TOWARDS A FRAMEWORK FOR e-LEARNING CONSUMER

BEHAVIOUR

An Analysis of Greek Students Perceptions

Eleonora Ioulia Malama, Fotini Patsioura

Department of Applied Informatics, University of Macedonia, 156 Egnatia Str. Thessaloniki, Greece

Maro Vlacho

oulou, Vick

Manthou

Department of Applied Informatics, University of Macedonia, 156 Egnatia Str. Thessaloniki, Greece

Keywords: E-learning, Consumer behaviour, Marketing plan, Perceptions analysis.

Abstract: Successful e-learning applications are based upon integrated marketing strategy, which involves thorough

market and target group analysis. Understanding target group specific needs and characteristics, analyzing

environmental factors, determining strategic and tactical aims, as well as, planning the requiring marketing

mix elements are considered important activities to develop a competency based and IT deliverable e-

learning academic module.

As a result, e-learning providers need to position themselves in the marketplace based upon their missions

and abilities in order to respond to e- learning challenges in a strategic manner. Greek educational

institutions reveal increased interest, but also hesitance in developing and administrating e-learning

applications. This paper aims to provide Greek prospective e-learning providers with all the necessary

information regarding prospective target market segments in order to specify perceptions about e-learning

concept. Specifically, a primary research was conducted in order to examine and analyze samplesβ aspects,

demands and needs towards the adoption of e-learning programs. Descriptive statistics as well as Multiple

Correspondence Analysis are used to present comparative statistical data.

1 INTRODUCTION

The term of e-learning covers a wide set of

applications and processes, including computer-

based learning, Web-based learning, virtual

classrooms, and digital collaboration. (Urdan, T. and

Weggen, C., 2000). Basically, e-learning uses the

power of networks, primarily those that rely on

Internet technologies but also satellite networks, and

digital content to enable learning by eliminating the

barriers of time and distance (Seufert, 2001). E-

learning market grows significantly as the interest on

learning beyond time and place is increasing. Epic

(2003) states that students in Further Education (FE)

and Higher Education use online technologies for

learning in significant percentage. The international

character of the web has already formed a highly

competitive environment across e-learning projects.

In this setting, universities and organizations are

forced to incorporate e-learning practices or

optimize current interactive, multi-mediated,

learning environments based on past experience and

applications and the new emerging digital

technologies (Argyris and Schon, 1978; Pedler,

1998; Senge, 1990; Dixon, 1994; Moingeon and

Edmondson, 1996; Easterby-Smith, 1997). In many

cases, current e-learning programs are still

experimenting in order to achieve an e-learning

context that addresses successfully both educational

and technical issues.

While business models in e-learning market still

evolve, it is evident that effective e-learning

planning, design and evaluation should be based on

a well-defined marketing strategy. A strategic

marketing plan regarding a particular e-learning

project acts as a roadmap, obtaining and making

230

Malama E., Patsioura F., Vlachopoulou M. and Manthou V. (2009).

TOWARDS A FRAMEWORK FOR e-LEARNING CONSUMER BEHAVIOUR - An Analysis of Greek Students Perceptions.

In Proceedings of the International Conference on e-Business, pages 230-237

DOI: 10.5220/0002218802300237

 SciTePress

better use of resources, assisting management

implementation and control and monitoring

problems, opportunities and threats. Successful e-

learning strategy is based on the fully utilization of

the target group analysis regarding the main

parameters of an e-learning program taking into

account the providers’ capabilities and objectives.

The promotion of the Information society and its

applications in educational environment in Greece is

one of the main goals of the Greek governmental

policy. The majority of the Greek educational

institutions as well as various government parties are

involved to the acquisition of the necessary skills

that will enable tomorrows’ citizens in Greece to

become familiar with technological developments

and to participate actively in the digital world on an

equal basis (Leonardo da Vinci project, 2005).

This study is part of an extensive project that

aims to develop an integrated marketing planning

process to match supply of educators and demands

of target learners within the Greek Academic

Community. Specifically, the paper aims to provide

information to Greek

institutions/organizations/companies about potential

students’ perceptions in order to facilitate decision

making on whether e-learning is realistically

achievable within their environment. Results provide

a practical framework for the e-learning providers’

future growth and prosperity.

2 STUDY FRAMEWORK

In order to effectively develop an e-learning project,

it is important to examine all dimensions that define

its content and all factors that determine its overall

operation. In addition, it is equally significant to

explore potentials students’ perceptions on adopting

new forms of education and determine their

requirements on specific factors of e-learning

studies. This understanding is of great significance

in today’s fast-paced culture and environment for the

organizations that aim at implementing successfully

e-learning programs, in order to turn change into an

advantage (Politechnica, 2001).

2.1 Literature Review

This study takes under consideration previous

research concerning the concept, the advantages and

the limitations of e-learning, as well as, the factors

that affect their successful implementation. The

study involves also the crucial issues that impact

students’ preposition to attend a specified e-learning

program in the areas of e-marketing, e-business and

e-commerce. Various studies attempted to identify

critical success factors for e-learning planning and

implementation. However, limited research was

undertaken for the categorisation of those factors

that would enable the development of an overall

framework for e-learning understanding and

examination (Ingram et al, 2000, McPherson &

Nunes, 2006).

Specifically, e-learning course content and

providers’ profile parameters include factors such as,

e-learning course content, effective support from

instructors and technical staff, ease of access and

interaction, type of accreditation, educational

provider and instructors competences, level of

collaboration as well as perceived information

technology infrastructure (Papp, 2000; Benigno &

Trentin 2000; Volery &Lord, 2000; Soong, Chan,

Chua & Loh, 2001; Dillon &Guawardena, 1995;

Leidner & Jarvenpaa 1993). Furthermore, successful

e-learning projects demand a strategic promotional

strategy aiming their diffusion and their future

viability and prosperity. All the needed information

to communicate the mission, the potentialities and

the advantages of an e-learning project must be

clearly provided to potential students (Dumblin,

2004).

Furthermore, various studies have identified and

suggest the factors regarding e-learning educational

disciplines and platform. Capper (2001) indicates,

between e-learning benefits, factors such as the

possibility of asynchronous interaction, the

exploration of new educational approaches, as well

as the any time and any place education. Bouhnik

and Marcus (2006), stated that e-learning has a

number of main advantages, including the lack of

dependence on the time, the freedom to decide when

to learn each lesson, the accessibility to online

material at students ‘ own election as well as the

freedom to express thoughts and questions without

limitations.

Despite the perceived benefits offered by e-

learning, researches indicate that a high percentage

of students who commerce e-learning courses do not

finish them (Dutton and Perry, 2002).

This suggests that there is something that does

not work properly in e-learning systems (Liaw,

2008). Bouhnic & Marcus, (2006) stated that

students’ dissatisfaction was based on disadvantages

such as the high level of self-discipline and self-

direct, the absence of a learning atmosphere and the

lack of interpersonal interaction. Finally, e-learning

projects that were not successful in achieving their

goals did not have access to technical and

TOWARDS A FRAMEWORK FOR e-LEARNING CONSUMER BEHAVIOUR - An Analysis of Greek Students

Perceptions

231

administrative advice and support (Selim 2007;

Alexander et al, 1998; Soong et al, 2001). As a

result, instructors’ characteristics concerning their

teaching style, their IT competences as well as their

attitude towards students support affect e-learning

success (Webster & Hackley, 1997; Volery & Lord,

2000).

2.2 Proposed Framework

The understanding of e-learning concept and

functions displays its distinctiveness in terms of

organizational changes. As a result successful e-

learning strategy requires careful planning and

execution, placing special attention on assessing the

external environment, analyzing competitors’

strategy and profiling target market (Gordon, et al,

2003; Evans & Haase, 2001). This research is a part

of an overall study, which suggests an integrated

framework for e-learning development and

implementation. The framework includes the crucial

factors, the key elements and the significant

considerations while developing effective e-learning

environment and applications.

Regarding e-learning parameters, they were

selected based on relative research and existing

applications concerning the design, the empirical

applications, the advantages and the limitations of e-

learning, as well as the data which is required in

order to support marketing strategy decisions

(competitive positioning strategy, marketing mix

tactics). E-learning study parameters, which were

further analyzed in this paper, are the following:

 Course context focuses on the

description of courses features, based on

elements, such as program formulation,

admission criteria, studies duration and

tuition fees

 Educational disciplines & platform

encompasses several aspects of the educational

process (teaching methods, communication and

assessment practices, and main features and

dimensions of web-based learning environment)

 Provider’s profile deals with the type

and number of e-learning providers, the course

validation and accreditation, browsing and selection

of financial resources.

Marketing Plan

Market Analysis

Target Group Analysis

Course

Context

Program of Studies

Admission

Duration

Tuition Fees

Educational

Disciplines &

Platform

E-learning models

Technical & Teaching Support

E-learning models

Didactic Media & Methods

Attitude toward

e-learning concept

Demographics

Sponsorship

Accreditation of Studies

Institution/Organisation

Providers

profile

Assessment Criteria

Promotional Strategy

Perceptions toward

E-learning Studies

Parameters

Figure 1: Target Group Analysis Framework for

e-learning development.

Based on this conceptual framework, a market

research was undertaken in order to specify the

demographic characteristics of the target market

(target group analysis), identify their attitude toward

e-learning concept in general, and finally determine

their requirements and perceptions towards the

specific features and attributes of an e-learning

course. Specifically, three basic research dimensions

are proposed: (1) demographics, (2) attitudes

towards e-learning concept and (3) perceptions on

specific e-learning studies parameters (figure 1).

3 METHODOLOGY

The research has been structured in order to capture

participants’ perceptions towards the three

dimensions of target group analysis. It must be

mentioned that research was focused on specific

thematic areas of e-learning postgraduate programs,

those of e-business, e-commerce and e –marketing.

Data were collected through a questionnaire based

survey. A total of 338 undergraduate, postgraduate

and lifelong students within University of

Macedonia, Technological Educational Institution of

Thessaloniki, Technological Educational Institution

of Crete and Technological Educational Institution

of West Macedonia, in the disciplines of applied

informatics, marketing and business administration

participated in the survey (table 1).

A student sample was selected opposed to

general population based on their predictive and

analytical validity of consumer behaviour analysis in

traditional and Internet marketing and advertising

research under specific circumstances (Hampton,

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232

1979; Yavas, 1994; Rosner, 1996). Furthermore,

higher education students are considered frequent

users of online technology in learning, (Epic, 2003)

consisting prospective target market of e-learning

applications.

Table 1: Demographic Profile of the participants.

Item Percentage (%)

Age

20-25 59

26-32 21

32 and up 20

Family situation

Single 87

Married 4

With children 9

Level of education

University student 57

Postgraduate course

student

University degree 12

Postgraduate degree 10

Working situation

Employment 53

Unemployment 47

Annual income

Under 10,000 Euros 48

10,000- 15,000 Euros 29

15,000 and up 23

Permanent residence

Athens/Thessaloniki 60

District capital 30

Other 10

4 STATISTICAL ANALYSIS

Descriptive Statistics and Multiple Correspondence

Analysis (MCA) (

Greenacre, 2007; Clausen, 1998)

were used for the questionnaires’ statistical analysis.

MCA was run using CHIC software

(Markos et al,

2008)

. In order to define the importance of

contribution for each factor, COR and CTR

(Relative and Absolute Contribution) indices were

used that reproduced factorial axes and first factorial

planes (formed by the two first factorial axes). The

MCA was applied to selected Burt Tables

(Generalised Contingency Tables) in order to

identify differences in respondents perceptions

towards e-learning notion related to specific

demographical characteristics. Also the method

enabled the identification of respondents’ groups

based on common demands and needs towards basic

e-learning attributes.

4.1 Descriptive Statistics

The outcomes revealed significant dimensions of the

participants’ attitudes towards e-learning concept in

general. Also, several assumptions were drowned in

relation to the specific e-learning studies parameters,

described in the study framework.

(1) Demographics

Surveying the demographical characteristics of

respondents, who displayed a positive intention to

attend an e-learning postgraduate program in the

area of e-business/e-commerce/e-marketing (254

respondents of total 338), the study captures

important information that affects the successful

application of e-learning projects. Their

demographic profile reflects the high proportion of

people < 20 years old (64%) and those who were

single (88%). In terms of educational level, the

majority were university students (62%) as well as

unemployment (52%). The composition in

respondents’ permanent residence was 55% in two

bigger cities in Greece and 35% in the rest of Greek

area.

(2) Attitudes Towards e-Learning Concept

Investigating whether Greek Students are familiar

with the concept of virtual educational programs and

also identifying their intentions and motives in

adopting e-learning studies, is one of the main

objectives of this research.

 98% of respondents replied that the

concept of e-learning is overall known.

Although, the majority of respondents

(62 %) have partial knowledge, showing

essentially the lack of documentary and

sufficient understanding about the

concept, the characteristics and the

potentialities of e-learning. About a

third of the respondents (36%) indicate

a sufficient knowledge of e-learning

concept while only 2% has complete

absence of contact with it. The results

indicate the visibility of the concept in

the large part of respondents and focus

on the need to obtain a broader and

substantial contact with the meaning

and the applications of e-learning

 33% of the respondents indicate the

flexibility in place and pace of

education as a most crucial advantage.

Customization of education also consist

a significant advantage over traditional

TOWARDS A FRAMEWORK FOR e-LEARNING CONSUMER BEHAVIOUR - An Analysis of Greek Students

Perceptions

233

forms of education (23%). 22 % choose

as a crucial advantage the cost saving in

travel while another 22% the

opportunity The dispersion of

respondents’ answers demonstrates the

great number of benefits offering by e

learning as well as its ability to adapt to

distinct needs of potential trainees

 The majority of the respondents (57%)

of the respondents have mentioned the

lack of interpersonal interaction, which

necessarily governs e-learning

educational process as a significant

limitative factor of e-learning adoption.

There are also reported factors such as

the need for time-management and self-

discipline (15%) and the need to obtain

and maintain the necessary equipment

(15%). Finally, 46% of the respondents

report the need for information and

communication technologies

competences as another important

limitative factor

 33% of the respondents rate as the most

crucial reason in order to adopt e-

learning applications, the inability to

move from the permanent home

location. 32% mentioned the increased

work obligations and 23% the chance to

adopt innovative educational

experiences. Only 8% responded the

lack of funds and 4% the increased

family obligations

 The survey examines the significant of

four basic skills that are considered

important for successful e-learning

adoption. The majority of respondents

(81%) clarify a high level of

significance to the skill “self-discipline”

and 18% a moderate level. These results

underline the need to attract potential

trainees, with increased potentiality as

well as a positive attitude towards self-

directed behaviour. The skills

“computer use” and “internet

navigation» are rated with high

significance for more than 60% of

respondents (69% and 64% equally).

More than a third believe that there is a

low level of importance to the above

skills (30% and 35% equally). Finally,

the ability to take advantage of all the

“communications tools” available in an

e-learning program accumulate similar

percentages (67% high significance and

32% low). It is worth mentioning that

only 1% of respondents reply that there

is no significance to any of the

examined skills.

(3) Perceptions Toward e-Learning Studies

Parameters

With regards to “course context”

 The majority of the respondents would

participate in an e-learning postgraduate

program that is best described with the

following characteristics:

 Flexible studies duration (51%)

 Tuition fees up to 5.000€ (81%)

 A compound admission process (exams,

interviews) (70%)

 Use of in Greek Language (62%)

 Accredited by public organizations

(91%)

Regarding to “educational disciplines and

platform”

 60% of respondents prefer the

synchronous e-learning model while

36% the asynchronous. Only 4% of

respondents believe that e-learning at an

individual pace is the best model. The

answers of the respondents reflect a

strong preference to this model, which

is closer to the traditional class and

requires from the students a direct

cooperation and interaction with

instructors and other learners in a virtual

environment

 63% of respondents view strongly and

37% lower blended learning as a better

model in comparison to pure e-learning.

These results indicate that Greek

students are not yet mature for e-

learning adoption, demanding from

interested institutions a more consist

and documentary attempt to promote

postgraduate e-learning programs

 The provision of instructors’ support in

settling queries and questions about the

educational content as well as the

writing of essays is considered

extremely significant for the 96% of

respondents. The attendance of lectures,

which are provided through e-learning

platforms, demand also substantial

support (68%). Almost half of the

respondents require significance advice

and support during the duration of

exams (42%). Finally, the ease of

Internet and system navigation is based

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234

at a high degree upon instructors and

technical staff support (57%).

With regards to “provider’s profile”

 The majority of respondents would

prefer an e-learning postgraduate

program:

 Held by a state University (64%)

 Sponsored by government funding

(70%)

 Promoting through e-learning

programs’ websites (44% of

respondents) search engines and

databases (31%), word-of- mouth

advertising (10%), Internet news groups

and mailing lists (6%), traditional

advertising and publicity as well as e-

advertising (5% and 4% equally).

4.2 MCA Results

The application of the MCA method provided a

graphical representation of the main

correspondences and differences of the examined

variables. Specifically figures 2 and 3 provide some

of the results produced by the application of MCA

method for the factors in question and illustrate their

graphical representation (first factorial planes).

Age >30

Adoption Motive:

Increased Family

Obligation

Adoption Motive:

Increased Professional

Obligation

Main Advantage:

Place &Pace

Flexibility

Main Limitation:

Technological

Infrastructure

Post

Graduate

Student

MSc Degree

Holder

Employee

Figure 2: MCA Application on “demographic

characteristics” and “general perceptions” factors.

The outcomes revealed significant correlations

among respondent’s demographic characteristics and

their perceptions regarding the concept and the basic

characteristics of e-learning notion (Figure 2).

Specifically there is a strong correlation between

respondents’ level of knowledge of e-learning

concept and their educational level as well as age

category. This information provide the necessary

and critical information to the engaged entities in

order to indentify and specify the efficient and

E-learning Instituti on

Substantial

Significance of

Ed.Ent ity’s

reliability

Tr a dit io na l

Universities

Absence of Significance

to wa r ds P ub li c S ect or ’ s

Ac cred itat io n

Syste m’s

Securi ty &

Reli a bil it y

Figure 3: MCA Application on “need satisfaction” and

“product mix variables” factors.

effective strategies and tactics for the diffusion and

promotion of prospective e-learning courses

Furthermore, the clustering of the variables display

that respondents’ stage of lifestyle and working

condition affect the main reasons for adopting e-

learning applications. This fact establishes e-

learning potentiality to satisfy diversified target

market segments, modifying the marketing strategies

in order to attract them and satisfy their special

needs. Finally, significant differences are ascertained

in respondents’ perceptions regarding the most

crucial advantages and disadvantages of e-learning

applications in comparison to their level of age and

employment situation. Older, working respondents

reveal the absence of personal contact as the most

limitating factor while younger, unemployed

participants are skeptical for the cost o acquiring and

maintaining the technological infrastructure

Furthermore, AFC application (figure 3) reveals

crucial correlations among attributes of e-learning

product and crucial factors concerning respondents’

overall satisfaction. Specifically there is an explicit

argument of respondents who prefer different

entities for the development and the administration

of an e-learning program

It is also recorded a strong trend towards the

significance and necessity of the public higher

education sector’ contribution in terms of

developing, organizing, and accreditating e-learning

applications... This information display the Greek

students’ confident against the realibility and

effectiveness of the public universities in task

management concerning traditional as well as e-

learning activities. Finally, it is displayed a specific

segment of respondents which emphasize the

innovative character of e-learning, prefer

asynchronous e-learning model and deem

educational institutions and entities, which provide

TOWARDS A FRAMEWORK FOR e-LEARNING CONSUMER BEHAVIOUR - An Analysis of Greek Students

Perceptions

235

exclusively e-learning programs and courses. as the

most appropriate for e-learning implementation.

5 CONCLUSIONS

Despite the move towards flexible learning

methodologies, the e-learning industry in Greece is

still immature and evolving. This study identifies

variables and factors that explain students’

involvement and perceptions towards the adoption

of a specific e-learning program, this of e-business

e-marketing course. The paper applied a number of

variables concerning e-learning issues, to a

representative population. As such the survey

contributes to the understanding of the requirements

of prospective Greek e-learners towards factors

associated with successful e-learning programs in a

dynamic virtual learning environment. Greek

students are revealed informed about e-learning

concept and its basic features. It is worth mentioning

that they seem to be devoted to traditional

educational process, demanding similar dimensions

from an e-learning program such as synchronous

model, blended learning, domestic language oriented

programs, state universities and public sector

accreditation.

On the whole, the paper underlines that the

implementation of e-learning programs is a

challenging task that incorporates organizational,

technological, administrative and instructional

aspects, involving also a fully understanding of

learners’ needs and demands. The findings of the

study provide a useful framework to the interested

educational entities, contributing to the development

of an efficient and effective e-learning marketing

strategy.

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