e-Business Application to Students’ Blended Learning
in Higher Education
Jeļena Zaščerinska
1
and Andreas Ahrens
2
1
Centre for Education and Innovation Research, Kurzemes prospekts 114-102, Riga LV-1069, Latvia
2
Hochschule Wismar, University of Technology, Business and Design, Philipp-Müller-Straße 14, 23966 Wismar, Germany
Keywords: e-Business Application, Blended Learning, University, Blended Educational Process, Students’
Achievements.
Abstract: e-Business Supports Higher Education the Same Way It Helps Companies in General. E-Business
Application in higher education has already become an indispensable tool in both university staff and
students’ daily life. A number of technological, educational and business models of e-Business application
in higher education have been developed. However, the educational models of e-Business application in
higher education mostly focus on blended learning, thereby they lack the blended educational process that
comprises blended teaching, peer-learning and learning. These one-sided educational models do not
contribute to the qualitative blended educational process for the improvement of students’ learning
achievements. Aim of the present paper is to work out the educational model of e-Business application in
higher education underpinning analysis of quality of the institutionalized blended educational process for
the improvement of students’ learning achievements. The meaning of the key concepts e-Business
application and blended learning is studied. Moreover, the logical chain of analysis is shown: e-Business →
blended learning → a model of the blended educational process → empirical study within a multicultural
environment. The results of the present research show that students’ learning achievements after having
been implemented the blended educational process have been enhanced. Directions of further research are
proposed.
1 INTRODUCTION
e-Business supports higher education the same way
as it helps companies in general. E-Business
application in higher education has already become
an indispensable tool in both university staff and
students’ daily life. A number of models of e-
Business application in higher education have been
developed. However, in most cases these models
represent technological innovations (Porumb et al.,
2011), namely, cloud computing, RFID-equipped
devices and etc, or business strategy of e-Business
application in higher education (Mitchell, 2002)
such as blogging, customer participation, external
wikis, and etc. A couple of educational models of e-
Business application in higher education exist, too.
However, these educational models of e-Business
application in higher education focus on blended
learning. Therein, blended learning is a new learning
form that combines the advantages of traditional
learning in lectures or seminars with innovative e-
learning in a variety of Information and
Communication technology’s usage. However, these
educational models of e-Business application in
higher education lack blended teaching and blended
peer-learning. Therein, teaching means training,
instruction provided by the educator to the students
in higher education. Peer-learning is the sub-phase
between teaching and learning in the
institutionalized educational process. Peer-learning
is aimed at students’ interacting with each other to
learn something new.
Therefore, existing educational models of e-
Business application in higher education, from the
researchers’ view, have to be improved (Porumb et
al., 2011) as these educational models do not
provide the qualitative blended educational process
for the improvement of students’ learning
achievements. In the present research, educational
process, training, instruction and educational act are
employed synonymously. Consequently, educational
process, training, instruction and educational act in
290
Zaš
ˇ
cerinska J. and Ahrens A..
e-Business Application to Students’ Blended Learning in Higher Education.
DOI: 10.5220/0004496802900297
In Proceedings of the 4th International Conference on Data Communication Networking, 10th International Conference on e-Business and 4th
International Conference on Optical Communication Systems (ICE-B-2013), pages 290-297
ISBN: 978-989-8565-72-3
Copyright
c
 2013 SCITEPRESS (Science and Technology Publications, Lda.)

formal higher education are considered as the
institutionalized processes. Therein, by formal
higher education, an organized higher education
model (university, institution, college, academy,
summer school, etc), systematic, structured and
administered according to a given set of laws and
norms is meant. Thereby, the institutionalized
educational process has to be relevant to the
university’s (institution, college, academy, summer
school, etc) requirements such as lecture or seminar
framework.
The purpose of the present paper is to analyze
and work out the educational model of e-Business
application in higher education underpinning
analysis of quality of the institutionalized blended
educational process for the improvement of
students’ learning achievements. The meaning of the
key concepts of e-Business and blended learning is
studied. Moreover, the analysis demonstrates how
the key concepts are related to the idea of the
blended educational process and shows a potential
model for development, indicating how the steps of
the process are related following a logical chain:
defining e-Business application → determining what
blended learning is → elaboration of a model of the
blended educational process → empirical study
within a multicultural environment.
The novel contribution of this paper is the
educational model of e-Business application in
higher education that represents the institutionalized
blended educational process in three phases, namely,
blended teaching, blended peer-learning and blended
learning. Moreover, the quality of the
institutionalized blended educational process in a
multicultural environment is analyzed.
Our target population to generalize the
educational model of e-Business application in
higher education is students in formal higher
education.
Our empirical results obtained in the
institutionalized blended educational process within
Baltic Summer School Technical Informatics and
Information Technology organized by the Rostock
University, Rostock, Germany, in the Baltic States
(Lithuania, Latvia and Estonia) show that the
students’ learning achievements after having been
implemented the institutionalized blended
educational process have been enhanced.
The remaining part of this paper is organized as
follows: Section 2 introduces e-Business and its
application in higher education. Blended learning is
defined, and the model of the institutionalized
blended educational process is presented in Section
3. The associated results of an empirical study will
be presented in Section 4. Finally, some concluding
remarks are provided in Section 5 followed by a
short outlook on interesting topics for further work.
2 e-BUSINESS
e-Business means conducting business
electronically, both within an organisation and
externally, with clients, communities and partners
(Mitchell, 2002). New business ideas such as the
payment service offered by RevolutionMoney, the
mail service offered by eSnailer, the flight service
offered by Virgin Charter, or the personalized TV
service from Current.com, Skype, the eBay seller
evaluation, or the Amazon recommendation service
are classical examples (Vossen, 2009) and have
found widespread acceptance in the community.
Typical e-Business applications include corporate
blogs, wikis, feeds and podcasts (Vossen, 2009) as
shown in Figure 1.
Figure 1: e-Business applications.
As e-Business serves delivering information via the
Internet, e-Business includes e-Education as
illustrated in Figure 2.
Figure 2: The relationship between e-Business and e-
Education.
Business goals made possible by e-Education
include improving efficiencies, reducing costs,
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increasing speed of transactions, expanding markets,
enhancing business partnerships and, most
importantly, providing additional value for clients
(Mitchell, 2002). e-Business applications in the
institutionalized blended educational process of
higher education are based on the assumption that
higher education is centred on research. E-Business
applications for implementing research activities in
the institutionalized blended educational process of
higher education include as demonstrated in Figure 3
use of
 university e-Libraries,
 patent databases such as European Patent Office
(EPO), US Patent and Trademark Office (PTO),
 bibliographic databases such as
 SciVerse Scopus
(SCOPUS), Thomson Reuters, Education
Resources Information Center (ERIC),
 research communities’ networks such as www.
researchgate.com, www.ResearcherID.com, etc.

Figure 3: e-Business applications in higher education.
While e-Business involves re-designing the business
process and use of information and networking
technologies (Mitchell, 2002), e-Education focuses
on organizing the institutionalized educational
process and use of information and networking
technologies.
3 BLENDED LEARNING
AND BLENDED
EDUCATIONAL PROCESS
A successful university’s graduate has to be able to
demonstrate next to his/her scientific background
good oral skills, delivery of good presentations and
speech improvisation, convince others, control
his/her physical reactions to stress, having a good
appearance. However, students’ mastering these
skills in e-Education becomes difficult without face-
to-face communication in a real-life environment.

Therefore, e-Education offers the combination of e-
Business applications and face-to-face university
training in educational settings. However, this
blended training (instruction, teaching) does not
provide positive results till blended learning is
engaged. This differentiation between blended
instruction and blended learning is highly significant
as many researchers define blended learning as a
combination of face-to-face (traditional classroom)
and online instruction (Grgurovic, 2011);
(Myllymäki and Hakala, 2013). On the one hand,
teaching and learning have been differentiated, but,
on the other hand, teaching and learning are inter-
connected: no teaching without learning, and vice
versa. Teaching and learning together form the
educational process. In formal higher education, the
educational process is determined as the
institutionalized educational process as it is
organized, systematized, structured and administered
within formal higher education according to a given
set of laws and norms. Hence, learning is not
teaching, instruction or training. Teaching in formal
higher education is defined as a purposefully
organized process of educator’s sharing experience
(knowledge, skills and attitudes) with students. In its
turn, learning is defined as a purposefully organized
or spontaneous process of students’ improvement of
his/her individual experience (knowledge, skills and
attitudes) based on cognition.
The authors of the present contribution support
the definition of blended (hybrid) learning as one of
the approaches that is utilized to help students for
meaningful learning via information and
communication technologies in educational settings
suggested by Gecer and Dag (Gecer and Dag, 2012).
Thus, blended learning is the combination of
learning and e-Learning as depicted in Figure 4 by
the authors of the present contribution.

Figure 4: Elements of blended learning.
e-Learning differs from learning by use of
information and networking technologies in the
process of cognition.
A number of blended learning models have been
proposed (Porumb et al., 2011). The models’ authors
suggest that blended learning proceeds in the
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educational act of two main phases (Porumb et al.,
2011) as shown in Figure 5:
 regular teaching in Phase 1 and
 Internet-based learning in Phase 2.
Figure 5: The educational act of blended learning.
Analysis of these particular models by the authors of
the present contribution shows that blended learning
is only a part of the educational process as it
includes teaching and learning. Furthermore, the
authors of the present contribution consider the
proposed models not to be complete due to the fact
that the models’ authors do not introduce such an
educational innovation as peer-learning (Zaščerinska
and Ahrens, 2010). 
Thus, the educational process includes teaching,
peer-learning and learning (Zaščerinska and Ahrens,
2010). Each phase of the educational process is
separated from the previous one, and the following
phase is based on the previous one. Therefore, the
blended educational process and, consequently, the
institutionalized blended educational process
includes blended teaching, blended peer-learning
and blended learning as depicted in Figure 6.

Figure 6: Elements of the institutionalized blended
educational process.
Further on, the blended educational process and,
consequently, the institutionalized blended
educational process proceeds as demonstrated in
Figure 7
 from blended teaching in Phase 1
 through blended peer-learning in Phase 2
 to blended learning in Phase 3.
Figure 7: The phases of the institutionalized blended
educational process.
Phase 1 Blended Teaching is aimed at a safe
environment for all the students. In order to provide
a safe environment, the essence of constructive
social interaction and its organizational regulations
are considered by both the educator and students.
The present phase of the institutionalized blended
educational process is organized in a frontal way
involving the students to participate.
 Educator makes previous experience rational. The
activity includes choice of forms and use of
resources including e-Business applications as
shown in Figure 3 that motivates the students. The
blended teaching process is under the educator’s
guidance.
 Peers do not participate in guidance of the blended
educational process. This phase of the blended
educational process is carried out qualitatively
only with the help of the educator. Dependence on
the educator is observed. The students study
alongside but not together.
 Students create the system of the aim and
objectives, search for a variety of information
source including e-Business applications as
depicted in Figure 3 and obtain techniques of
information compiling including e-Business
applications as illustrated in Figure 3. Students
fulfil the present phase of the blended educational
process qualitatively only with the educator’s help.
Dependence on the educator is observed, not
dependent on peers.
Phase 2 Blended Peer-learning is designed for
the students’ analysis of an open academic problem
situation and their search for a solution including e-
Business applications as depicted in Figure 3. The
same materials can be prepared for all of the group
students. But these materials are different whereas
learning styles and opportunities are different. This
phase of the institutionalized blended educational
process involves the students to act in peers.
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 Educator functions as a resource and moderator.
Educator delegates his/her duties to the students.
 Peers regulate each other: it is typical for students
to regulate each other. The students study together,
study from others including and teach others
including e-Business applications as demonstrated
in Figure 3. The present phase of the blended
educational process is under peer’s guidance.
Forms and methods of the blended educational
process are exchanged.
 The students fulfil the present phase of the blended
educational process qualitatively with the peers’
help. Partial independence is observed. The
relevant activity is performed jointly with other
students and with shared responsibility. It is
typical for students to regulate each other.
Phase 3 Blended Learning emphasizes the students’
self-regulation with use of assessment of the process
and self-evaluation of the results.
 Educator functions as a consultant and an assistant.
Educator delegates his/her duties to the students.
 Peers have consultative and advisory functions
including e-Business applications as demonstrated
in Figure 3.
 Students’ self-regulation is typical. The students
learn independently including e-Business
applications as illustrated in Figure 3. The students
fulfil the present phase of the blended educational
process including e-Business applications as
shown in Figure 3 qualitatively on their own, and
their independence is observed. The participants’
self-regulation on the basis of the process
assessment and the result of self-evaluation is
used. The relevant activity is performed with a
high sense of responsibility. Self-regulation is
typical, and a student does not depend on peers.
The advantages of the blended educational
process and, consequently, the institutionalized
blended educational process are as follows:
 widening opportunities for each student in order to
construct the experience in social interaction and
cognitive activity and
 promoting opportunities for self-realization.
4 EMPIRICAL RESULTS
The research question is as follows: has the
institutionalized blended educational process been
qualitative? Therefore, the research is aimed at
analyzing the quality of the institutionalized blended
educational process in higher education.
Interpretative research paradigm which
corresponds to the nature of humanistic pedagogy
(Lūka, 2008) has been determined. Interpretative
paradigm is characterized by the researchers’
practical interest in the research question (Cohen et
al., 2003).
Checking the quality of pedagogic interventions
and organizational changes in complex and
constantly self-regenerating environments employs
the qualitative evaluation research (Flick, 2004).
Therefore, the qualitative evaluation research has
been used in the empirical study.
The qualitative evaluation research is aimed at
examining the quality of the institutionalized
blended educational process. Therein, quality of the
institutionalized blended educational process is
regarded as the improvement of students’ learning
achievements. The authors of the present
contribution define students’ learning achievements
as quantitative evaluation of students’ learning
results’ qualitative level made by the educator with
use of marks or grades. Further on, the blended
educational process is qualitative if the inputs (the
institutionalized blended educational process)
produce the maximum output (students’ learning
achievements) (Commission of the European
Communities, 2006). Therein, students’ learning
achievements are the criterion of the quality of the
institutionalized blended educational process.
The present empirical study employs the
qualitatively oriented research. Traditionally, the
qualitatively oriented research uses only few cases
(Mayring, 2007). Use of only few cases in the
qualitatively oriented research is opposed to the
quantitatively oriented research which usually
demands on a big sample of data to be collected.
Moreover, the cases themselves are not of interest,
only the conclusions and transfers drawn from these
cases (Mayring, 2007). Selecting the cases for the
case study comprises use of information-oriented
sampling (Flyvbjerg, 2006). This is because an
average case is often not the richest in information.
In addition, it is often more important to clarify the
deeper causes behind a given problem and its
consequences than to describe the symptoms of the
problem and how frequently they occur (Flyvbjerg,
2006).
The empirical study consisted of the following
stages:
 pre- and post-surveys’ data collection,
 data processing, analysis and data interpretation,
 analysis of the results and
 elaboration of conclusions and directions of further
research.
The present empirical study was conducted during
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the blended educational process within the Academic
Presentation course in the Eighth Baltic Summer
School Technical Informatics and Information
Technology at the University of Tartu, Tartu,
Estonia, July 28 – August 12, 2012. The sample
involved 29 respondents represented by engineering
students who participated in the Eighth Baltic
Summer School Technical Informatics and
Information Technology at the University of Tartu,
Tartu, Estonia, July 28 – August 12, 2012.
All 29 engineering students have got Bachelor or
Master Degree in different fields of computer
sciences and working experience in different fields.
These 29 engineering students represent different
cultural backgrounds and diverse educational
approaches from different countries, namely,
Nigeria, Ethiopia, Lithuania, Estonia, Belarus,
Poland, India, Russia, Ukraine, Turkey, Nepal,
Sweden, Canada, China and Pakistan. Whereas
cultural similarity aids mutual understanding
between people (Robbins, 2007), the students’
different cultural and educational backgrounds
contribute to successful learning. These diverse
backgrounds become an instrument of bringing the
students together more closely under certain
conditions such as appropriate materials,
teaching/learning methods and forms, motivation
and friendly positioning of the educator (Abasheva,
2010). Therein, the sample of 29 engineering
students is multicultural.
This International Summer School offers special
courses to support internationalization of education
and cooperation among the universities of the Baltic
Sea Region. As the aims of Baltic Summer Schools
Technical Informatics and Information Technology
are preparation for international Master and Ph.D.
programmes in Germany, further specialization in
computer science and information technology and
learning in a simulated environment, the Baltic
Summer School provides the Academic
Presentation course in English and German. The
Academic Presentation course is aimed at
improving engineering students’ communicative
competence in English for the active participation in
international research activities. The selected
students can choose the Academic Presentation
course to be taught in English or German as the
Baltic Summer School sets students’ enrolment
based on the students’ results shown in certificate of
examinations or academic transcript and language
certificate for German and/or English. In the
present research, results of the students’ enrolment
are considered as the students’ learning
achievements of the placement test in the pre-
survey. By the end of Baltic Summer School,
students have to pass the final examination. Results
of the final test are described in the certificate
which confirms grades awarded to the students. In
the present research, certificates’ grades are
determined as the students’ learning achievements
of the final test in the post-survey.
In order to determine the developmental
dynamics of each student’s learning achievements
in the Academic Presentation course, the qualitative
evaluation research included the comparison of the
pre-survey and post-survey results of each student’s
learning achievements.
The comparison revealed that 27 engineering
students’ learning achievements had increased as
shown in Figure 8.
Figure 8: Probability density function (pdf) highlighting
the inter-connections of the pre-survey and post-survey of
students’ learning achievements.
In Figure 8
 the vertical numbers mean 10 levels of learning
achievements,
 the horizontal numbers present the grades of the
learning achievements achieved by the students
(represented by the pdf in Figure 8) who
participated in the pre- and post-surveys,
 Code Pre-survey shows the pre-survey’s results of
the students’ learning achievements and
 Code Post-survey shows the post-survey’s results
of the students’ learning achievements.
The post-survey’s results, highlighted in Table 1 by
analysing the mean values, demonstrate Level 7 of
the students’ learning achievements in the Academic
Presentation course in comparison with Level 5 in
the pre-survey.
Finally, the Mean results of the descriptive
statistics show that the level of the engineering
students’ learning achievements in the Baltic
Summer School Technical Informatics and
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Information Technology in 2012 has positively
changed as demonstrated in Table 1.
Table 1: Mean analysis of the pre- and post-surveys.
Quality criterion
Mean in the
Pre-survey
Mean in the
Post-survey
Students’ learning
achievements
5,5 7,1
Hence, considering judgment to be part of the art of
statistics (Gigerenzer, 2004), the conclusion has
been drawn that the institutionalized blended
educational process in the Academic Presentation
course in 2012 influenced the development of the
engineering students’ learning achievements. This
positive influence is demonstrated by the difference
between the levels of the students’ learning
achievements in the pre- and post-survey.
5 CONCLUSIONS
The findings of the present research allow drawing
conclusions on the quality of the institutionalized
blended educational process applied to enhance
learning achievements of the students in the
Academic Presentation course within the Eighth
Baltic Summer School Technical Informatics and
Information Technology in 2012.
Regarding quality assurance it is evident that the
students’ learning achievements has been improved.
The students have gained their experience during the
institutionalized blended educational process
implemented for the improvement of their learning
achievements. This experience changed into the
means of gaining new opportunities and advantages.
Irrespective of levels in the students’ initial learning
achievements, the institutionalized blended
educational process has become an effective means
of acquiring experience by the students and has
served as a motivating factor to continue learning in
order to increase their learning achievements. The
provided support for students, namely, the
institutionalized blended educational process, in the
Academic Presentation course resulted in the
improved students’ learning achievements. Therein,
the institutionalized blended educational process in
the Academic Presentation course has contributed to
the improvement of the students’ learning
achievements.
Thus, the conclusion can be drawn that the
institutionalized blended educational process in the
Academic Presentation course enhanced engineering
students’ learning achievements. Hence, the
institutionalized blended educational process in the
Academic Presentation course for the improvement
of students’ learning achievements influences and
determines the students’ success or failure for
acquiring higher education and profession as
depicted in Figure 9.
Figure 9: Successful blended educational process for the
improvement of students’ learning achievements in higher
education.
The present research has limitations. The inter-
connections between e-Business applications in
higher education, blended learning and
institutionalized blended educational process have
been set. A limitation is the empirical study
conducted by involving the students of one tertiary
institution. Therein, the results of the study cannot be
representative for the whole tertiary area.
Nevertheless, the results of the research - e-Business
application in higher education, the educational
model of e-Business application in higher education
and the qualitative evaluation research design to
examine the quality of the institutionalized blended
educational process for the improvement of students’
learning achievements - may be used as a basis of the
development of students’ learning achievements of
other tertiary institutions. If the results of other
tertiary institutions had been available for analysis,
different results could have been attained. There is a
possibility to continue the study.
Further research on students’ learning
achievements in e-Business application is proposed.
The search for relevant methods for evaluation of
students’ learning outcomes influenced by e-
Business application could be suggested.
Empirical studies on students’ learning outcomes
in e-Business application in other tertiary institutions
could be investigated. A comparative research of
different countries could be carried out, too.
Furthermore, e-Business application used the
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technology of online networks to assemble and
manage large business communities with a common
interest in peer contribution (Ahrens and
Zaščerinska, 2011). However, e-Business application
will be derived from the full application of Web 4.0
concepts such as ambient intelligence, WebOS or
Web operating system and artificial intelligence,
rather than Web 3.0 point solutions (Ahrens and
Zaščerinska, 2011). This remains as an open point
for the future. It should be noted that the concept of a
Web operating system or WebOS is distinct from
Internet operating systems. Web operating system or
WebOS is independent of the traditional individual
computer operating system (Ahrens and Zaščerinska,
2011).
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