomplish this, the following questions were
developed.
Research Question 1: What are the current educational models (physical and virtual) in
developing countries?
This will be answered in chapter three under education structures and also in chapter
five in the data analysis section.
Research Question 2: What is the structure of the standard quality educational systems
that currently implement social media and virtual applications?
This will be answered in chapter five in the data analysis section.
Research Question 3: How can the technology currently available in developing
countries are used to establish the proposed platform?
This will be answered in chapter five in the data analysis section and chapter six in
model proposal section.
Research Question 4: How will issues concerning quality, value, experience, and cost
problems are dealt with?
Cost problems and Quality in terms of value, security
This will be answered in chapter six in model proposal section and also in chapter seven
in the conclusions and recommendation.
1.4 Work division Initially the study was done as a collective effort with a fellow researcher who was
focusing on another developed country, thus the following is a detailed work division
for the whole study conducted. Chapters will be similar in terms of content and
reference.
First chapter
3
1.4.1 Alibina
Research section:
50% Interview and transcribing
Background information
Sampling area - Kenya
Written paper:
Chapter 1– 50% of the total chapter work
Chapter 3 – 100% of the Kenyan section and 40% of the other chapter work
Chapter 4– 100% of the total chapter work
Chapter 5 – 100% of the Kenyan section and 70% of the other chapter work
Chapter 6 – 100% of the total chapter work
Chapter 7 – 100% of the total chapter work
Chapter 8 (References) – 50% of the total chapter work
Chapter 9 (Appendix) - 50% of the total chapter work
1.4.2 Faraz Research section:
50% Interview and transcribing
Background information
Sampling area – Pakistan
Written paper:
Chapter 1– 50% of the total chapter work
Chapter 2 – 100% of the total chapter work
Chapter 3 – 100% of the Pakistani section and 70% of the other chapter work
Chapter 5 – 100% of the Pakistani section and 30% of the other chapter work
Chapter 6 – 100% of the total chapter work
Chapter 7 – 100% of the total chapter work
Chapter 8 (References) – 50% of the total chapter work
Chapter 9 (Appendix) - 50% of the total chapter work
1.5 Delimitations Firstly, Education is wide thus will focus on higher education, because the job market
demands it right now and they can pass on the information to the younger persons.
Secondly, although there are several developing countries that experience similar
hurdles, each has different factors specific to the region. Pakistan would be appropriate
to explore because the researcher has a general idea about the structure of the systems
and know some of the problems specific to these regions.
This is due to time constraints, resources, and educational level.
Thirdly, developed countries shall be samples without using geographic boundaries.
Reason being there are various models we can use, but due to time, accessibility and
other resources we shall use what we have available.
Finally, the type of students is the non special needs group as they will not demand
much and be easy to establish.
Second chapter
4
T he chapter 2 Literature review: In this chapter we discuss about web 2.0 new
trends, Social media and its classification.
2 Literature Review
2.1 Web 2.0 Web 2.0 is a new buzz word or some people used it for marketing. Web 2.0 is about the
change of new trends and usage of internet application from past few years. Tim O
Reilly describe web 2.0 as “change” in usage of same solution but through different
applications as you can see the change from web 1.0 to called 2.0 . The list of
application is very long, and went on and on. ii Tim called web 2.0 a phenomenon used
for designing and business modeling for next era of software applications
Source: http://oreilly.com/web2/archive/what-is-web-20.html
Figure 2.1: Difference between web 1.0 and web 2.0
The main characteristics of web 2.0 are user generated content, equality, user
interaction, control of choice in user hand, personalization, and mash up applications.
2.2 Social Media
2.2.1 What is Social media?
Social media is new buzz word. The definition of social media is as ambiguous as the
concept itself. Different scholars have different attributes about its description but they
have some aspects in common. The most appropriate definition we have come across is
from a blog by Antony Bradley
Second chapter
5
“Social media is a set of technologies and channels targeted at forming and enabling a
potentially massive community of participants to productively collaborate. Social media
has the six core characteristics of participative, collective, transparent, independent,
persistent, and emergent that delivers the unique value of social-media and, in
combination, set social media apart from other forms of communication and
collaboration.”iii
In another definition by Andreas Kaplan and Michael Haenlein
“A group of internet based that build on the ideological and technological foundations
of Web 2.0, which allows the creation and exchange of user-generated content."iv
Currently Social media has become more than just social media. It is not only sharing
information, user interaction, and equal opportunity but also transforming its self and
finding more opportunities for business, marketing, research, entertainment, education,
etc. Social media in interactive web 2.0 had become almost everything what user want
to do or need to do on internet. Through its variety of application wikis, social
networks, YouTube, messengers, blogs, virtual world, Skype, file and slides sharing and
many more. With most of free available services, it is now possible to use social media
in various dimensions of businesses, information sharing, marketing especially in
education.
2.2.2 Types of social media Social media has different forms, which provide different functions and capabilities to
the audience and creator. During the research process many interesting logics and
classifications were identified, according to Raja (Suraj), 2010v blogs the most
appropriate. He also pointed out that general classification of social media types are
divided into three categorized as „Social Bookmarking‟, „Social Networking‟ and
„Media Sharing‟.
2.2.2.1 Social Bookmarking
Bookmarking is a type of feature that allows one to save a desired site upon visiting it
using bookmark features found in the browsers. Social bookmarking uses the same
application as browser bookmark and is used by millions of users to save and can be
used anywhere on the go. In addition to this they can share with friends and family.
Digg.com, Stumbleupon.com and Delicious.com are some of famous bookmarking sites
which allow you to share preferences and favorite sites with others.
2.2.2.2 Social Networking
Basic purpose of social networking site is to connect friends and family virtually and
more smartly. It was due to social networks that friends and family get updated about
individual, what he/she is doing, and how and where is he automatically by updates. But
now social networks are also transformed into a bigger and powerful platform for
information sharing, video/photos sharing, entertainment, political campaigns,
marketing, businesses and many more.. Face book, twitter, MySpace, LinkedIn and
many more are some of very famous social networking sites.
2.2.2.3 Media Sharing
Media sharing or you can also name it as social sharing. It can be both, UGC (user
generated content) or content from mass media which people likes and share on social
networks usually. Media sharing can be videos, audios, photos, text, slide share, blogs,
Second chapter
6
Google doc and many more.. The few most popular and common sites of media sharing
on internet are YouTube, Metcalfe, slides, virtual world, gaming communities and
document sharing websites, file sharing etc
Third chapter
7
T he chapter 3 this chapter will start with education and its different education
types followed by new educational practices in modern world and usage of different applications of web2.0 in education. Later in this chapter we will discuss Pakistan, its existing education model and different issues related to effect education in Pakistan.
3 Education
3.1 Definition of education
Education is interpreted into various definitions:
„‟the act or process of imparting or acquiring general knowledge, developing the
powers of reasoning and judgment, and generally of preparing oneself or others
intellectually for mature life.‟‟ (http://dictionary.reference.com/browse/education)
Based on this definition, education is seen without any particular setting or age group
and the whole process of education is not bound by time as it is a continuous process
from birth till death.
„‟any process, either formal or informal, that shapes the potential of a maturing
organism.‟‟(http://encyclopedia2.thefreedictionary.com/Education)
With this definition outlines the types of education,
1. Formal - classroom bound.
2. Informal - not bound to a classroom setting.
For this research, education will be defined as the development of skill, knowledge, and
character through the process of teaching, study or experience.
3.2 Educational structures There are various ways formal education is conducted in the world today, and this is
due to various factors ranging from economic, cultural, political, technical and social,
these will be discussed later in this chapter. Although identifying all the available
models would give an accurate account, a classification was done to give a broad
perspective and adequate base for the research.
3.2.1 Traditional
In traditional teaching, teacher or instructor is controller of classroom. He designs his
lectures, exercises and practices under his responsibility according to his or institutional
given guideline of content and knowledge. The classroom environment is more directly
competitive. In traditional education, role of management committee or discipline has
also a significant importance to arrange the session and required resources
appropriately.vi
Third chapter
8
3.2.2 Blended
With the passage of time and introduction of modern technologies had increased some
easiness and effectiveness in educational practices. Blended mode of education is a
modified form of traditional education system with introducing some modern
technologies in it. In this mode traditional instructor can use projectors, social media
applications and mass media according to his desired and need with no additional cost.vii
3.2.3 Distance
One of the less famous but existence mode of education is „distance learning‟ also term
as „distance education‟ synonymously. Distance learning is a mode where learner and
instructor are not physically present with location and time perspective. Distance
learning can be designed for a group or individual depends on some considerations that
should be taken regarding designing the course, instructional methods, medium of
instructions, way of communication and some administrative issuesviii
. We categorized
distance learning into three categories.
3.2.4 Distance manual
In this mode of manual education medium of education is asynchronous. Instructions,
lectures videos are being sent by postage. This manual way of communication is used
where internet services are not good enough to do the things online or where people
have low literacy, economy and unfamiliarity with computer. Its consider to be more
expensive than distance computerized as video audio recording and postal charges are
still more as compare with internet cost where most of the things and services are freely
available. The contents, exercises and courses in this mode designed in this way that
students can test their performances by self-tests, and projects ensure there is plenty of
opportunity to assess your own progress and to receive feedback and guidance from
your instructorix
.
3.2.5 Distance computerized(Cyberspace)
This mode of distance learning used as asynchronous. It offers cheap and effective way
of education through internet. Educational methods or practices design in effective way
with the help of modern social media applications and tools. Students upload; download
assignment and instructions electronically from particular web. Lectures can be
uploaded in video or audio format. Communications gap overcomes by emails, chat,
forums, and blogs.x
3.2.6 Distance online (Enhanced e-learning- Live)
In this format mode of lectures or assessment is synchronous either with the help of
social media applications or by mass media or phone. Most of the features are same as
in distance computerized. The synchronous way of education gives more real feeling of
class room lectures. Students feel themselves in blended way with more time efficiency,
time independency, effectiveness and quality. Group discussions, communication done
in participation of video online chat. Adobe connect, doodle, Skype meetings, files on
slide share, common document editor like Google doc, pointing devices like digital
keypad which can be used as digital electronic wall board for discussion, social
networks groups, blogs, forums used for important information sharing and many more
such application inviting, motivating and opening doors for new way of education
methodsxi
.
Third chapter
9
3.2.7 VU (Virtual worlds)
Virtual world is an internet based platform, where everything is designed in simulated
way. All users in this virtual world interact via animated motion able avatars. It was
introduced earlier for entertainment and gaming purposes but with passage of time
educators realized to use it as powerful platform for collaborative e-education. This way
of education is also fun for instructors who feel distance learning is boring due to no
direct interaction with students. Virtual worlds also provide opportunity with real
effects. For example in school we taught about different famous personalities or leaders.
Why not meeting with them? Studying space why not visit space.
The classroom, university, course can be design and create with less effort, more
productivity, less resources and no additional cost.
Figure 3.1: Virtual classrooms
Many experts call virtual world as future of education. Educational practices are done
by virtual lectures, live student participation, virtual study tours, role playing, operating
simulated equipment, designing and constructing things virtually like bridges,
construction works, clothing , jewelry.
3.3 Education in developed countries High skills knowledgeable domain of experts, teachers or instructors, easy access of
new innovative and effective technology, share resources, more funding options,
honesty and good structure of educational model makes better education environment in
developed countries.
In developed societies social media applications or virtual world platform of education
is being introduced effectively to improve and education and its quality. Educational
experts trying to bring more ways to educational practices for making it easier for every
actor involved in education with maintaining quality and knowledge. For example in
South Korea government is keen to invest on robot teacher education(R-learning) for
some courses like English in schools. “The government will invest 1 billion KRW
($8.69 million USD) in 2011 to expand the system to 500 preschools, with funding
Third chapter
10
growing to a planned 40 billion KRW ($36 million USD) in 2012. By 2013 the system
will be used in 8000 schools”.xii
Figure 3.2: R-learning in Korea
In traditional universities in Sweden, classrooms are equipped with multi media and
wireless fast internet. Students can access fast internet through mobile wireless network
on their laptops or by using 3g mobile networks on their laptops or smart gadgets like
phone, iPod. Besides of these computer labs which are almost open whole week and
every day with fast and unrestricted internet freely available with printer, copy machine
and scanners. The shared resources like public library can be accessed without any
membership subscription.
3.4 Applications of social media used in
education Social media applications provide new and exciting opportunities when integrated with
educational practices; they facilitate convenience, flexibility, freedom of time and
reduce demand on resources. According to Hrastinski et al. (2010:659), “Synchronous
media were argued to be more useful to support tasks and exchanges such as planning
work.”xiii
A research by US education department showed students perform better when they took
lectures fully or partially online based as compared to traditional lectures.xiv
Other statistics are as follows
Caraher and Braselman (Caraher & Braselman, 2010:13).xv
states that
64% of students use social media to „connect with classmates‟ to study or work
on class assignments at least several times per month.
41% use social media to „study or work on class assignments‟ at least several
times per month.
27% use Social Media to „connect with faculty to study or work‟ on class
assignments, at least several times per month
Third chapter
11
3.4.1 Blogs
Blogs are web based social technological phenomenon about small files which are used
for information sharing. The first official blog was recorded in 1998 and according to a
video interview Kim Cavanaugh,xvi
till 2008 there are explosive growth in blogs. Today
there are millions of blogs; according to research 70 % student under the age of 18 have
a blog.xvii The blogs are another vital application can be used for communication,
information sharing, designing courses and much more.
3.4.2 Social network
Social networks are most famous on internet. It is not only used to connect friends and
family virtually but also it is touching different aspects of life, in which spreading
education is one of them. Social networks not only used by staff but also by many
students groups disseminating and sharing knowledge. Users own the control of
information as it is not bounded or limited to anyone.
3.4.3 Virtual world
Virtual education gives more educational practices which a traditional classroom
atmosphere cannot give. You can design the course out of the limit according to your
perception and need. If studying history why not to make history in virtual world. It is
cheap which require a Pc with internet.
3.4.4 Video
Videos are another powerful medium used in education. Its consumption and production
is continuing exploding growth rate. One could understand video consumptions and
growth by 6 year old YouTube statics. YouTube exceeds 2 billion views a day, with 24
hour of average upload every minute and 136 million people watched professional
video contents online in January 2009 (Musil, 2005) xviii.
The shared knowledge by video set some interesting examples like Khan Academy. A
guy from Bangladeshi American teach mathematics to his cousin through YouTube
videos and after few day the videos hit with explosive views which motivates Salman
Khan to teach more through videos. The guy started creating more videos at home alone
with his computer with audio video recording and pointing device pad. His way of free
teaching become popular with the brand name Khan Academy through over 2000
videos on YouTube. The quality and student friendly videos can be judge by number of
views to his videos, over 70000 student visit every month and over 35000 videos are
watched every day(Aaron, 2011).Later with millions of dollars as donation and Google
support allow him to expand Khan Academy more. Now Students of khan Academy can
self asses, the understanding of videos through some new applications and exercises
available on their site. Teachers can monitor students in group. xix
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Source:http://www.thecitrusreport.com/wpcontent/uploads/2010/05/khan_acade
my1.jpg
Figure 3.3. Khan’s Academy educational model
Videos recorded lectures also give time flexibility to students. For research student
many interviews of experts are available on YouTube or similar online communities by
which they can get benefit.
3.4.5 Messengers (Skype, Yahoo, Msn and others)
Messenger services are being used as one of best alternative for face to face video
meetings, online discussions, live text chat, group discussions (Conference calling).
These applications are globally available free of cost.
3.4.6 Wikis, Online articles and text based information
Online articles, web information, text based forum and blogs are widely use to explore
the knowledge in fast, easy and convenient way. The variety of articles and its volume
had increased rapidly. One can imagine the size of knowledge available in such format
with following figures of Wikipedia articles.
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Source: http://en.wikipedia.org/wiki/Wikipedia:Size_of_Wikipedia
Figure 3.4. Wikipedia size and user
According to Wikipedia stats only in English version they have more than 3 million
articles with more than 11 million users.
3.4.7 Online streaming sites
Online streaming videos or audio is another medium used in education. Some lecturer
used online radio by using online interactive web 2.0, where radio broadcast is designed
to make use of audio streaming to computers. Students have opportunity to ask
questions during live session through Skype or chat dialog box available on the same
radio web. The education and lecture usually designed in a way that it won‟t let students
bored, they mixed music, commentary, interviews and call in questions. Students are
allowed to record the lecture and option available for recording. Dr.Bryan is doing
similar practices from many years through
Live Internet Radio Broadcast
Live Group Video Broadcasting
Virtual Environments
Cloud Computing
Point-to-Point Video Conferencingxx
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Source: http://bcmini.squarespace.com/
Figure 3.5. Used of technologies in education by Dr.Bryan
3.4.8 Others
Beside of above mentioned application being used in education, there are many other
application which are contributing fruitful results in support of online education. All
applications have different functionality and purpose of using depends on the one‟s
requirement and needs. For example Slide share, Google doc, online books, library
catalogue, emails, flicker, online search engines, online survey design and many more.
It allows you to keep information private and share with only restricted rights or
authentic users. Beside of these globally available applications there are some specific
web based applications which give restricted rights and permission. For example in
Sweden there is a web portal by name www.itslearning.com which allows universities,
instructors and student to share information and knowledge and decreased
communication gap between these actors. In plus almost every university especially in
developed country own a private web portal for similar practices.
3.5 Education in Developing countries Education is one important seed consider as development of a society and their
economic growth. According to UNESCO
In 2008, 796 million adults worldwide (15 years and older) reported not being able to
read and write and two-thirds of them (64%) were women. The global adult literacy rate
was 83%, with a male literacy rate of 88% and a female literacy rate of 79%. More than
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half of those unable to read and write – 412 million – lived in Southern Asia. A further
176 million adults were in sub-Saharan Africa. Together, these two regions accounted
for three-quarters (74%) of adults unable to read and write worldwide.xxi
Figure 3.7: Adult literacy rate
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3.6 Pakistan Islamic republic of Pakistan is a South Asian developing country with total area
is 796,096 Square Kilometer lying
between latitude 240 and 370 North
and longitude 62o and 75o east.xxii
And
over 170 million inhabitants in which
97% are Muslimsxxiii
. Strategically
Pakistan is border with Afghanistan,
Iran, China, India and Arabian Sea.
Pakistan comprised with 4 provinces
(Sind, Punjab, Khyber-Pakhtunkhwa
and Baluchistan), one federal city
(Islamabad) and two tribal federal
administered areas (Fana and Fata).
Two third populations of Pakistan lives
in rural areas rely on agriculture which
is also the main economy of Pakistan.
Urdu is national and English is official
language in plus there are many other
languages spoken in Pakistan Punjabi,
Siraiki, Sindhi, Pashtu, Balochi,
Hindko, Brahui, Burushaski, Balti,
Khawar, Gujrati and other languages
with small numbers of people and
areas.
Figure
3.8: Adult literacy rate
3.7 Educational structure in Pakistan
Beginners education start from age 3-4 than formal education of Pakistan is
divided into 5 categories. Primary education start with grade 1 to 5, middle from
6 to 8, high school 9 and 10, intermediate 11 and 12(college), and finally lead to
universities for degree for diploma or graduation, master and PHD.
Parallel with formal education there is Islamic religious education done through
madaris (Islamic schools) under the law of Islam in Quran and Sunnah (practical
life, sayings and teaching of Holy prophet Muhammad- peace be upon him).
This type of education is more popular in rural areas and it’s comparatively
cheap or either free.
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Source: Ministry of education Pakistan
Figure 3.9 Educational structure of Pakistan
3.8 Virtual university and distance learning in
Pakistan Virtual university on distance education roots can be seen in almost a decade back in
2002 in Pakistan, when Pakistan‟s first virtual university setup is launched. VU is a
nonprofit organization aiming to provide quality education in affordable prices. They
have campuses in different part of Pakistan. They used TV broadcast and radio
broadcast to disseminate their online lectures which students also can watch online from
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student‟s portal.
Figure 3.10: Virtual university of Pakistan’s educational model
Source: Naveed A.Malik, Virtual University of Pakistan: A Role Model for Electronic
Distance Learning in the OIC Countries
They used satellite for broadcasting their TV and radio which is more cost consuming.
Later in this report we will suggest some proposals which could be more cost effective.
3.9 Factors effecting education in Pakistan Education is most vital necessity to build and developed societies. Only educated
and vibrant societies can build better economy of their countries. There are numerous
factors directly or indirectly involved to address the educational problems in Pakistan.
Through interviews and discussions we identify following factors influencing the
quality of education in Pakistan
3.9.1 Social
3.9.1.1 Population
Population control is one of the critical issues in Pakistan. As described earlier
the major population of Pakistan lives in rural areas where illiteracy rate is
higher. Population control and awareness is considered as sinful act from many
religious Islamic clerics. Population does not impact only country’s economic
but also connect and generate many social, economical, educational problems.
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Parents lose control and cannot focus on children growth, education and
betterment if they have more babies. There is need to pay more attention on
population control so that government can provide better resources and
education to millions of children every year.
3.9.1.2 Religion & Culture
- Women’s education is strictly prohibited in some rural areas of Pakistan
- Population control is being considered as sinful act by many religious
clerics.
- People are divided into ethnic, political, religious groups. They feel more
secure if they remain in groups. This might be due to the governmental
failure to create trust in people eyes.
3.9.1.3 Illiteracy
As discussed earlier that about two third of Pakistani population lives in rural
areas. And the major source of income is agriculture. Majority is living in
poverty and illiteracy
Figure 2 : Data indication of country’s illiteracy
Only 33% percent of whole nation able complete secondary education. The
illiterate parents un aware about importance of education to children.
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3.9.1.4 Gender
Pakistan is male dominant industry. It is still very common that female’s
education is consider less importance, and situation is alarming in rural areas
Year 2008 Primary Socondary Tertiary Literacy Rate (% of population 15+)
Male 66,9 36,9 5,6 66,8
Female 53,4 27,9 4,8 40,0
Table 3: Gender specific literacy rate
Source: UNESCO Institute for Statistics in EdStats, October 2009
Note: Data is from 2008 or the most recent data year (2004-2008).
3.9.1.5 Poverty
According to UNESCO institute for statics GNI per capita (US dollar) is 860 and
unemployment ration is 5 (Male 5/ Female 8). Education is considered as investment
with unreliability of future predictions on children. With high unemployment ratio and
economic down fall of country give parents second thought to invest on property or
business instead of education of their children. The business or property value always
rises with passage of time while investing on high educational cost could give uncertain
results.
3.9.1.6 Corruption
Another dilemma of many devolving countries and also Pakistan is corruption, bribe,
favoritism, and unethical ways. The corruption is widespread in all society and
governmental systems. Even on many occasions, once cannot do its legal thing without
bribe. With such high corruptions trends education cannot be improved because of
whatever budget is set for education fails to reach its aim.
“The World Economic Forum's Global Competitiveness Report (2007-08) identifies
corruption as the third greatest problem for companies doing business in Pakistan.
Roughly 40 percent of companies in Pakistan feel that corruption is one of their major
concerns.”xxiv
3.9.1.7 Human resource and skilled workers
One advantage of huge population is number of skilled staff and human
resources are not limited. Pakistan has huge potential in field of human
resources in every field of life. Only the need is to polish them. Pakistani skilled
workers, engineers, doctors serving globally in developed countries.
In teaching Pakistan have good knowledgeable and intelligent teachers. The
need is to develop their computing skills and make use of them in right way. If
technology can be used and lighten their workload than trained teacher can
fulfill the demand of educational needs to youth.
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3.9.2 Technological
Use of technology is solution to lighten the workload and cost effectiveness. Developed
countries are using technology and trying to transform their educational models with the
help of modern developments. In Pakistan this modern transformed phenomenon of
education is new. Also the technological barriers are bigger than developed countries.
3.9.2.1 Electrical
Power and electricity is backbone of industrial growth. Currently Pakistan is
suffering with major shortage of electricity due to many reasons. One of the
barriers to use technology in education is electricity crisis and its unreliability of
availability.
3.9.2.2 Internet
Due to the monopoly of PTCL (Pakistan telecom corporate limited), PTCL is
only upstream ISP for 98% of small local ISP (Internet service provider) in
Pakistan. Pakistan backbone of internet is connected through a single fiber optic
cable though sea shore via Dubai. Few years ago the cable was broken and
whole country was under internet crises for couple of weeks until its repair. Now
a day‟s internet connection is in better shape especially in urban population.
User who use broad band connection can easily used internet with video, audio,
online chat. In interview with Robin Teigland, also talk about the uncertainty or
unreliability of technological problem can hit anyone during the online session.
But still she beliefs that technology and fast internet connections especially in
western world are good enough to support online session with minor problems.
3.9.2.3 Buying power of Technology
Due to the poverty factor the trends of laptops and mobile technology is almost
rare. People used internet only at home and universities. Though some mobile
operators provide internet connection on small smart gadgets but speed of
internet in such medium is very slow.
3.9.3 Economical
Following are the allocations for education sector out of 663 billion in budget
presented in national assembly of Pakistan for year 2010-11.
Rs.15762.5 million for Higher Education Commission
Rs.5140.9 million for Education Division.
Rs.152.9 million for Women Development Division.
Rs.107.6 million for Social Welfare and Special Education Division.
GST (General Sale tax) will not apply on educationxxv
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Figure 3.14: Budget allocation of funds on education for year 2010-11 in Pakistan
Source: Ministry of education Pakistan
Government spends its 11% of budget in education sector which is not enough
to support a good balance educational structure considering the population.
3.9.4 Political
3.9.4.1 Internal politics
Political instability led negative influence on country economics and education.
Creating situation and establishing political campaigns in universities and
colleges is very easy in Pakistan. Using young students groups by funding them
and use them when required is unethical but cheap solution for corrupt leaders in
Pakistan. These political groups many times collide on some political issues and
destroy discipline in educational environment for learners. Beside of campus
discipline the unstable situation of politics also disturb the schedules and plans.
Due to strikes on political issues whole country suffers which also affect
cancelation of exams, lectures and unofficial holidays.
3.9.4.2 International politics and war
Geographically Pakistan lies in a very strategic position, in the region where
every country has vital role in international politics. The international politics
and war in region as well as in limited area of Pakistan influenced tremendously
to Pakistan’s economy and education. Especially economy and education is
destroyed in northern part of Pakistan where limited scale war is on.
The tribal people consider government of Pakistan as their enemy and attacks
and counter attacks can be seen in whole country. Every terrorist activity and
undesirable law and order situation had great impact on every educational
institution to follow plans and schedule.
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3.10 Educational factors required to develop
current model Before suggestion and designing the new models of education we also look into the
value perceived by all stakeholders involved in education.
3.10.1 Value
Value is the perceived worth of a product or offer which motivates buyer to buy.
Anderson and Nauras in their book understand, creating and delivering value mentioned
the framework for creating value as a 3 dimensional process associated with many sub
processes.
In interviews and practical experiences and student surveys helps us to identify
factors involved in value creation for different stake holders in Pakistan. We identified
quality, credibility, accessibility, cost effective solution, time efficient, security,
carefully designed offers to segments and future worth of education to individuals as
different attributes of value perceived by different stake holder in educational system.
3.10.2 Quality
According to latest release by Webometrics of world‟s universities ranking the first
Pakistani university rank in the list is at 1692 position.xxvi
Students are not getting
quality education in poor class facilities given at local universities.
3.10.3 Credibility
There are number of fake universities with no affiliation with any university or
governmental institution. The poor and illiterate people were being victims of such
universities in Pakistan. The educational system should be recognized and affiliated
with HEC (Higher education of Pakistan).
3.10.4 Accessibility
The most of the population lives in rural areas. And most of the universities are located
in urban site which are inaccessible especially to female students. A large youth of
Pakistan travel to cities and find hostels and share accommodations. Inaccessibility is
another reason causing high illiteracy rate in Pakistan.
3.10.5 Cost effective
As we discuss earlier about the poverty and population. The typical Pakistani home
structure is depend on head of the family income usually father. House wives and
children are dependent on father income with no governmental aid. A family needs to
survive on their own. Parents look for better quality opportunities for their children in
limited resources.
3.10.6 Time saving
Modern technologies gave ease and effective way to use technology with comfort and
convenient way to use it at any time according to use. It saves your time and energy. For
Understanding Value Creating Value Delivering Value
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example for submitting a report now you do not need to travel instead use email or
upload files. Modern solutions need to be use in time saving manners.
3.10.7 E-learning systems
In modern world universities develop their own secure platform for education to share
knowledge, access knowledge, coordination and communication between students and
teachers. Such platforms are restricted and only students have limited access depend on
teacher what he/she wants you to share.
In contrast in developing worlds some universities have such system and some not. In
those universities who do not have such system their students found different
decentralized solutions for communication and sharing. They used different file servers
for uploading and downloading course material, use emails attachments and messengers
for communication. Even they don‟t have access to use previous data, reports and
articles written on different topics. Due to this decentralized process, knowledge cannot
be kept in a centralized way and cannot be access further in future.
3.10.8 Segments
Due to different socio economic factors there cannot be a one model of education for
all. Though there could be similarities in models. For instance if the there are lack of
technological resources in rural areas than it is not a useful solution to implement social
media education in such areas.
3.10.9 Online Security Threats
Online education trends are modifying the shape of education worldwide. Internet is
approaching its influence in education segments. With this gaining momentum of e-
learning there are some security threats. Students upload their intellectual property in
forms of their ideas, reports. If site is being hacked than there could be severe loss to
student’s mental performance.
As number of students increased, passwords, secure log ins, data archive and website
security and integrity need to be addressed. For student credibility on system, students
must be assured that their intellectual data is safe and its university responsibility to
make security stronger of their web site.
3.10.10 Jobs and business opportunities
Lack of job and business opportunities also a de motivation factor on developing
countries like Pakistan. The country downfall economic and struggling faces of their
seniors in market in search of jobs or better jobs. Students and parents tried to go for 2nd
option to invest their money in business or banks instead of paying fees to private
educational institutions.
Government need to focus and provide a healthy environment for businesses which
automatically create jobs opportunities for youth. Secondly universities can play a role
of internship collaboration between industry and students. Or they can also design their
educational setup in collaboration with organizational need of human resources in
future.
3.11 Internet Speed To compare the internet speed and market offers available in both developed and
developing country first we identified to catch up the actual need of individual user to
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run modern web 2.0 applications flawlessly. In the chart below you can see the different
applications and their bandwidth requirement:
Application Rate
Personal communications 300 to 9,600 bits/sec or higher
E-mail transmissions 2,400 to 9,600 bits/sec or higher
Remote control programs 9,600 bits/sec to 56 Kbits/sec
Digitized voice phone call 64,000 bits/sec
Database text query Up to 1 Mbit/sec
Digital audio 1 to 2 Mbits/sec
Access images 1 to 8 Mbits/sec
Compressed video 2 to 10 Mbits/sec
Medical transmissions Up to 50 Mbits/sec
Document imaging 10 to 100 Mbits/sec
Scientific imaging Up to 1 Gbit/sec
Full-motion video 1 to 2 Gbits/sec
Second Life 500 kbits/sec
Skype Video Calling 128 to 300 kbps
Table 5: Different application and requirement of internet speed
Source: http://www.linktionary.com/b/bandwidth.html
http://wiki.secondlife.com/wiki/Lag
https://support.skype.com/en/faq/FA1417/How-much-bandwidth-does-Skype-need
3.11.1 Comparison of internet speeds
3.11.1.1 Market offers available in Pakistan (Developing)
To meet the basic requirements of all above mentioned necessary and major use of
social media applications all 3 suggested minimum 2mb of connection for individual
home based students. Here you can also see the list of packages available for home
users and small businesses. These connections are available more than 1000 cities and
towns of Pakistan.
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Company Speed Price
Cybernet Broadband 0.5 Mbps Rs 1150
PTCL Broadband 1 Mbps Rs 1199
PTCL Broadband 2 Mbps Rs 1499
PTCL Broadband 4 Mbps Rs 1999
PTCL Broadband 6 Mbps Rs 4999
PTCL Broadband 8 Mbps Rs 6999
PTCL Broadband 10 Mbps Rs 9999
Table 6: Pakistan’s internet speeds market offer
Source: http://www.ptcl.com.pk/related_pages.php?pd_id=111&rp_id=113
http://www.cyberxtreme.com/package.html
3.11.2 Market offerings in Sweden (Developed country)
Company Speed Price
Bredbandbolaget Broadband 2-6 Mbps 249 SEK
Bredbandbolaget Broadband 6-12 Mbps 249 SEK
Bredbandbolaget Broadband 12-24 Mbps 249 SEK
Bredbandbolaget Broadband 20-60 Mbps 249 SEK
Bredbandbolaget Broadband 60-100 Mbps 249 SEK
4G mobility dongle (only
available in 4 cities)
Bredbandbolaget
Broadband 80 Mbps 549 SEK
Comhem Broadband 10 Mbps 249 SEK
Comhem Broadband 25 Mbps 329 SEK
Comhem Broadband 100Mbps 399 SEK
Comhem Broadband 100-200 Mbps 499 SEK
Bredbandbolaget Broadband 60-100 Mbps 249 SEK
4G mobility dongle (only
available in 4 cities) Tele2
Broadband 80 Mbps 299 SEK
Table 7: Market offering of speed in Sweden
Source: http://www.comhem.se/comhem/bredband/-/5622/5622/-/index.html
http://www.bredbandsbolaget.se/bredband/bredband8/index.html
Available option for internet surfing in developing country (Pakistan) starting from 512
kbps to maximum 10 mbps for home based user. While available internet speeds
offerings in developed countries are vast and high. In Sweden internet connections
available for individual users ranges from 10 mbps to 200 mbps. Also the mobility
through dongle device and new 4G technology is still not available in Pakistan.
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T he chapter 4 The objective of this chapter is to identify methods available that can
be used for the research, justify the selected methods used and demonstrate how the data will be
obtain by showing sample techniques and results of these techniques.
4 Methodology
4.1 Aim of research The aim of this research is to establish how social media can be used to improve the
current educational structure in Pakistan.
4.2 Research objectives There are many categories of research but those common particularly to scientific
research are descriptive, explanatory, exploratory (Yin, 2003).
To achieve the aim of the proposed research, the following objectives must be
undertaken.
1. Identification of current standards of the education structure and technology
used
2. Understanding the intricacies of social media as technology is used in education
3. Based on the first two points finding out how the current standards can be
uplifted by adapting already existing models or modified models.
According to the classifications of research types, this thesis is both descriptive and
analytical in nature; with its design tending towards a more descriptive method
(Kothari, 2010)xxvii
4.3 Research Approach
Scientific research can adopt two approaches namely (Kothari, 2010)
1. Qualitative: Data garnered from this approach tends to have more subjective
tendencies because it places focus on in depth attitudes, behaviour and experience.
Though few scientific studies of existing phenomenon adopt it for their research. It is
however, very essential when consolidating ideas in preliminary research and
brainstorming for novel solutions in new fields.
2. Quantitative: This type of research approach is more objective. It focuses on
numerical analysis, rather than an in depth analysis of experiences. Unlike in qualitative
types of research, quantitative studies require a large sample population in order to
make more accurate generalizations on result findings.
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We chose the qualitative approach as the primary focus for our study because it
represents a new field. We however combined the quantitative approach with qualitative
aspects. The combined approach was designed particularly to meet the research
objective of quality. The information required needed personal expression and great
detail to be of any use to our objective.
4.4 Data collection
Primary and Secondary data have been identified as the two main classifications of data
(Patel & Davidson, 1994) & (Saunders et al., 2007)xxviii
1. Primary data refers to data collected raw i.e. data that researches obtain
directly from the source, sometimes referred to as non-existent data.
2. Secondary data refers is the collection and analysis of already existing
compiled data. Data obtained in this sense, has already been collected and
consolidated by another party.
As per 2010, when the proposal for this research topic was made, there were very few
secondary data sources available on the subject matter, particularly in relation to the
region: Pakistan. As such, it was decided that the best possible data collection method to
utilize would be primary data sources.
Primary data can be obtained through interviews, questionnaires and observation.
Notably, observations of participants can be made both in controlled and natural
settings. Furthermore, apart from utilizing these three primary data collection
approaches for our research, we supplemented our sources using information on already
existing educational structures obtained through secondary data collection mechanisms.
These included written material on the subject matter retrieved from internet searches,
library articles and journals.
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Figure 8: Forms of interviews (Saunders et al., 2007:313)xxix
We opted to use both standardized and non-standardized interview structures. Some
interview were conducted as one-to-one forms; others face-to-face, and some were
transacted over the telephone or internet. The variation was inevitable because not all
the participants had flexible schedules. Similarly, we had limited time to collect the
data, and other allowances were made for respondents with geographical constraints.
4.5 QUALITY STANDARDS According to Denscombe (2000), validity is achieved if the collected data and methods
are accurate and reflect the truth and reality. In order to ensure that proper data is
obtained, there are certain quality measures that were taken for this research
1. To ensure that the study was effective a sample area was identified;
a) Higher learning institutions in developing countries were the main focus for the
study.
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b) Within the higher learning institutions the Computer Science department was
selected as the department of choice. This is based on the expectation that
students in this department have a higher propensity towards innovations in
cyberspace and virtual applications; therefore would most likely steer the
Figure 92: The Adoption process
adoption of new digital technology.
2. Both researchers were involved in the development of questionnaires and
interview questions so as to ensure the realization of optimal results from the
whole procedure
3. Segmenting regions and subsequently developing material based on these
regions helped with tailoring content to address specific issues unique to each
region. We recognised that each region has its own determining factors and
these factors need representation in the overall results.
4. Cooperative participants were accorded a brief summary of the project and an
explanation of project objectives allowing them to self-evaluate and determine if
they are fit to answer questions pertaining to the study.
Below is an adapted structure from Foddy’s theory (1994) xxx
to ensure the quality of the
research process.
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Figure 10 Foddy’s theory
5. Audio recording and computerised questionnaires are used to ensure accurate
data collection is carried out. The participants are informed beforehand that their
sessions will be recorded avoiding any privacy infringement and legal
anomalies.
4.6 DATA ANALYSIS According to Miles and Huberman (1994)
xxxidata analysis is divided into three sections
1. Data reduction: this is the process of converting data into understandable and
usable information. It refers to the systematic organisation of the data into
categories, and themes.
2. Data display: refers to putting the reduced information into presentable formats
to facilitate easy interpretation. For instance, through the use of charts, tables, or
graphs.
3. Data drawing and verifying conclusions: In this section propositions and
conclusions are developed based on the information presented.
Regional and occupational classification will be used to group the research data. The
use of this strategy determines the proper identification of answers to the research
questions posed, which in turn serve as the baseline for the proposal of suitable
resolution models.
Researcher gives a brief description of data required and structure of the interview
Researcher presents the interview in the way the interviewee understands.
Interviewee interprets and answers the questions appropriately
Interviewer records and interprets the answers as intended
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4.7 Summary of the research work Plan Below is a summary of the conducted research's work plan.
1. Identifying data collection objectives.
2. Categorising the type of information required to be collected.
3. Identifying methods of data collection.
4. Analysing the collected data.
5. Drawing conclusions and recommendations from the data analysis
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33
T he chapter 5 Data Analysis: The chapter includes findings from the interviews
with the teaching, non teaching staff and from the two online studies conducted among students
from developed and developing countries respectively. These investigations were conducted
with a view to assess the participants’ individual needs, preferences, current way of working
and general thoughts regarding the online delivery of the course.
5 Data analysis
5.1 Chapter Structure In this chapter the objective is to compile and process the data collected in order to
create a basis onto which chapter 5 discussions can be applied on. The data will give a
collective understanding of developing countries as well as for developed countries.
This will consequently give the research an understanding of what type of models
would be appropriate for proposal and implementation.
As mentioned earlier data will be grouped into the following categories.
To better understand the data the following categories were established,
Developing Countries
Pakistan
Lecturers
Non teaching staff
Students
Developed countries
Lecturers
Non teaching staff
Students
Summary of analysis
By grouping the data based on geographic regions then occupation provides optimal
issue identification that faced.
5.2 Developing countries PAKISTAN
We divide universities and educational staff under three categories and conducted
interviews based on our designed questions to collect appropriate data and information
to fulfil the requirement of this thesis.
Individual home connections
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34
Figure 11: Subdivision of interview process
5.2.1 Lecturers
5.2.1.1 Background information on the lecturers
1. Fahad Raees (Fast University)
2. Irshad Hussain
3. Zeeshan Zubair (Academy of excellence)
4. Syed Asad Hussain
5. Mir Tehmeed (NED)
Common factors among them are
1. Except Syed Asad Hussain they are in computer science related fields
2. They have completed a master‟s program
3. Three of them familiar with modern world teaching practices
4. Aged 25 and above
5. Two of them have more than 5 years teaching experience.
5.2.2 Findings Although they were asked almost similar questions there was a variation in the answers
but in a broader sense the responses can be classified as seen below.
5.2.2.1 Teaching methods
Sample questions asked during the interview
1 How many universities do you teach?
2 How many courses a week and for how long and at what times, How many
students per class?
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3 What online tools do you use/used in teaching currently?
4 How frequently do you make changes to your lectures? How much time
does it take?
5 What do you think about each of the lecture tools mentioned below? (That
is, which ones can actually work for you?)
a. Text and graphics
b. Text with audio
c. Video recordings
d. Multimedia lectures showing presentation slides, video and
other materials
e. Web conferencing
f. Virtual world
Most of them had involved with one institution, one had 2 schools. Regarding number
of students per lecture, everyone said that it’s depend on what lecture, type of lecture, if
it is lab than number can be vary. But roughly most of them declared the 50 on average
per session. Online applications tools and databases are available in few universities
such as Virtual university of Pakistan, SSUET (Sir Syed University of engineering and
technology). But others still are using different free available social media online for
sharing information and knowledge such as emails, online groups, file servers and
messengers. The lecturers use black/white board for writing, handouts or printers and in
most cases dictation as a course of literature notes for the students. Transparent
projectors were available in every lab and digital projects and multimedia technologies
are available on request to admin if teacher want to use power point presentations in
their classes. On questioned about changes in lectures everyone replied differently as
they mentioned that it’s depending on lecture type. Theoretical subject doesn’t change
quickly. But programming languages it is more convenient to use wall boards to catch
and focus student’s attentions. They all never used and as per their knowledge they even
didn’t notice any educational practice done by virtual world and web conferencing.
Based on their answers, 4 lecturers change their classes each year, and the rest after two
years. No actual comment on the duration it takes as it is a gradual process. Asad
Hussain said that in subject like physics the use of technology is limited due to the
factor of unfamiliarity of technology from non technical students and teachers
perspective. But still the technology is intervening in all fields of education and physical
science is also not behind to use technology in education.
5.2.2.2 Student interactions
Sample questions asked during the interview
1 How often are you approached by students after class hours with questions? (This
doesn’t include the conversations right after class or during recess.)
2 Communication can be synchronous over IM, VoIP and conference call
technologies or asynchronous over forums or blogs. How do you feel about these
two types of communications?
Not as often as the lecturers are traditional or blended with technology. The most of the
questions they asked during class but if they don’t understand anything or missed
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information regarding some assignment they also except in some universities they don’t
have university own platform for distributing information.
About answering question of synchronous and asynchronous communication they
referred asynchronous option as a better option. They said usually they tried to put all
necessary general information on university web site. Most asked or general questions
are addressed and available also on web. But still someone have some special case than
we asked him or her to contact us by phone or visit. They also mentioned that
synchronous option can be more difficult to pursue as the business of their schedule.
5.2.2.3 Cultural differences
Sample questions asked during the interview
1 Do you ever feel any gap, reserves and cultural influences in sense of negativeness
in students you meet from third world?
2 Within Pakistan there is diversity of different cultures? Did you felt any
differences among them
Almost every lecturer said that usually Pakistan is not considerably a good international
market for education. But majority of international students come to Pakistan are from
Asian especially South Asian, gulf and African countries they speaks different
languages. Some time lecturer feels different to change of delivering lectures from Urdu
to English. The local students do not feel comfortable to raise questions during or after
the session due to their hesitation and fear of embracement of speaking wrong English.
Answering the question of different languages and cultural existence of Pakistan, they
respond differently. Syed Irshad Hussian talks about not having suitable infrastructure
of technology in rural areas and students lack of awareness and knowledge about
modern technology. While Mir Tehmeed discussed the support of political parties to
their existing ethnic and political groups in universities and their disturbing influences
especially in governmental university. Sometimes riots and issues between different
groups create difficult law and order situation and put question mark on learning
environment and cultural harmony. Mazhar, Fahad denied with any differences and
they mentioned it as of good management and control of private university and their
strict policies doesn’t allow any student to create political or ethnic group.
5.2.2.4 Technology and familiarity with technology
Sample questions asked during the interview
1 Have you ever taken (as a student) any online course
2 Can you compare the online course and traditional class based one as a teacher
and a student
3 How comfortable are you with the idea of learning to use new tools and using
them to deliver lectures online?
4 Can you identify some of the problems faced with
1. Traditional class based courses
2. Online based courses
5 Why do you think virtual education does not seem to be effective in developing
countries as compare to western world?
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Out of the five lecturers interviewed three have not attended an online course nor taught
any, the 2 have participated in an online course as a student and among these two one
have experience of teaching online and 2nd
also had taught partly online course. Only
two lecturers have experience with virtual education via simulations: the Cisco labs.
As a student, three lecturers believed that the online course is a challenging one as it
requires commitment and good time management in order to follow the course. They
consider more responsibility involved in online lectures and said that technology can be
unreliable anytime of session and could possibly leave you in hopeless situation. They
viewed the courses as interesting, engaging and they were able to acquire more
knowledge about the studied program in a shorter time and have been able to retain it
due to the nature of acquiring it. In comparison with the traditional class, less is
demanded of a student, and depending on the type of teacher it could be an engaging
class or a boring class. They also stated that online lectures can be easily cancelled if
there is something technically wrong happen with the system, electricity, and internet.
Two lecturers believed that both traditional and online courses have the same
expectations from a student. As a teacher, all were in agreement that preparation,
execution and completion of both types of classes is different, and due to the nature of
the online courses as a teacher one needs to be more alert so as to have the same or
more impact on the students as a traditional class would have. Zeeshan zubair also said
sometime it’s possible to lose focus or concentration while conducting online lectures
due to lecturer more and busy responsiveness required to both system and content of
lecture.
Three lecturers believed that it’s due to technological deficiency of country or region
that stopping to design fully online courses. They believed that other factors such as
implementing costs, infrastructure, knowledge, qualified staff, support structures need
to be dealt with first before true realization of the virtual education can be achieved.
But Mir Tehmeed said that technology is not the issue in Pakistan. He believes that
Pakistan have competent human resource and technology to support such online
programs. He also mentioned that in his institution (NED) all modern state of art
technologies was available to support such education system. In contrast Syed Irshad
Hussain mentioned the lack of unavailability of technology in rural area is still away
from local people. They are unfamiliar and for many students from rural sides they even
do not know how to operate a computer and its basic applications. But they are used to
of small, smart and handy gadgets like phone
.
5.2.2.5 Limitations of technology
Sample questions asked during the interview
1 What are the core values/key features of the existing mode that must not be
compromised in the digital mode?
2 Is it true that the theoretical lectures taught in traditional classroom styles are pretty
much stable and needs little or no change?
3 Do you think face-to-face/real time interaction is a must to retain integrity of the
course?
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Addressing these issues they said that learning through online education is considerably
more difficult. In class room environment teacher can assess the knowledge and
response of students more effectively. It lacks of non verbal cues, gestures, eye contacts
and has limited deficiency of feeling exchange which could lead to misunderstanding
and misinterpretation.
They also mentioned the questions raised and answers given during traditional lectures
give better understanding of subject. In asynchronous mode of feedback can possibly
loosen the grip of the knowledge.
5.2.2.6 Assessment and Future expectations
Sample questions asked during the interview
1 Student presentations can be pre-recorded or given in real time. Which one do you
consider to be the better option?
2 If students had one presentation per week. Do you think they will have a hard time
putting together self explanatory presentations?
3 If the class size is doubles, will you be able to cope with the load? How big can a
class be?
4 If it’s possible to reduce the work load using online tools, would you consider
supporting a larger audience?
5 Do you think it is important to assess student participation?
6 Do you think there could be new types of assessment activities replacing the
existing ones?
Most would like to see a reduction on the work load in the sense that more time to talk
and discuss and less time trying to give notes. All would like to have the ability to reach
more students off working hours as this helps them answer any questions or explain
concepts without affecting their already busy schedule. Increase participation in class
and within class activities. This is usually hindered by the lack of platforms into doing
so. Challenge the students as this will require more input from them. They never
experienced pre recorded presentations in their teaching life. But they have experienced
many video recorded presentations available on YouTube. They said that it might be
hard in start to make such presentations for students but as student will get familiar with
passage of time. It will give ease and efficiency in their future work.
5.2.3 Non Instructors
For better understanding of university culture and to highlights core issues we divided
non instructor’s interviews in two categories.
Management or other staff
Technical staff
5.2.3.1 Management or others staff
Muzammil Ahmed Khan (SSUET)
1. Part of management of a Private Pakistani University.
2. Interact with students every single day.
3. Interact with other staff of university
General Facts and figures
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Number of permanent + visiting teaching
staff
310+20
Number of departments in university 6
Number of other staff (Technician
+cleaners etc)
300+
Number of students 5100+
Average fees of student per annum 80000 PK rupee
Table 12: Forms of interviews (Saunders et al., 2007:313)
5.2.3.2 Technical Staff
Background information of interviews
1. Mazhar Bari (Bahria University)
2. Mir Tehmeed (Former network admin of NED city campus)
3. Zeeshan Zubair (Network Support)
1. They have over 3 years working experience in educational institution.
2. Interact with students every single day.
3. They are comfortable with social media and use it daily.
5.2.3.2.1 Findings
5.2.3.2.2 Technology standards
Sample questions asked during the interview
1 What types of machines are available in computer labs of university?
2 Are they good enough to support multimedia and social media applications?
All three belongs to urban and major city of Pakistan and they refer internet speeds and
required applications to support such education are not any more issue especially in
urban population. But still beside of internet whole country is suffering electricity crisis.
But in contrast with interview with Syed Irshad Hussain where he accept the technology
and awareness of how to use it, is still far away in rural areas of Pakistan.
All three of them respond differently on questions about number of labs and computers
available in every department. But on average lab is comprised of 50 computers with
scanning, printing and networking tools. Different labs have different operating system
and applications are being installed on teacher‟s request. These machines are new and
capable to support all multimedia and modern social media applications with video
audio support.
5.2.3.2.3 Policy change
Sample questions asked during the interview
1 Are there any official restrictions set by university to block access of any sort of
web?
There are various policies that prevent certain sites to be accessed in school premises
some of the being genuine social media ones. Face book, YouTube, messengers services
are being blocked by proxies considering them as just an entertainment. With proper
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orientation and training of users and measures taken to ensure proper use of the sites, it
would be a good move to be able to allow certain social media to be accessed by the
students via the school networks.
Other policies would be to allow more freedom of expression within the institutions. By
allowing development of online blogs, sharing facilities, forums and also competitions
for educational purposes this will allow students to be more engaging and also allow for
more learning to take place outside a classroom environment. One reason given by
Zeeshan Zubair and Mazhar Bari for giving limited access to student was to avoid
viruses and human errors done by practicing students and which could cause possible
network failure.
5.2.3.2.4 Demands of change- cost, time, equipment, training
Sample questions asked during the interview
1 How many human resources available in technical team?
2 What type of helpdesk system available in Universities?
3 What time of technological problems arises usually?
Answering these questions two of them complain about the busy schedule and lack of
human recourses to support in whole. They told that students usually make complain
whenever they hot by any problem, or they can email us there problem but for teachers
and other staff they usually ask for help by calling us from the internal telephone and
switch system of university. They mentioned that mostly they complain about slow
internet or some small network connections. Usually they call to ISP (internet Service
providers) if they get some problem in internet connections.
5.2.4 Students Surveys Answers analysis (Developing) We divided student‟s surveys questions and results into 6 categories according to its
relevancy.
5.2.4.1 General information
Sample questions asked during the interview
1 What is your age?
2 Which is your university?
3 How much time do you take to travel to the school?
4 Do you study elsewhere?
5 Do you do work full/part time?
About 90% of total survey results belongs to developing country was aged 24 to 30.
They are belongs to different institutions of countries but common things among
majority are studying computer related subjects.
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When asked the questions about travelling time to their universities, 40 % take less than
30 minutes, while 40% take less than hour and rest of 20% take more than hour. Almost
70% mentioned that at university and graduation level they started or looking to start for
a job to support their studies.
5.2.4.2 Lectures
Sample questions asked during the interview
1 If it was up to you what would you rather do
Attend traditional classroom classes in real time
Attend online lectures at a fixed time and take part in real time
discussions
Attend online lectures at your own time and follow the discussion on
forum and blogs
It would be nice to be able to attend the lectures from home, but I
would also like to attend traditional classroom classes.
40%
40%
20%
Traveling time to university
Less than 30 mins
Between 30 to 60 mins
More than one hour
70%
30%
Part/full time job with studies
Yes
No
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Other
2
The list below includes a number of formats in which online lectures can
be offered. Please select the options that will absolutely work for you.
Slides with text and graphics no audio
Audio only
Lecture slides with audio
Video recordings of an actual lecture given in a class
Multimedia lectures with multiple windows for lecture slides and
video
Lectures given in real time through web conferencing
Virtual classrooms in a virtual world
They could all work
None of these. I like the idea of online classes but not in the ways
you have described
None of these. I don’t like the idea of attending classes online.
3 Rank the following according to preference
Slides with text and graphics no audio
Audio only
Lecture slides with audio
Pre-recorded Videos of an actual lecture given in a class
Multimedia lectures (multiple windows for lecture slides and video)
Web conferencing
Virtual classrooms
Answering question if it was up to you what would you rather do 88% percent were
happy to attend lectures online either at fixed time and some at their own time, 33% of
them would also like to continue some classes in traditional teaching practices. And just
11% percent want to continue with traditional classes.
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Student’s preferences about online lecture
Most of students (29%) also show their preference to use multimedia lectures with
mixing up of other options in it as audio, video and power point slides. All students’
preferences are given below in chart.
Student’s preferences about different social media applications
In another question when we asked students to show their preference and rank the use of
different applications and tools most of them rank them as shown in table below.
Given options % of preferences Result
Slides with text and graphics
no audio 94 % rank it under average Not interested
Audio only 94 % rank it under average Not interested
Lecture slides with audio 22% below average,33%
average,44% over average
Moderate
Pre-recorded Videos of an
actual lecture given in a class 12% below average,33%
average,55% over average
Moderate
Multimedia lectures (multiple
windows for lecture slides
and video)
6% below average,11%
average,83% over average
Very interested
Web conferencing 12% below average,22%
average,66% over average
Interested
Virtual classrooms 23% below average,33%
average,45% over average
Moderate
Table 132: Forms of interviews (Saunders et al., 2007:313)
5.2.4.3 Technology
Sample questions asked during the interview
1 How often do you access internet via phone?
2 Do you have access to internet outside school?
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3 Do you have access to a computer outside school?
4 How would you rate the usability of the student portal?
5 Can you specify the speed and cost of this internet available?
6 Do you use your phone to access the internet?
7 How long do you use your phone to read documents
8 Would you like to download lectures into your iPod /mobile phone?
9 Do you use your phone to read the following
Articles
E-Books
Documents
Based on the demographic selected for this study, most of the students have access to a
computer, personal machines taking a huge percentage of the results the remaining
percentage have access through their work environments and relatives. The internet
access outside school is through personal connections, and internet cafes; for personal
connections the speeds range from 1 mbps to 10 mbps on an average with the costs
from 800 to 700 Pakistani rupees.
Only 30% used to read documents, articles and other materials on their mobile phones
while very few people used internet on their mobile phone. Some universities don‟t
have student portals and some have. Among those who said they have student‟s portal,
ranked 30%, 52%, 18% on scale bad, average and good respectively. Almost 90 %
would like to download lectures on their phones. But among 90%, 28% mentioned that
it would be nice but not necessary.
5.2.4.4 Group Participation
Sample questions asked during the interview
30%
52%
18%
Student's portal usage rating
Bad
Average
Good
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1 How often do you participate in class discussions?
2 What online tools do you use for group work?
3 How do you work on group assignments now?
4 Do you think it would be possible to work on group assignments without ever
meeting face to face?
You probably already use email, IM, Skype Google docs etc for collaborative
work. Name some other tools that you would have to /like to use if you had to
finish all the group assignments without being able to meet face to face.
Most of the students discuss their group work in meeting face to face and then assign
their roles by dividing the task and then do it individually at their home. But they also
specify that it depends on assignment to assignment, if assignment tasks cannot be
divide they do it by sitting together. 89% agreed that online discussions can be done if
only the proper tools are available. While 11% denied that it’s difficult to conduct
online meetings.
Group work Discussion
They used different tools available online Google doc and slide sharing websites are
mostly high rated websites used by them. They also used conference calls, IM (chat),
virtual worlds, social networks, drop box, messengers, team viewers, emails.
5.2.4.5 Interaction and communication
Sample questions asked during the interview
1 How do you feel about asking questions / discussing things in class
2 How often do you email your teacher with questions about things taught in
class?
Use of social media has become a personal initiative where most of the students have
used one form of the media, from blogs to social networks to file sharing technology.
By using a phone to have easy access to use social media has made the technology
widely acceptable which would be a suitable condition to implementing its use in an
educational situation. As this will not be implementing strange or unfamiliar concepts
that people would be hesitant / uncomfortable using.
The general reception of structure change was welcomed by most of the questioned
participants. A great percentage would be happy with online courses with real time
discussions though they would still like to have face to face sessions to have the
physical interactions („humanistic‟ features); this would solve the time issue, a big
problem in developing countries.
Introducing social media would also improve creativity levels within the class rooms
and give students a chance to express themselves in a more personal manner, making
the learning process an experience; this will hopefully translate into better retention.
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5.2.4.6 Use of Social media
Sample questions asked during the interview
1 Do you participate in online forums
2 Have you ever taken an online course?
3 Have you ever participated in a virtual community activity?
They all used different social media applications where 72% students do participate in
online forum. 33% had been taken online courses and 78% had never used virtual
community.
5.3 Developed countries
5.3.1 Background information on the lecturers The lecturers identified for the study were at the time based in six international
universities, namely:
1. Kungliga Tekniska högskolan (KTH)
2. Luleå tekniska universite (LTU)
3. Kalmar University
4. Duke Corporate Education (Duke ce)
5. Stockholm School of Economic (SSE)
6. University of Central Missouri (UCM)
Identified commonalities of those interviewed are:
1. They have more than 5 years teaching experience
2. They all started out teaching in traditional structured class room settings.
3. They are academically qualified for their positions.
4. They teach in classes that blend local and international students.
0%10%20%30%40%50%60%70%80%90%
Student's portal usage rating
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5.3.1.1 Selection Reasons The lecturers were selected based on their academic qualifications, work experience
within the required fields, their international exposure, and the strategic positions they
hold at their base institutions. Moreover, their in-depth knowledge and interest in the
subject matter was paramount to their selection.
Findings
Although the lecturers were asked almost similar questions, so as to obtain a variation in
the answers, a general classification of the responses was done as follows:
5.3.1.1.1 Teaching methods
Sample questions asked during the interview
1 How many universities do you teach?
2 How many courses a week and for how long and how many semesters per year
3 How many students per class
4 What online tools do you use/used in teaching?
5 What type of courses do you teach
6 How long have you taught online/Virtual world courses
There are various platform instructors that we interviewed
1. Blended systems- 2
2. Online systems- 2
3. Virtual systems – 2
4. Traditional system – 1
In the blended systems, PowerPoint presentations, chats, blogs, learning management
systems like bilda, Fronter and other social media technologies are used in co operation
with the traditional classroom approaches to lesson delivery.
In the online systems, all the course work is designed to be done through synchronous
studying on an online platform. The application software used by both lecturers was
Adobe Connect. In this setup, it handles all communication ranging from uploads,
classroom lecturers and to discussions and meetings.
The virtual systems’ classrooms conduct their learning sessions in Second Life
environments. In this virtual world, students use avatars to interact, explore and create
in the cyberspace worlds.
All lecturers involved in the study only teach at their base institution. However, variety
is attained in the varied standard class-sizes they handle, ranging from 9 to 40 students
in one class sitting.
All demonstrated that they have a lot of administrative control with issues pertaining to
class development, as well as lesson implementation. Conversely, their counterparts in
developing countries were more limited.
5.3.1.1.2 Cultural diversity or difference
Sample questions asked during the interview
1 Why do you think virtual education does not seem to be effective in developing
countries as compared to western world?
2 Is it true that the theoretical lectures taught in traditional classroom styles are
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pretty much stable and needs little or no change?
3 What is the general impact and differences in your mind with your experience
about students from developed nations and developing nations?
4 How would you rate your experience when conducting your class but working
with students from all over the world.
5 Do you ever feel any gap, reserve and cultural influences in sense of negativity in
students you meet from third world?
The lecturers’ responses differed with respect to matters concerning cultural
differences. The blended system lecturers felt that there was a gap between students
from developing countries and those from developed countries. They noted that students
from the developed countries were more adapted to the technology being used and did
not have difficulty using it during class sessions, while the students from developing
countries often needed orientation before they could successfully to catch up with the
rest of the group. For these lecturers, classes involving the use of new technology would
generally require a slower pace than they would if regular technology (or media the
students are accustomed to) was used instead.
The online and virtual system lecturers had different experiences. Even though their
online lecturers had students in attendance who had no experience with the applications
they used, they found that their students had encountered similar applications in
previous learning forums or in personal settings,.
The lecturers also expressed that age played a big part in the diversity. They observed
that older students had less exposure to technology thus their rate of adaptability
appeared to be slower. They also noted that lag could also be due to problems with
problems they could have getting accustomed to new experiences.
5.3.1.1.3 Technology and familiarity with technology
Sample questions asked during the interview
1 How do you feel about the additional task of moderating these discussions online?
2 Have you ever taken (as a student) any online course?
3 Who sets up the course and what are the requirements for doing this process.
4 Student presentations can be pre-recorded or given in real time. Which one do you
consider to be the better option?
5 Do you think face-to-face/real time interaction is a must to retain integrity of the
course?
6 How do you feel about teaching the module online? (Do you consider it exciting/
interesting to try/ very hard to accomplish/ not worth the trouble)
7 How comfortable are you with the idea of learning to use new tools and using them
to deliver lectures online?
When comparing online sessions with traditional lectures, respondents reported
completely different experiences. The disparities were as evident with the instructors as
they were with students in focus. One aspect that immerged was the absence of essential
non-verbal cues in virtual forums. Lecturers noted that in traditional settings, students’
level of understanding, interest in lecture content would ordinarily be monitored
through facial feedback, and body language. This important form of human
communication is absent in many online encounters.
All lecturers were in consensus concerning the need for online trainers to be skilled in
order to be effective. The lecturers felt that for online course instructors to be good, they
needed to be more creative. Additionally, the course delivery needed to be timely
meeting all intended course objectives and goals.
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Another interesting supplement to regular delivery included the use of actors who
contribute real world experiences to classes. Not only are the able to meet those who
drive innovation and change, they use business-world simulation models to give the
students experiences and exposure. The learning platforms under study used virtual
worlds to simulate real-life scenarios. For instance, new hires were placed in a situation
where they were expected to face angry customers. Such virtual examples give
participants the opportunity to apply, and then assess their solutions using knowledge
gained in the course.
5.3.1.1.4 Limitations of technology
Sample questions asked during the interview
1 How often are you approached by students after class hours with questions? (This
doesn’t include the conversations right after class or during recess.)
2 What are the core values/key features of the existing mode that must not be
compromised in the digital mode?
3 Which one of the above options is most suitable to your needs?
4 Do you think face-to-face/real time interaction is a must to retain integrity of the
course?
5 Communication can be synchronous over IM, VoIP and conference call
technologies or asynchronous over forums or blogs. How do you feel about these
two types of communications?
6 Problems faced in setting up, teaching and certification of online/Virtual world
courses.
Despite the technological advancements available in developed countries, some
technological problems persist in the implementations of the virtual programs identified
for the study. Some of the technical glitches that the teachers reported involved
occasional lapses in stable connectivity, device failure, and undelivered messages; that
forced the instructors to opt for other methods of message conveyance. Moreover, some
countries still have poor internet connections. Other than their general instability, they
are unable to sustain virtual media and heavy online traffic. As such, student
participants from such locations remain incapable of holding the required virtual
exchanges needed for optimum course participation.
As would be expected, there was a general disparity in software preferences among the
educators. Different instructors are comfortable using different software, and this
becomes problematic particularly when the students unfamiliar with preferred packages.
Students take longer to grasp material when they have to familiarize with the tools of
delivery in addition to acquiring the required content. For instance not all country would
be comfortable with a social site like Facebook they may instead prefer QQ.
Cultural diversity among student populations provides vital variety in interactions and
approaches to problem solving. However, problems in effective communication may
arise when participants and not fully proficient in the language of instruction (as tends
to be the case with some students)
According to the respondents interviewed, students’ self-expression deficiencies or
general lack of interest can emerge as an obstacle to effective utilization of available
technology. For example, when students are unable to express themselves (due to low
self-esteem or shyness) their valuable input is sorely missed. It was noted that such
hurdles mostly occur in blended systems and traditional learning environments.
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According to the Virtual system lecturers, this particular problem appeared to have been
eradicated as students have the freedom to create avatars that do not resemble their true
selves. Additionally, they can temporarily disassociate themselves from learning
problems by psychologically assigning these problems to their avatars rather than
themselves.
We noted that there is still some reluctance in the adoption of social media or virtual
applications by traditional scholars. Of those interviewed three lecturers held this
position. One of the reasons identified involved their unfamiliarity with non-traditional
technologyxxxii
.
A major limitation of technology is the absence of core humanistic features such as eye
contacts, gestures, misinterpretation, misunderstanding, face-to-face poor interaction
alternative, etc. Markus (1994.)xxxiii
Two lecturers noted that they found it quite boring
to record lectures online without any human interaction from a live student audience. A
suggestion by the lecturer, apply breaks throughout the recordings to give more
attention control and quality of the lecture.
A summary of the mentioned limitations is well illustrated in an article by Naidu, who
discusses barriers in online education with respect to case studies of two schools using
WebCT (application for online education with following stats.xxxiv
Figure 14 Survey results barrier in online education
Source: http://www.celt.mmu.ac.uk/ltia/issue6/naidu.shtml
Fifth Chapter
51
The survey carried out in Naidu’s study focused on the academic departments. With
over 300 respondents, results highlighted the most difficult obstacles they faced in the
production of quality content were lack of time, lack of technical factors, and lack of
knowledge about using it. All these can nevertheless be overcome by strategized
training of faculty that not only teach new technology but also consider the merits of
traditional pedagogy.
5.3.1.1.5 Assessment
Sample questions asked during the interview
1 How do you feel about the additional task of moderating online discussions?
2 Do you think it is important to assess student participation?
3 Do you think a home exam can replace the exam you give now?
Three lectures expressed their support for peer view in evaluation method as a type of
progress assessment; they thought that this would help in increasing communication
from students as well as reduce the extra task of moderating any online discussion.
All lecturers agreed that the student participants of the educational programs needed to
be involved in its assessment, as this is one of the indicators that they comprehend the
education materials under discussion.
On the matter of replacing the current sit-in examinations with virtual assessment
alternatives, our study showed that the idea was not perceived favourably by all
lecturers. The blended system lecturers were in favour of sit in exams while the virtual
and online system lecturers were open to the change.
One of the universities LTU- has online programs that utilize online examinations
which the students can take in the comfort of their homes. When presented with this
option the blended system lecturers were intrigued and desired more information.
Two lecturers from the online and blended systems stated that although assessment in
education is vital, educators and policy makers need to understand that each type of
educational goal requires a specific assessment method. They were of the opinion that
not all education types need written exams to ensure that the student has grasped the
material. Alternative examination methods include simulated assessments, surveys,
feedback forms, projects and presentations can be used in place of a written exam.
5.3.1.1.6 Challenges and Future expectations
Sample questions asked during the interview
1 If the class size is doubles, will you be able to cope with the load?
2 Do you think there could be new types of assessment activities replacing the
existing ones?
3 If it’s possible to reduce the work load using online tools, would you consider
supporting a larger audience?
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52
Using technology effectively was identified as one of the greatest challenges by an
online system lecturer. Ineffective teaching strategies exported from traditional
educational settings, will persist as ineffective even in the new frontiers of the virtual
world. Implying that despite expectations of improvement upon transition into cyber
education, a bad teaching strategy in the traditional setting is still a bad one in the new
settings.
There are different types of social media, and there are different ways it can be
implemented within the education system. The challenge presented by the interviewed
lecturers is balancing the two and this is done through understanding the educational
process and impact. Knowing the exact educational process and its impact would help
the lecturer or policy maker determine which social media technology would be
appropriate to add value.
Respondents identified the need for proper content development in social media for it to
be of any education significance. Several lecturers felt that the achievement of this
proved challenging. Unlike traditional class rooms, blended, online and virtual
classrooms require more input from both the lecturer and the students to be effective.
Good structured courses not only facilitate increased interaction, but they also enhance
the learning experience.
We can therefore surmise that by combining effective content development, a good
understanding of the educational process and the application of suitable teaching
methods; coupled with a suitable pace, enables lecturers to make their virtual courses
facilitate adequate information absorption. Additionally, the entire process is improved
further through students’ feedback.
All the lecturers we conversed with were optimistic about the changes happening within
the technological arena particularly in respect to education. Although they were quick to
point out that even though it proposed agreeable possibilities in its implementation,
face-to-face interaction remains the most desirable method for a teacher-student
interaction, owing to its personal touch / experience.
5.3.2 Students Survey Answers analysis (Developed) We divided student‟s surveys questions and results into 6 categories according to its
relevancy.
5.3.2.1 General Information
Sample questions asked during the interview
1 What is your age?
2 Which is your university?
3 How much time do you take to travel to the school?
4 Do you study elsewhere?
5 Do you do work full/part time?
Student survey participant ages ranged from 21- 33years, with their mean age being
25years old.
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53
Our student respondents studied in various parts of the world; namely, Sweden,
Netherlands, Germany, United States, France, Norway, Austria and United Kingdom.
Figure 4.1: Work statistics.
7 % of the students respondents reported studying two programs either the same
university or at another university. 40% of all our student respondents hold part-time
jobs during their studies.
The time taken by the students to commute to their university varies. 80% take less than
30minutess; 4% commute for between 30minutes to 1 hour and the rest 16% take longer
than 1 hour to reach their institutions.
74 % of the students we approached study in a traditional class-based setting, 16% study
online and the remaining 10 % participate in a combination of both online and
traditional class based courses.
5.3.2.2 Technology-Access and utilization
Sample questions asked during the interview
1 Do you have access to a computer outside school?
2 Do you have access to internet outside school?
3 How would you rate the usability of the student portal?
4 Have you ever taken an online course?
5 Do you participate in online forums
6 Do you use your phone to access the internet?
7 Have you ever participated in a virtual community activity?
40%
60%
Student's Work Statistics
Work
Dont work
74%
16%
10%
Course type
Class based
Online
Online
Fifth Chapter
54
8 Would you like to download lectures into your iPod /mobile phone?
Majority of the students from developed countries own a computer (either a laptop or a
desktop). They reported that they have access to the Internet off campus, by means of
personal connections; of speeds ranges from 10mbps to 100mbps; with costs in the
range of 100 to 400 Swedish Kronor (15 to 64 US dollars).
Based on the chat above, 30% of the total number of student respondents do not use
their phone to access the internet. Conversely, 6 % use phones once a day to access the
internet; 22 % use them many times a day; while the rest use them occasionally.
40% reported using mobile phones to read documents, articles and other materials on
When asked if they would be interested in download lectures via their phones, 76 % of
the students said that they would like the idea. Though among this 76 %, 50% of them
thought it was a nice but unnecessary idea.
All of our respondents attend universities that use student portals. University student
portals provide students with necessary information concerning courses and several
other services. Our respondents ranked their systems based on the ease of use. 10%
rated their systems as very difficult to use, 38 % found them average, and 52 % found
their student portals easy to use.
We found that different geographical regions vary in preference to social media
applications; despite the fact that the various applications offer similar services and
6%
21%
9%
15%10%
11%
28%
Student Mobile Use
Once a day
Many times a day
Once a week
3-4 times a week
Once a month
3-4 times a month
Never
38%
52%
10%
Student Portal Usage Rating
Difficult
Average
Easy to use
Fifth Chapter
55
perform the same types of tasks. Some of the applications mentioned included
Facebook, QQ, vkontake, orkut, MySpace, YouTube.
48% of the students reported that they participate or have participated in online forums.
20% have participated in virtual communities, however experiences varied. 32% of the
participants reported that they have written blogs both for academic and personal
purposes.
5.3.2.3 Group Participation
Sample questions asked during the interview
1 Do you think it would be possible to work on group assignments without ever meeting face
to face?
2 What online tools do you use for group work?
3 How do you work on group assignments now?
4 You probably already use email, IM, Skype Google docs etc for collaborative work. Name
some other tools that you would have to /like to use if you had to finish all the group
assignments without being able to meet face to face.
Data concerning respondents group assignment work habits was compiled as follows:
30% of the students said they complete their group work using only face-to-face
sessions, 48% said they complete their work separately but still meet face-to-face, 18%
meet face- to-face but carry out most of the other group activities online and 4 % said
they conduct all their group assignments online and have no need to meet in person.
Chart 4. 5: Group activity habits
Concerning respondents’ preferences with respect to online tools, Google docs and slide
sharing websites were highly ranked. Other mentioned applications included social
networks, conference calls, IM (chats), virtual worlds, drop box, messengers, team
viewers, and emails.
30%
48%
18%
4% 0%
Group activities
Complete together
Meet but complete seprately
Meet but do most of the work online
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56
Chart 4. 6: Possibility of online group meetings
5.3.2.4 Interaction and communication
Sample questions asked during the interview
1 How do you feel about asking questions / discussing things in class
2 How often do you email your teacher with questions about things taught in class?
3 How often do you participate in class discussions?
When inquiries were made concerning class participation, 40% replied they often actively
participate in class, 54% stated they do so occasionally and 6% mentioned that they hardly
participate in class discussions or ask questions.
The frequency of course participation figures changed when the students were asked if they
email their queries to their lecturers. 36 % had never sent an email to any of their lecturers, 14
% email the lecturer 3- 4 times within the duration of the course. 8% email the lecturer every
week and 34 % had emailed once or twice; and the remaining percentile emails the lecturer after
every class.
28%
54%
12%6%
Group activities onlineYes, Already do it
Conditional, If only proper tools avaialble
Impossible
Others
40%
54%
6%
Class participation
Often
On Ocassion
Hardly
Fifth Chapter
57
36%
34%
14%
8%8%
Emailing HabitsNever
Once-Twice
3-4 times during the course
Every week
After Every Class
Sixth Chapter
58
T he chapter 6 In this chapter, first I will summarize my results of data
analysis and then I will present my proposed 3 models to implement social media and
other options, best suitable for different segments of Pakistan.
6 Discussions
6.1 Data Summary From the data analysis chapter, the following was presented.
1. Students from Developing countries have a technological gap to fill
2. Environmental problems and infrastructure will be of great concern when
making any proposals
3. Education system policies need to be changed in order to effectively implement
new concepts that require licensing and also recognition.
4. Self confidence in technology for nontechnical students will have to be
enhanced for them to fully experience technology.
5. Older generation students and technology users will need to be trained and
oriented into the new craft.
6. Long periods taken to reach school this ranged from 30 minutes to 2 hours. 7. Lack of higher capacity internet connections. 8. Even though there are solar initiatives around, they are still in the initiation
stages thus a great percentage of students require to use electricity as power source. Due to the frequent blackouts and power rationing practices, this will hinder learning.
9. Even though the participants use social media, they do not use the same media. This becomes a problem as it means training is required to ensure consistency.
10. With a variety of social media types, each region has its own preference from blog types, social networks to even type of software used. The learning curve is increased with each new group thus delaying the learning process.
11. Technology in itself is a problem even in the developed countries where glitches are experienced during web connections and other times devices also just refuse to function.
12. Students bare their own expenses by working part/full times in developing countries and number of student’s loan is limited in third world countries.
13. Technological infrastructure is unique in whole country. 14. Technology in itself is a problem even in the developed countries where
glitches are experienced during web connections and other times devices also just refuse to function.
Sixth Chapter
59
15. Technology is still lacking in many fashions and leading misunderstanding, eye contacts and non verbal clues and gestures.
16. Modern small smart gadgets and phones can be used in various ways, but still students do not feel comfortable to surf internet and read on mobile phone.
17. Most of student still wants to go with both ways, mean recorded lectures which can be available online and students can avail it in their own time. But also they want traditional classes on some occasion especially logical classes like math, physics and programming languages.
18. Synchronous and asynchronous options of interaction are still not efficient and quick for better transferring of knowledge.
19. Political instability and unreliable law order situations are another disturbing factor of Pakistan.
20. Strict policy of educational institutions about internet surfing stopping students to use many web 2.0 applications in institutions.
21. Teachers are not satisfied with current online assessment options available. 22. Positive attitude is shown in student’s survey results from developing country
part. And almost 88% want to see the online lectures with time independency. But still many among them also would like to have traditional lectures in parallel.
23. Religiousism and low tendency towards feminist education.
6.2 Model proposals After evaluating the data presented, there were various social media technology that
could be used to improve education in developing countries (Pakistan). But keeping in
mind all educational types available in developed countries, data analysis and finding on
chapter 4 and considering social economical factors of different segments and areas, we
proposed 3 models.
1. Distance learning (Non digital) – Web 2.0 based (Online) in parallel mode
2. Traditional & Web 2.0 (Blended education)
3. Modified Blended system – Virtual avatars (virtual education ,second life)
6.3 Proposal 1: Distance learning (Non digital) –
Web 2.0 based (Online) in parallel mode In Pakistan distance learning education system is not new. This system of education is
being used by sending notes and written lectures, assignments, feedback by post. This
type of education can be more successful if designed properly for some segments where
Technology infrastructure is limited especially in rural areas.
Travelling distances is high to educational institutions.
Religious Factor: Where women are not allowed to continue education.
For those students who are working part/full time and their jobs timing does not
allow them to continue education.
Sixth Chapter
60
Students with limited buying power to afford high cost education
Unfamiliarity with computing devices.
Country‟s radio and TV infrastructure is good and available in almost all cities.
VU (Virtual university of Pakistan) had successfully launched their own
recorded lectures and radio broadcast lectures live through broadcasting. Though
students can download and listen/ watch them online on their own time through
university provided students portal.
In recent practices in Pakistan most of the distance learning is used by posting and
writing physical documentations. This way of educational practices had its own
significance for the specific culture, socio economic factors and technological
infrastructure.
By blending the technology in distance learning can give cost effective, easy access,
time efficient and home based learning. It would be useful for the women, labour class,
working staffs.
Figure 15 Proposed model one
Due to the fact that unfamiliarity of many with technology and internet especially in
rural population of Pakistan, a parallel system needed to be addressed in the way to
educate them about technology and its usage with the passage of time. By keeping this
postal or TV radio based system for those who don‟t have computer at home or lack of
technology in area will open other doors of disseminating education.
TV/Radio
Univercity
Students
Internet
availablity Post
Sixth Chapter
61
6.4 Proposal 2: Traditional & Web 2.0 (Blended
education) Courses in developed and developing countries were being used effectively from past
many centuries. With the passage of time and innovations, changes were being brought
into in traditional classes practices. With the development of internet and its new trends
of web 2.0 allowed more options which modern developed world is using and looking
more better ways to use it.
Though in the major cities and all private and governmental universities in Pakistan had
adopted many new style teaching technologies in their lectures. But still the role of
social media of web 2.0 is not being used effectively in Pakistan. Unfortunately students
and teachers both take the role of social media as only medium of entertainment. In
students survey when we asked about their usage of social media applications in
education. Most of them rank Google doc, slide share and some other applications while
from the same question many of developed world students used face book, YouTube
and other applications used for gaining knowledge. This proposed model can be
designed and suit for those
Who lives in urban areas or where technology (internet) infrastructure is in good
shape.
Who own personal computer or have access to computer with multimedia
devices.
Where travelling distance is not huge and they can also visit lectures physically.
Students who are working part/full time and their jobs timing does not allow
them to continue education.
Are familiar with computing devices and social media applications.
Where political instability situation and security risks are considerably bigger
issues. As students it may allow you to do the most of the things at home and
reduce security risk.
Who think that some logical based classes (for instance maths) where
technology cannot fulfil all needs require for that particular lecture, where
immediate answers are required, where non verbal clues, eye expressions can
mislead to misunderstanding and assumptions. For all such lectures students can
enjoy the traditional part of this proposed model.
Where second option is available for any technical failure during session. In case
of electrical and network failure students can download pre recorded lecture,
digital content uploaded by teacher on student web. The only content
unavailable would be class notes and board written instructions during
traditional teaching session.
Traditional blended with mode of online availability of lectures where students can
download lectures in their own time. The online mode can be used maximum where
students don‟t have problems. And traditional lectures can be arranged for some lectures
Sixth Chapter
62
in which technology unable to provide complete solution. In this way cost of online
mode would be very less comparing with traditional. Recorded online lecture can be
used multiple times for different session of same subjects until some content required to
be changed.
Quality of education could improved by hiring expert of subject domain and record his
lecture. This is just one time effort and cost.
Figure 16 Proposed model two
Non digital / borad witten
Online Mode
Student portal/ Learning
managemnet System
University
Traditional lecture
Audio/Video/Online/
Audio recorded self
explanatory PPT
Content delivered by
Digital content
Students
C
o
m
m
u
n
i
c
a
t
i
o
n
Sixth Chapter
63
6.5 Proposal 3: Modified Blended system – Virtual
avatars (virtual education, second life) Virtual education or education through animated avatars is relatively new medium of
disseminating online education worldwide. Steve said there are various ways to
implement simulations but that it would be cheaper to set up simulations in second life
and try to customise it to meet the demands. Virtual avatars education is increasing
popularity day by day and being introduce in many developed world‟s universities. But
this phenomenon of education is not only new in Pakistan but almost in every
developing country.
In survey results when we asked about using virtual world and second life very few
students used second life animation avatar even in developed countries. But many of
experts who are engage in second life based virtual world education are very much
influence and believe in second‟s life education. David called it future of the education.
But in contrast of survey results where students are reluctant for this choice we
proposed another model which would be comprised form of modified or advanced
blended and virtual avatars. For this mode we also suggest a prerequisite training or
demo of using second life. This model can be beneficial for
Who lives in urban areas or where technology (internet) infrastructure is in good
shape.
Who own personal computer or have access to computer with multimedia
devices.
Technical education where simulator based training can be more useful.
Students who are working part/full time and their jobs timing does not allow
them to continue education.
Are familiar with computing devices and social media applications especially
having more interest in animation.
Where political instability situation and security risks are considerably bigger
issues. As students it may allow you to do the most of the things at home and
reduce security risk.
Where answers of questions can be asked after session end, in an open online
discussion or later by emails, blogs.
Where second option is available for any technical failure during session. In case
of electrical and network failure students can download pre recorded lecture
from student web.
This is the only proposed model which is completely online. Nothing is offered for
traditional practices. This is more suitable for advance user who already had started
their professional carrier but feel thirsty for more educational glasses to drink.
Sixth Chapter
64
Figure 17 Proposed model three
University
Lecturer
Online lecture
on second life
Recorded /
Upoload/
available
online
Student
Portal
Students Live online virtual class
Emails, blogs, online session for
Q/A
Access to student portal,
download, upload, interaction
Seventh Chapter
65
T he chapter 7 : In this chapter I will conclude my result, with my
recommendation or suggestions regarding future work.
7 Conclusions
Education and mode of learning has evolved since the establishments of schools about
5000 years ago. (R. Säljö)xxxv
. Although motivation plays a great part in the way people
learn, content and implementation practices are also factors that need consideration. The
use of technology should not be seen as a short-cut or guarantee for better results but as
motivator to the students to put in more effort thus getting better results.
The main objective of this report was to establish how technology mainly social media
can be used to improve education.
It was carried out in three steps (1) Conducting research in Pakistan, which resulted
identification the major problems affecting the academic community in the region; time,
resources, technology, old methods of instructing, environmental factors such as
electricity, and traffic jam. (2) Conducting research in developed countries to determine
the existing uses of social media within the educational system. (3) Combining steps
one and two with text book knowledge to develop suitable academic models that relied
on social media.
As a result four models were proposed and these models factored in the issues of value,
cost of implementation and use, experience quality and security; thus in a theoretic form
solving the problems identified and improving education.
7.1 Recommendations and future work Although the potential of the models can only be realized upon implement, there is still
a lot of work to be done before this is the case. Thus the reason for the following
recommendations:
1. A team of education experts should be set up to oversee the incorporation of
virtual technology into the Pakistan education system.
2. Policies in school should be reviewed to incorporate social media and resources
into the curriculum.
3. Create platforms in which collaborations between institutions can be achieved
easy and effectively. Instead of seeing each other as competitors but as partners
in the same trade.
4. Implementation and Upgrade of already existing course management systems to
include more vibrant and useful functions that will enhance and enrich
education.
Seventh Chapter
66
5. Encourage and promote the use of technology within education and academic
institutions.
6. As a nation, we need to look at other countries and at the industries for
inspiration and direction so that information taught in schools is not only up to
date but it will prepare the student for a more challenging tomorrow.
Eighth Chapter: References
67
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