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Editor’s Note: Eductors worldwide face many of the same problems. This study from the University of North London examines diversified support and relevance to improve instruction and reduce dropout rates for multicultural students.

Evaluation of the Information, Communication and Technology Capabilities and e-Learning

Ezendu Ariwa

This is a comparative study of curriculum evaluation of Information Systems related undergraduate module in the Business School, University of North London

Rationale/Aims

The concern for dropout rates and lack of adequate diversified mode of support and problem based systems driven learning for multicultural students in the United Kingdom gave birth to this project.

This project provides opportunity for evaluation of the curriculum effectiveness and relevance in Information Systems [IS] driven module with respect to delivering, relevance and appropriateness.

The cultural composition of students in the University of North London and its reflection within Business School fulfills the University mission statement in terms of distinctiveness and wider academic provisions.  The University mission statement and the Business School mission statement. The composition of business school students ratio to the entire University in terms of population is one is to three [1:3] and this represents approximately thirty-six percent [36%]

The population of students contact within this project is one is to sixteen [1:16] and this represents approximately six percent [6%].

Furthermore, the University of North London recognizes the importance of information and communication technology (ICT) by having their own facilities tailored towards effective delivery of teaching and learning.

In the module examined for this project information and communication technology [ICT] is used to communicate with students for providing support and aid the development of web, multimedia and hypermedia as tools for addressing information design and network communications issues and producing appropriate solutions.

Virtual Integration Of The Curriculum

The pressing issue of integration and use of virtual application in to the business information systems module provides opportunities for curriculum evaluation and progression.

It can be said that in the module’s curriculum at present, provides basic understanding of computer hardware and software. This implies that there is an adequate awareness of techo-business logic and procedures in place.   The introductory sessions were geared towards traditional concept of content definition and the science of technology. Engineering valuation is neglected, such as knowledge techniques and techno-dimension, tools and machines and the basic system dynamics of machines but advance relational concepts in terms of e-applications and assignment were integrated into the curriculum design and enhancement. 

In summary, Kolb considered that no individual learning style is viewed as being better or worse than any other (Kolb 1984). The key to effective learning is the ability to be flexible and competent in each learning style when it is appropriate.  However, Tennant (1987) in his critique of cognitive style theories points out that within society at large, analytical thinking (characterized by the interpersonal domains such as the technology based application, business modeling techniques and mathematics) appears to be valid more highly than abilities within the personal domains requiring techno-social skills.

The computer-supported assignment was geared towards evidence-based learning and confidence development as well as alternative to face-to-face mode of delivering learning and teaching.   It is important to ensure that quality of the learning does not decline. Ashmount, 1992; argued that most lecturers use traditional approach in delivering teaching and learning rather than adapting to available technology and mini styles. It is necessary to summarize his argument as medium oriented approach, and comparison based on average, rather than optimized use of computer based applications.

Info-Mediation and e-Learning:
Benchmark for Monitoring Performance

Willm (2000): examined whether the achievement of learning outcomes changes over time and there was emphasis to determine whether there is inequalities in achievement amongst students with differing ethnic and socio-economic backgrounds. The use e-learning will enrich the gap in the above examination and online-based assignment as it will provide collaborative virtual learning environment and better relationship that may result in improving students’ confidence and self-esteem.

 Coleman et al, 1966; Fairstone et al, 1998; examined the issue of Equality of Educational Opportunities and the associated differences associated with attendance and commitment. Schenck & Beckstorm, 1993; Wong and Meyer 1998; in their contributions on accountability and assessment process to reflect the teaching strategies supported this.  Springfield et al, 1997; and Williams, 1992; sees teaching as a service provision to customers (students).

In order to provide the necessary support in enhancing competence in terms of manual dexterity using application based software – online mechanism, it is necessary to understand whether students differ in ability is due ethnic diversity, socio-economic background and gender based.  Gray, 1988; Willms, 1986; Brookover et al., 1979; argued that virtual support models add values to teaching and learning.  Values in terms of effect of attendance associated with students’ performance and achievement, which are outcome, related.

Techno-Problems in Virtual Application

A balance virtual assignment and programme links should equip students with some essential informatics skills associated with certain levels of cognitive, affective and psychomotor competencies for successful completion of the module.  There are research evidence to justify the above claimed and Kazana et al, 1ed979; Wilson, 1976; Burns, 1976; focused on the link relations in terms of competence.

Methodolody

I was involved with the students during the Easter and Christmas holidays using the available online assignment mechanism and electronic forum to deal with different problems associated with their learning, problem solving competence and time management skills. Otten (1994) in describing information technology and associated electronic communication classified their benefit over the traditional systems.

Questionnaire, interview and online applications were used as efficient tools for developing this system.  The information and data gathered was used to analyse the requirement of expected design in future module.  The analysis was used in building a constructive student network driven and ICT Model such as workshop e-provision and e-forum classes.

Results

In summary, there is research evidence that in students improved in their performance through this support.  This is evidenced by the following results from the three modules taken during the semester and students’ performance and comments as well as outcome.

This made the students improve their confidence and self esteem as well as competitive in terms of service provision within academic framework.

Web Sites

The use of network driven systems, into the acquisition and transfer of knowledge, using resources from the World Wide Web was of great importance.   The result showed that out of the 150 students, that 149 provided evidence of using the web site, a representation of 99.33%.  In addition, only one student did not have access to web site due to lack of time at work, as this showed a representation of 0.67%.

Lecturer’s Office Hours and ICT Studio Workshop

There was evidence that the lots of students used this traditional facility and resources. While majority preferred the workshop based office hours at the IT studio as it provided opportunity to address problems on the screen and helped students to remember in visual perspectives.

There was evidence that actively involved in terms of resource usage and lecturer’s time provided additional opportunity through soft coaching and one-to-one training made available for development of basic ICT skills through this scheme within the faculty.

Module – ZENOE 3H12:

The performance of students in the module and the distribution of grades is a representation of the performance of the students in the Module ZENOE 3H12.

Summarising the trend as shown above: Three  (13%) students achieved A grade compared to Six (35.3%) students in the year 2000.   Thirteen (56.5%) students achieved B grade compared to one (5.9%) student the previous year. This is a positive indication in terms of the more students scoring 60% and below 70%.   Four (17.4%) students achieved C grade as compared to Two (11.8%) in the previous year; and Two (8.7%) students achieved D grade as compared to Eight (47%) students in the previous year. Only one (4.3%) student failed and this were due to lack of attendance and inability to complete the coursework as required. 

Module – ZENQMH110

The performance of the students is a representation of the performance of students in the Module ZENQMH110

Summarising the trends as shown above:

Seven (30.4%) students achieved A grade; Twelve (52.2%) students achieved B grades

Three (13.0%) students achieved C grades and One (4.3%) student achieved D grade.

This is very good performance and can be attributed to the hardworking and attendance on the part of the students, coupled with extended support mechanism in place.

Conclusion and Recommendation

The results of the study revealed that students have great interest in participating in any online support programme geared towards improving their skills.

Some of the components of the module were broken into meaningful stages covering the stated objectives of the module. The focus of e-dimension and network driven application started with the introduction of basic technology awareness, creativity, self-reliance and foundation building on use of electronic learning devices.

Student’s perception revealed that the problems of inadequate support for technology and mathematical based courses, equipment and facilities in the learning of electronic applications were responsible for their lack of confidence and self esteem.

·        Ways to overcome the identified problems are as follows:

·        Use of extended learning mechanism and

·        Students learning accounts in the learning centre to update lack of knowledge in fundamental principles.

In addition the provision of enough workshop space, equipment and emphasis on practical and hands-on activities. There was emphasis on the competence and mathematical knowledge for developing business models. 

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About the Author

Ezendu Ariwa is from the Business School at University of North London, United Kingdom. e.ariwa@unl.ac.uk,  Tel. 0207 607 2789 Ext.3123.