Chee Leong Lim 2010 by Yun Mei Ling

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 ÂŠ InternationalJournal.org

Student Perceptions of the Use of Elluminate Live! For Synchronous e-Learning Chee Leong Lim, School of Marketing and Management, Taylorâ&#x20AC;&#x2122;s University College, Malaysia.

Abstract: Recent advancements in information and communication technologies (ICT) and the increasing efficiency of bandwidth have led to the growing popularity of synchronous e-Learning. Thus, the use of the web conferencing system, as a platform to facilitate teaching and learning activities in higher educational environments across the world has received increased attention. However, there has been little empirical research published to assess the effectiveness of synchronous e-Learning tools, particularly from the view of the students. This paper attempts to explore studentsâ&#x20AC;&#x2122; perceptions of the use of Elluminate Live! as a synchronous e-Learning tool to supplement the traditional classroom learning. An online survey was sent to 145 students to gather information about their experience with Elluminate Live!. A descriptive analysis has revealed that the students had expressed satisfaction and excitement regarding the use of this revolutionary technology. Participants also found Elluminate Live! extremely beneficial, particularly when e-Learning sessions were scheduled before assignment due dates and examinations. These sessions allow them to clarify their doubts, and to resume studying, without any confusion, from a location of greatest convenience to themselves. From these findings, the paper concludes with some benefits of using Elluminate Live! in enhancing the learning experience of the students. Keywords: e-Learning, web conferencing, students perceptions, synchronous learning

Introduction Recent advancements in information and communication technologies (ICT), and increasing efficiency of bandwidth for a variety of data-intensive applications have led to the growing popularity of synchronous e-learning, (Kinshuk & Chen, 2006). E-learning is any technologically mediated learning where contents are delivered digitally. It plays a critical role in enhancing students learning. In many institutions of higher education around the world, their survival and even existence is difficult without extensive application of technologies in the classroom (Shephard, 2004). Thus, the use of synchronous e-Learning such as a web conferencing system as a platform to facilitate teaching and learning activities in higher education environment across the world has received increased attention (The New Media Consortium, 2006). In the past decade, the significant institutional investment in e-Learning and web-enhanced tools testifies that e-Learning practice has achieved an enormous momentum and will make a tremendous impact on the future of education (Lee, 2005). While e-Learning plays an increasing role in promoting lifelong learning, the effectiveness of e-Learning needs to be evaluated and revisited periodically, particularly from the view of the students (Lim, 2007). This echoes the

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org

propositions of a study by Figueira (2003) which propounds the importance of focusing on constantly measuring the efficacy of e-Learning, and subsequently uses the findings as a useful tool to base decisions on the use of any e-Learning strategy. Berk (2003) also highlighted that findings attained from learners through surveys can provide a comprehensive indicator regarding the quality of an e-Learning platform in meeting student needs. However, limited research has focused on student perceptions of the usefulness of e-learning. This is supported by Hrastinski (2008) who reported that many organizations and educational institutions have a limited understanding of the benefits and limitations of synchronous elearning. As educational institutions are always seeking ways of utilizing the budget allocated for the use of technology in classroom, examining students perceptions of learning is critical. Hence, more research is needed in this area of study (Disbrow, 2008).

Objective of Research This research aims to explore the use of Elluminate Live!, the synchronous e-Learning tool from the perspectives of students in a Malaysian private higher educational institution. It focuses on students’ attitudes, beliefs and perceptions in relation to the use of Elluminate Live! It is also undertaken to understand the motivational factors that attract students to join the e-Learning sessions. The aim of this paper, therefore, is to answer the following research questions: (a) (b) (c)

What are the personal objectives that motivate students to join the real-time e-Learning sessions? What are the perceptions of the students towards the usefulness and effectiveness of synchronous e-Learning sessions conducted using Elluminate Live! software? What are the impacts of Elluminate Live! sessions on students’ learning process? Usefulness and Effectiveness Personal Objectives of Students

Elluminate Live! Synchronous e-Learning Tool Impacts on Students’ Learning Process

Figure 1. Research framework Figure above summarizes the research framework used in this study. The study begins with seeking understanding of the reasons that attract the students to join the e-learning sessions in Elluminate Live!, their perceptions about the quality of the various features used and how they

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 ÂŠ InternationalJournal.org

perceived the effectiveness of the sessions. Lastly, the impacts of Elluminate Live! sessions on the studentsâ&#x20AC;&#x2122; learning process are gathered.

Synchronous e-Learning Synchronous e-Learning can be defined as a real-time computer-assisted session where the instructor and participants from different locations are involved in the lesson at the same time (Education Resources, 2006). With computer facilities and Internet access, students can log on from multiple locations to interact with the instructors and other participants. It helps e-learners feel like participants, rather than isolates as they are able to avoid frustration by asking and answering questions in real time (Hrastinski, 2008). The virtual classroom in synchronous eLearning sessions duplicates the immediate interaction capabilities found in a real classroom, which allow students to interact with peers and instructors using the audio and video conferencing facilities. Shared whiteboard is a common feature in synchronous technologies, which allows a group of people to communicate by typing comments, drawing and highlighting on it. With application sharing features, an instructor can demonstrate how to use software applications to remote learners, and also let the learner take control of the application to practice performing tasks (e-Learning Consulting, 2008). In a review of recent literature on the perceptions of synchronous e-learning, the study found that web conferencing software not only connects students located across the globe, it also promotes interaction and collaborative activity that facilitates construction of knowledge among the students (Reushle & Loch, 2008). This e-Learning tool is a prevailing platform that many educators are looking for to increase out of the classroom learning. It is a valuable, easy to use tool that is designed to get students motivated about the learning process beyond the classroom boundaries. Indeed, the web based e-Learning system has been adopted by universities across the world as one means to overcome limitations of face-to-face learning. With the help of this eLearning tool, the universities will be able to increase student interaction, as well as create an impact for the participants during the learning activities (Vitartas et al, 2007). Teng and Taveras (2004) explored the level of acceptance on streaming live lectures using video conferencing systems, and found that this method was considered as a positive educational strategy by the instructors and students. Supporting this view was the research study by Lewis & Abdul-Hamid (2006) who reported that using e-Learning will create a powerful interactive environment between the online learner and the instructor, and between learners themselves. In addition, Krish (2008) also commented that her research has generally found more universities have started focusing on both traditional and innovative modes to achieve a more stimulating learning environment. Due to the need and urgency to empower academic staff with Information and Communication Technology (ICT) skills that will contribute to quality education, many universities have also increased the utilization of e-Learning tools. As a result, such tools help in

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 ÂŠ InternationalJournal.org

developing a student-centred, intellectually stimulating and technologically-advanced environment as a whole. Scholars interested in synchronous e-Learning also found that synchronous communication was proven to greatly facilitate studentâ&#x20AC;&#x2122;s online collaboration, and generally students appreciate this new form of learning (Maushak & Ou , 2007). Page et al. (2003) also discovered that audio conferencing has been shown to create a sense of connection and participation among graduate students. Students reported that using this tool helped them to learn the course content more efficiently compared to traditional classroom setting. Convenience and connection were cited as the most positive aspects of using the system by the students. However, Vitartas et al. (2007) pointed out that the use of online learning systems has reported mixed results in their research. Hills (2003) also highlighted online sessions may not be beneficial for all students, as there are students who may find the virtual interaction is more sterile and less helpful. In addition, the e-Learning research conducted by Wei and Johnes (2005) has also shown that online teaching was less interactive, and it was less immediate than traditional face-to-face teaching, thus leading possibly to a sense of isolation among the learners. As a result, both authors recommended that synchronous e-Learning tools should be used as a supplement, and not a replacement for traditional teaching methods.

Elluminate Live! Elluminate Live! is a real-time virtual classroom collaboration software, that allows academic institutions to duplicate many of the benefits of a face-to-face class in an online environment (Crofton, et al., 2007). This web-based audio-graphic conferencing software package enables instructors to hold real-time online lectures or meetings with students, communicate with distance learners in virtual space. Elluminate Live! was chosen as the preferred synchronous eLearning software in this study because of its cross platform functionality, as well as its ability to work reasonably well for both dial-up and broadband internet speeds. This software allowed students interacting with peers and sharing academic ideas in a virtual conference environment (Reushle & Loch, 2008). It also increases the interactivity among participants, regardless of the types of computer platform or available bandwidth. In this study, Elluminate Live! is embedded in the Blackboard Learning System so that students can access it seamlessly through course sites. Along with access to the Internet, a student needs a microphone/headset in order to converse using the Elluminate Live! system. A webcam was an optional tool for video broadcast purposes. In fact, users are able to participate in an Elluminate Live! session without a microphone/headset by simply using their computer internal speakers to listen and typing their responses in the chat interface. Features that are predominantly used include audio interaction which allow simultaneous talking from multiple participants, a chat tool which enables text-based communication between the participants, a application sharing that allows a moderator or participant to share any application or the entire desktop with other participants, a file transfer tool where files are uploaded to the server and shared with everyone,

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 ÂŠ InternationalJournal.org

as well as polling and hand raise features that help the instructor to obtain quick responses to verbal or written questions. Figure 2 shows how an instructor discusses the concept of Microsoft Access using Application Sharing feature. Microsoft Access application that is currently appears in the instructorâ&#x20AC;&#x2122;s desktop will be viewable by all students. As students are able to see all of the contents of what the instructor are sharing, this will enable the instructor to provide the step-by-step guidance when teaching the database concepts. Instructor can also give control of his/her desktop to other students, students will then be able to manipulate what are sharing in the Application Sharing window to show their understandings of the lessons taught in this virtual classroom.

Figure 2. Screenshot of application sharing (Microsoft Access) between the instructor and the participants

Research Methodology In this study, the unit of analysis was the individual because the conceptual framework is based upon the individual explanation of the phenomenon. Individuals involved in the study were students in the Business Foundation programme. The present classroom was used without making any changes to serve the purpose of the study. Convenience sampling was chosen for the study where the sample being drawn from students who had registered for Business Computing in January 2009. The study was carried out by using the survey approach in June 2009. The survey instrument was an online questionnaire, including a cover page to explain the research objectives. The questionnaire has been borrowed from Ozden, et. al., (2004) and modified to suit to the context

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org

of e-learning. It aims to measure students’ opinions about the usefulness and effectiveness of synchronous e-Learning sessions conducted using Elluminate Live! software for the Business Computing subject. The questionnaire was posted on http://www.surveymonkey.com/ and email invitations were sent to students at the end of the semester. The extent of researcher interference in this study was minimal because the students answered the survey from home using their personal computer. Students were required to click on the link and taken directly to the first page of the survey. In the questionnaire, students were asked to rate statements on a five-point scale of “strongly disagree” to “strongly agree”. Section A measured students personal objectives when joining Elluminate Live! sessions (research question 1), section B comprised questions on usefulness of various features in Elluminate Live! (research question 2), section C consisted of opinions about effectiveness of Elluminate Live! sessions (research question 2), and section D covered impacts of Elluminate Live! on students learning process (research question 3). The ‘who’, ‘what’ and ‘how’ constructs (Krish, 2008) were used to present a more comprehensive view of the use of Elluminate Live! as the virtual learning concept in this study. Who - Elluminate Live! was introduced to January 2009 semester students who had registered for Business Computing. All students were within the age of 17 to 19 years old. They joined the one year business foundation programme with the intention to pursue their business degree. What - Business Computing was designed as a compulsory subject for all business foundation students to acquire an adequate level of computer knowledge and skills needed in preparation for learning at university level. In the January 2009 semester, this subject was taught by three different tutors, including the authors. Each of them handled two to three tutorial classes, and conducted the virtual sessions using Elluminate Live! for the students in their respective classes. How - The students engaged in teaching and learning activities through the traditional face-toface method. However, Elluminate Live! was used to supplement this traditional instruction, and to provide online support required by students especially for examination preparation purposes. For example, the instructors prepared past year examination questions in slides and saved it as an image file and then imported it into the whiteboard area in Elluminate Live!. The students and instructor were then able to draw on that image and work through a solution. After the session ends, the annotated whiteboard slides can be exported as PDF files and archived for continuous student access. Additionally, the instructors also supplemented assignment consultation through scheduled virtual office hours using Elluminate Live!, where students doubts were clarified and assignment questions were discussed in an interactive and collaborative environment. For example, the instructor can point out the mistakes of the students using Application Sharing feature, and give suggestion to improve their assignments immediately in this virtual classroom.

Research Results The study provides an insight into the motivating factors that encourage the business foundation students to join the Elluminate Live! sessions, their perceptions of the usefulness and effectiveness of the online revision sessions as well as the impact of such e-Learning sessions on

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org

their learning process. 145 students from business foundation programme were surveyed by questionnaire; 80 students replied and completed the survey giving a total response rate of 55.2%. Results are summarized in the following four tables, by percentage distribution, and the bold numbers in the tables are the largest entry for the corresponding row. The five-point scale of each statement is being averaged and shown in the Mean column. Personal Objectives that Motivate Students to join the Elluminate Live! Virtual Classroom In the first section of the questionnaire, students were asked to indicate their reasons for attending the Elluminate Live! virtual classroom. Findings from table 1 show that the predominant personal objective that motivates them to join was to ‘score good results for the examinations’ with 73.8% of the students making this selection. 71.3% of the students wished to ‘get the last minute tips’ while 65% of them indicated that ‘it is easier to revise the subject online together with the tutor and peers’. However, 31.3% of them disagree that they joined these online revision sessions because they have scored low marks in the continuous assessments. 41.3% of them also disagreed that they didn’t want to study the notes as they reason of joining these elearning sessions. Table 1. Percentages and Means of Personal Objectives that Motivate Students to join the Elluminate Live! Virtual Classroom I join the Elluminate Live! because

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Mean

I want to score good results for my exam.

1.3%

23.8%

45.0%

28.8%

3.99

I don’t want to study the notes.

10.0%

31.3%

20.0%

7.5%

2.84

I need the last minute tips from my respective tutor.

2.5%

23.8%

40.0%

31.3%

3.95

It is easier to do revision online together with my tutor and peers.

2.5%

5.0%

27.5%

40.0%

25.0%

3.80

I’ve scored low marks in my other assessments.

11.3%

20.0%

31.3%

30.0%

7.5%

3.03

Perceptions on Quality of the Various Features Used in Elluminate Live! In order to determine the success of the tools used during the Elluminate Live! web collaboration sessions, the students’ perceptions on the quality of the various features were measured and the

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org

results shown in Table 2. Some features identified of value to the students, with the mean more than 3.30, included text messaging, file transfer capability, loading power point presentations, application sharing, drawing tools, which allow the students to create and manipulate objects in the whiteboard area as well as polling and quizzes. Table 2. Students Ratings of Quality of the Various Features Used in Elluminate Live! Features

Poor

Fair

Average

Good

Excellent

Mean

Voice chat (Audio)

5.6%

12.4%

42.7%

29.2%

10.1%

3.26

PowerPoint Presentations

4.5%

9.0%

37.1%

40.4%

9.0%

3.40

File Transfer

6.7%

9.0%

32.6%

19.1%

3.48

Text Messaging

5.6%

11.2%

25.8%

40.4%

16.9%

3.52

Interactive Whiteboard

6.7%

11.2%

31.5%

37.1%

13.5%

3.39

Emoticons

10.1%

20.2%

31.5%

6.7%

3.04

Polling and Quizzes

3.4%

14.6%

32.6%

40.4%

9.0%

3.37

Application Sharing

5.6%

6.7%

40.4%

36.0%

11.2%

3.40

Students also provided comments about their experiences in using some of the features such as chat window and whiteboard as follows: “Chat window is too small and too many spammers make it hard for me to read the messages posted in the conversation area.” “The drawing tools in whiteboard should be locked or the users should be more considerate of others in using the tools. Misuse of the pen and highlighter tools during the lesson have slowed down my computer.” Perceptions on the Effectiveness of the Elluminate Live! Sessions Table 3 shows how the students perceived the effectiveness of the Elluminate Live! sessions. 58.8% of the students agreed that they were able to follow the online instructions and use the web conferencing software without facing any technical difficulties. 60% of the students reported that the interface design was clear and 62.6% indicated that the setup process was easy to operate.

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org

The results also show, however, that 36.9% was neutral with the statement “Elluminate Live! is better than traditional face-to-face tutorial class”, 44.0% were neutral with statement “I feel like I were in a classroom during the Elluminate Live! session” and 38.1% were neutral with statement “I would rather have Elluminate Live! with my lecturer only.” It was clear that 34.6% of the students preferred face-to-face interaction with their lecturers as it is really impossible to duplicate the dynamic classroom learning environment using Elluminate Live!. Table 3. Percentages and Means of Students’ Perceptions on the Effectiveness of the Elluminate Live! Sessions Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Mean

I have followed the instructions without any problem.

2.5%

3.8%

35.0%

46.3%

12.5%

3.63

Microphones and earphone are easily setup.

5.0%

27.5%

43.8%

18.8%

3.66

The interface design is clear and easy to operate.

3.8%

10.0%

26.3%

52.5%

7.5%

3.50

It takes very long time for initial software download.

7.5%

25.0%

40.0%

20.0%

7.5%

2.95

I face technical difficulties when using Elluminate Live!

12.5%

30.0%

18.8%

8.8%

2.81

Elluminate Live! is better than traditional face-to-face class.

9.5%

19.0%

36.9%

29.8%

4.8%

3.01

I feel like I were in a classroom during the Elluminate Live! Session.

9.5%

16.7%

44.0%

25.0%

4.8%

2.99

I would rather have Elluminate Live! with my lecturer only.

9.5%

21.4%

38.1%

20.2%

10.7%

3.01

The following student also comment that Elluminate Live! should not be a substitute but rather a supplement to face-to-face lesson. “Although Elluminate Live! is a useful tool, I personally do prefer classroom style (face-to-face) revision. Elluminate Live! benefits students in the sense that, student do not have to purposely travel to school for the one or two hours revision and students can have fun interacting in the online environment (that's really a new thing for us). I do think it is useful only for last minutes tips or revision and as an addition to a normal class. I felt that practices that we did during the one hour elluminate session, we could actually complete it in maybe 30 mins in a

classroom situation. This online class takes longer time than classroom style as there are many distractions especially when the audio is lagging. It is also difficult to concentrate as opposed to in the class where the lecturer is in front of us. Anyway, it is good that we are exposed to new technology like this.”

Perceptions on the Impact of the Elluminate Live! Sessions on Students’ Learning Process The final set of survey statements relates to how the students perceived the impact of the Elluminate Live! sessions on their learning process. In table 4, 76.2% of the respondents agreed that the Elluminate Live! revision sessions should be held at least once before each major examination. In addition, 63.1% of the students also agreed that their experiences with Elluminate Live! have been positive and 66.7% felt comfortable in using this new mode of study. Table 4. Percentages and Means of Students’ Perceptions on Impact of Elluminate Live! Sessions on Students’ Learning Process Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Mean

Saving travel time to campus when using Elluminate Live!

3.6%

7.1%

23.8%

36.9%

28.6%

3.80

I hope to see Elluminate Live! In other courses as well.

4.8%

8.3%

20.2%

31.0%

35.7%

3.85

My experience with Elluminate Live! have been positive.

3.6%

29.8%

51.2%

11.9%

3.64

Elluminate Live! session should be held at least once before mid/final examination.

3.6%

16.7%

33.3%

42.9%

4.08

I am comfortable with Elluminate Live!

7.1%

1.2%

25.0%

39.3%

27.4%

3.79

I learn how to use technology in the Elluminate Live!

2.5%

34.6%

46.9%

13.6%

3.67

Elluminate Live! is one of the enriching experiences in learning the subject.

2.5%

29.6%

50.6%

14.8%

3.73

It is also noted that being able to schedule Elluminate Live! sessions as an additional online revision session, the evening before the examination, was appreciated by the students. The

students strongly agreed that the online revision session was extremely helpful. Prior to the examination, their motivation was at its peak and this online live session allows them to clarify their doubts by asking questions verbally to their peers or lecturers. As a result, they were able to resume studying without any confusion from a location of greatest convenience. The following positive comments appeared as single responses: “Elluminate Live! should be continued”, “We have more confidence after joining the Elluminate Live! session because the session discusses the examples of past year examination questions”, “A new and enriching experience in learning; It should be applied in other subjects as well to bring education to the next level”, “This is the best learning experience I had”, “I hope there will be more Elluminate Live! session in the future for all the subjects as the lecturers can do revision with the students by using it every weekend”.

Discussions Generally, the finding of the study shows that students were excited to see this e-learning technology being implemented in their courses. This synchronous online technology has eliminated their travel expenses and time while increased availability and accessibility of their learning experience. With the synchronous interaction such as text messaging system and application sharing in the Elluminate Live!, students are able to get immediate feedback in the online environment from their instructor as well as minimize the sense of isolation among the students. This synchronous collaboration software not only promotes a real-time interaction between students and instructors, but also has the potential of increasing students’ motivation in their study out of the classroom. In addition, the various features available in the Elluminate Live! ranging from application sharing, slides presentations, to interactive whiteboard and instant messaging also helped to create an engaging learning environment that allows students to be benefited from e-learning sessions.

Conclusion In conclusion, students in this study had expressed satisfaction and excitement regarding the use of e-learning technology. When they felt e-learning had benefited them, their motivation to join the sessions increased greatly. Thus, the paper provides an insight about the motivational factors that attracts students to take initiative to learn in the e-learning platform. It also reminds us that

International Journal of Arts and Sciences 3(11): 123 - 136 (2010) CD-ROM. ISSN: 1944-6934 ÂŠ InternationalJournal.org

the effectiveness of e-learning needs to be evaluated from the view of the students to assess their true value. Further research could be done to address effectiveness of e-learning by correlating students results such as grades to their perceptions. It could also be extended to study the influence of synchronous environment by measuring students grade results before and after joining the elearning sessions. These findings can provide valuable feedback regarding how well the influence of e-learning sessions on students learning outcomes.

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