DESIGNING E-LEARNING IN THE BUSINESS SCHOOLS OF KARACHI

Research Project 1

Syed Arsalan Ali
GR.No: 211018

In partial fulfillment of the requirement of the degree of Bachelors of Business Administration

Under the Supervision of
Mr. Riaz H. Soomro

Presented to

Hamdard Institute of Management Sciences

HAMDARD UNIVERSITY, KARACHI

Spring 2014 ABSTRACT
We know that e-learning is very important factor in teaching of the universities, many universities use e-learning methods in their teaching and many not, by using e-learning methods in the teachings the university can satisfy their students and can generate their more and more revenue. For this study the different business schools of Karachi is selected to find out that at what level university is using e-learning methods in their teaching, for that the questionnaire is generated with the help of which the survey is done from different students of different universities of Karachi. In result there are some areas at which the universities of Karachi is not using e-learning methods for that the recommendation is done in order to improve the performance of that universities, that recommendation can be seen in conclusion of this study. CERTIFICATE
This is certified that research work contained in this Research Project 1 entitled “DESIGNINGE-LEARNING IN BUSINESS SCHOOLS OF KARACHI” has been carried out and completed by Syed Arsalan Ali under my direct supervision and guidance at the Hamdard Institute of Management Sciences, Hamdard University Karachi.

________________
Mr. Riaz H. Soomro
Assistant Professor
HIMS, Hamdard University
Dated: May 6, 2014 DEDICATED TO
This research is dedicated to my parents Mr. /Mrs. Usman Ali who all the time supports me in all the stages of my life and my brother and sister.
Secondly I want to dedicate my research to my instructor Mr. Riaz H. Soomro who all the time help me to perform this research without him I should not be able to complete this research.
And I also want to dedicate my research to my friends, my colleagues and my department who help me in gathering information and giving the knowledge which was beneficial for my work. ACKNOWLEDGEMENT
I would like to take this opportunity to thank Mr. Riaz H. Soomro for giving me his valuable time out of his busy schedule and provided me with all the information about electronic learning as per my requirements.
I feel privileged to extend my deepest, genuine and heartfelt gratitude to my indulgent, sincere, and learned course instructor, Mr. Riaz H. Soomro who at all stages of this semester, provided me with his valued teaching approach, motivation and skills to understand the basics of real world of technology. CONTENTS

CERTIFICATE iv
DEDICATED TO v
ACKNOWLEDGEMENT vi
CONTENTS vii
LIST OF TABLES xi
TABLE OF FIGURES xii
CHAPTER ONE 1
INTRODUCTION 1
1.1 Background of the study 2
1.2 Statement of problem 2
1.3 Justification 2
1.4 Purpose of the study 2
1.5 Specific Purpose 3
1.6 Definition of Key Terms 3
1.7 Limitations 3
1.8 Scope 3
1.9 Hypothesis 3
CHAPTER TWO 5
LITERATURE REVIEW 5
2 Literature Review 6
CHAPTER THREE 12
RESEARCH METHODOLOGY 12
3 Research Methodology 13
3.1 Research Design 13
3.2 Population 13
3.3 Sample Design 13
3.4 Sample 13
3.5 Research Tools and Techniques 13
3.6 Instrument Design 14
3.7 Validity 14
3.8 Reliability 14
CHAPTER FOUR 15
DATA ANALYSIS AND DISCUSSIONS 15
4 Data Analysis and Discussions 16
4.1 Gender 16
4.2 Course registration is done through electronic means 17
4.3 Lectures delivered through electronic means 18
4.4 Digital Library in the Business Schools of Karachi 19
4.5 How often students use library 20
4.6 University has online course dictionary in which students can find all data related to their courses. 21
4.7 Students are provided with individual id and password to access their online university account. 22
4.8 By means of online access students can find their teacher’s lectures related to their courses 23
4.9 Access to plagiarism software 24
4.10 University’s learning criteria are improved from the previous years 25
4.11 University should provide distance learning 26
4.12 Students are satisfied with the study and learning’s of their university 27
CHAPTER FIVE 28
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS 28
5 Summary, Findings, Conclusion and Recommendations 29
5.1 Findings 29
5.2 Recommendations 30
5.3 Summary 31
5.4 Conclusion 31
REFERENCES 32
APPENDIX – A (Questionnaire) ……………………………..…………………………34 LIST OF TABLES
Table 1: Gender………………………………………………………………………….16
Table 2: Course registration is done through electronic means……………..….………..17
Table 3: Lectures delivered through electronic means………………….……….………18
Table 4: Digital library in the Business schools of Karachi…………..………….……...19
Table 5: How often students use library…….………………………...…………………20
Table 6: University has online course dictionary………………….…………………….21
Table 7: Students are provided with individual id & password………………………….22
Table 8: By online access students can find their teacher lectures...…………………….23
Table 9: Access to plagiarism software………….……………………..………………..24
Table 10: University learning criteria are improved from the previous years…….……..25
Table 11: University should provide distance learning……………………….…………26
Table 12: Students are satisfied…………………………………………………….....…27

TABLE OF FIGURES
Figure 1: Gender ……………………………………..…………………………...……..16
Figure 2: Course registration is done through electronic means……………..…………..17
Figure 3: Lectures delivered through electronic means………………….………………18
Figure 4: Digital library in the Business schools of Karachi…………..………………...19
Figure 5: How often students use library……………………………...…………………20
Figure 6: University has online course dictionary……………………………………….21
Figure 7: Students are provided with individual id & password………………..……….22
Figure 8: By online access students can find their teacher lectures………………..…….23
Figure 9: Access to plagiarism software………………………………..………………..24
Figure 10: University learning criteria are improved from the previous years…………..25
Figure 11: University should provide distance learning…………………………………26
Figure 12: Students are satisfied……………………………………………………....…27

CHAPTER ONE
INTRODUCTION

Background of the study
This is the world of technology, now a day electronic learning is available at all the places like organizations, educational sectors etc. e-learning has become one of the powerful supporting tools which have diversified the traditional context of learning in institutions. In this study we are focusing the study of e-learning in educational institutions of Pakistan. E-learning is very important for the students to gain knowledge, in Pakistan educational institution are not found to be using e-learning in their teaching strategies and there are some educational institutes who use obsolete software technology because of various reasons. Those educational institutes that don’t use e-learning technology would lose in term of their revenue generation. If an educational institute uses e-learning because it helps to get more and more knowledge, they can get required information regarding their field quite easily. If an educational institute is using old method of e-learning so they should adopt new methods so that the students should know about the new technologies.
Statement of problem
Many higher educational institutes of Pakistan don’t use E-Learning technology in their teaching strategy, which is a big loss in term of admission which ultimately affects their revenue. There is need to explore the various e-learning methods and strategies applied worldwide. On the light of such existing e-learning methods, this study would design and appropriate e-learning method suitable for the business schools of Karachi.
Justification
It is generally found that business schools are not using e-learning methods. This statement shall need appropriate evidence, since such evidence is not available in literature. This study would also determine the current status of e-learning in business schools of Karachi.
Purpose of the study
The purpose of the study is to design e-learning strategy in Business schools of Karachi.
Specific Purpose To find what are the methods of e-learning used in the institutes all over the world. To find what are the current status of business schools of Karachi of using e-learning in their institutes. To define that which various methods of e-learning can be used in business schools of Karachi.
Definition of Key Terms
E-learning
E-Learning is basically the use of electronic learning with the help of electronic media, electronic information, electronic communication etc.
E-Learning in Pakistan
In Pakistan E-learning plays an important role in creation of the global knowledge of an individual, it helps the individual to get knowledge at their door steps. (Vohra, 2011)
Limitations
Limitation of time. Limitation of expense.
Scope
Scope of the study is to inform the business schools of Karachi that in how many ways they can use E-Learning methods which will be beneficial for their profit generation and student satisfaction.
Hypothesis
H_0 = Various e-learning methods which are used worldwide in different Institutes.
H_1= Current of business schools of Karachi of using e-learning in their institutes.
H_2 = Various e-learning methods which can be used in Business schools of Karachi

CHAPTER TWO
LITERATURE REVIEW Literature Review
This article was written in January 2008, by the author Mr. Ahmed Gad Abdel-Wahab. In this article Mr. Ahmed Gad Abdel Wahab focus on the university students whose decision supports effective implementation of e-learning. For this study he collected data through a survey of 258 first year business students at the University of Mansoura in Egypt. The technology adoption model was put by Davis is utilized in this study. Two more independent variables are added to the original model namely, the pressure to act and resources availability. The result of this study shows that there are five factors that can be used in modeling students’ intentions to adopt e-learning. These factors are attitudes towards e-learning, perceived ease of e-learning use, pressure to use e-learning, and the avaibility of resources needed to use e-learning. (Abdel-Wahab, 2008)
This article was written in September 2011, by the author Mr. Abdallah Tubaishat and Mr. Azzedine Lansari. This paper provides a discussion on the students’ readiness and their perception towards the implementation of e-learning in a university located in the gulf region. For this study students in the College of Information Technology were volunteered to participate in this study. A survey was conducted to identify and analyze key components of e-learning readiness: technology, Internet usage, and general understanding of e-learning and culture at this institution. After that the study findings indicate that there is a high acceptance level in adopting e-learning in this particular institution. Results also shows that a fairly high percentage of students think that e-learning could contribute positively to their learning experience. (Lansari, 2011)
This article was written in 2011, by the author Mr. Haroon Salem Altarawneh. The objective of this research is to understand the extent of e-learning implementation practices currently in use. To achieve this objective, a survey of E-learning implementation practice in Jordanian universities was conducted. The target population included all Jordanian government universities which implement E-learning systems by second party as well as in house e-learning system development. After that the results showed that there is a weakness in applying E-learning implementation practices in Jordanian government universities. The results of this study lead to important recommendations to improve E-learning implementation practice in Jordanian government universities in Jordan like that the development teams should be multi-disciplinary and universities should pay attention to the quality management and standards. (Altrawneh, 2011)
This study was conducted in January 2012; the author of this study was Mr. Ijaz A. Qureshi. The purpose of this study is to identify the issues related to e-learning through the feedback captured from students and provide strategies to successfully overcome the issues. For this a number of issues prevailing in a Pakistani private university were identified through in depth literature review and discussion with the students. The findings demonstrated electricity failure and English proficiency as the most significant barriers to successful integration of e-learning. Conclusion was drawn and suggestions were made on the basis of issues identified. (Qureshi, 2012)
This study was conducted in January 2012; the author for this study was Prof Dr. Vandana Mehra and Dr. Faranak Omidian. This article describes the process of the development of an instrument to measure university students’ attitude towards e-learning. For this study the scale was administered to 200 University students from two countries (India and Iran). The 83-item attitude towards e-learning scale was developed on six domains as Perceived usefulness; Intention to adopt e-learning; Ease of e-learning use; Technical and pedagogical support; E-learning stressors; Pressure to use e-learning. The total scores for the 100 students from India and 100 students from Iran were arranged in a descending order. 27% of the high scores and 27% of the low scores were identified. Then, for each of the 92 items, a t-ratio was computed for the higher and the lower groups to find out the discriminating power of each item. (Omidian, 2012)
This study was conducted in July 2006; the author of this study was A. Seda Yucel. In this model, the lessons planned were simulations and softwares for students on polymers and metals. For this study nine experiments were designed on the topic. Students were interviewed and administered laboratory attitude scales at the end of the experiments. After that the study concluded that the experiments in the new model were appropriate to teacher training programs and could successfully be administered to large groups. (Yucel, 2006)
This research was conducted by Ojeaga, I.J and Igbinedion V.I. This paper critically examined the potentials and immense benefits of e-learning in education generally and business education in particular. The paper also looked into the Nigeria policy on information and communication technology (ICT) as it relates to education. It further presented various methods that may be employed in delivery business education lessons via e-learning. After that recommendation was made that there should be awareness creation about the potentials and prospects of e-learning in Nigerian schools amongst others. (V.I)
This research was conducted by Antonio M. Duarte. This paper addresses three specific areas in the relationship between e-learning and the approaches to learning used by higher education students. It starts by examining how these approaches find expression in learning situations which involve e-learning. It then goes on to assess the extent to which e-learning is a factor in the learning approaches adopted by students. After that it discusses ways in which active and in-depth learning skills can be directly developed via e-learning. (Duarte)
This research was conducted in June 2013; the author for this research was I-Chin Wu and Wen-Shan Chen. This is an empirical study of the iCAN e-learning platform, which has been widely used in Fu-Jen Catholic University since 2005. They use the Analytic Hierarchy Process (AHP), a well-known multi-criteria evaluation approach, to compare five practices, i.e. the functions of the iCAN teaching platform. After that for research they adopted a brainstorming approach to design a questionnaire to measure learners’ perception of the e-learning platform based on the theory of knowledge transforming process in knowledge management. Twelve criteria with twelve evaluation items were used to investigate the effectiveness of the five practices. They also evaluated the strengths and weaknesses of the functions based on the types of courses in the iCan platform. They expect that the empirical evaluation results will provide teachers with suggestions and guidelines for using the e-learning platform effectively to facilitate their teaching activities and promote students’ learning efficiency and satisfaction. (Chen, 2013)
This study was conducted in June 2013; the author for this study was Khe F. Hew and Wing S. Cheung. This study aims to synthesize the literature about the various policy guidelines to help faculty design and implement e-learning courses in their educational institution. For this they collect the document form nine professional institutions, then these documents were checked carefully to identify the main problem. Then they find out some areas which can help in Improving e-learning. Such as: student-student interaction, online discussion group and review of e-learning courses. After that they found three major problems that are addressing various student learning style, requirement for student online collaboration, and reward for faculty who use E-learning. They suggest several strategies that could help overcome the fuzziness related to maximizing student-student interaction, and the review of e-learning courses. (Cheung, 2013)
This study was conducted in 2010; the author for this study was Wenchieh Wu and Lan-Yin Hwang. This paper applies the socio-technical systems theory to review and integrate theories on students’ e-learning from a macro view. To make up the insufficiency of related research, literature review is conducted first, and an analysis model is constructed to thoroughly explore factors affecting e-learning effectiveness. Later, through a questionnaire survey on students’ adoption of e-learning and subsequent multi-level data analysis, hypotheses on the relationship of the influencing factors and the research model are verified. Results show that e-learning effectiveness is simultaneously or alternately affected by direct or moderating factors of the technical system and the social system at the learning environment level and the individual level. Compared with the existing research, this paper uses a more comprehensive system view to construct the theoretical model and empirically verify it. (Hwang, 2010)
This study was conducted in April 2013; the author of this study was Bruno Gomes and Rui Gomes. In this study they present a case of a platform implementation to support e-Learning in the School of Technology and Management, Polytechnic Institute of Viana do Castelo, Portugal. Once the problem to be addressed was diagnosed, they present the action: a study on e-learning, and an analysis of the characteristics of the platforms to support a range of e-learning in Higher Education Institutions (HEIs). Based on this study, they developed a portal and this paper presents the phases of development and selection of tools and content, concluding with an evaluation of user satisfaction with this platform, and its importance for the development of e-learning in HEIs. (Gomes, 2012)
This study was conducted in December 2012 by the author Devajit Mahanta and Maidul Ahmed. The paper looked into the three major e-learning tools .The paper also looked E-Learning limitation in particular related with technologies, personal issues, comparison with traditional campus learning, design issues, and other issues .Finally the paper suggests that synchronous tools should be integrated into asynchronous environments to allow for “any-time” learning model and also given a remark that E-Learning needs to improve from various barriers. (Ahmed, 2012)
This study was conducted in 2013 by Makarious Awad, Sudhir Venkatesan, Heather Roberts, Nicki Keating and Puja Myles. This paper describes the development and evaluation of an e-learning package on the topic of genocide and public health aimed at undergraduate medical students. An e-learning package was designed based on pedagogical principles and was evaluated in a sample of second-year medical students. Students were asked to rate the usability of the e-learning package (design, interactivity, pace, suitability as a learning mode for the topic). The effectiveness of the e-learning package in relation to achieving learning outcomes was tested via baseline and post-learning activity questionnaires. Out of 253 second-year medical students, 96(38%) participated in the evaluation of which 45% gave a score of 9 out of 10 for the e-learning package design, 97% preferred it as a learning mode over traditional lecture based teaching and 95% agreed that the package increased understanding of the topic. Immediately following the learning activity 93.75% of second-years agreed that genocide was a public health issue as opposed to 23.96% at baseline. 96% agreed that health professionals had a role in genocide prevention but only 32% agreed that they had a personal role in genocide prevention. (Makarious Awad, 2013)

CHAPTER THREE
RESEARCH METHODOLOGY Research Methodology
Research Design
The nature of this research is quantitative research. This research is also a primary research; the data is collected from different students of different business schools of Karachi. The survey for this research is done with the help of questionnaires.
Population
Population could be referred generally as a large collection of individuals or objects focused for sampling. The population of this research is the different business schools of Karachi. There are 16 Business school in Karachi which are registered with HEC. The total population size is of 16 institutes. (Higher Education Comission, 2013)
Sample Design
The sample would be based on convenient sampling technique. Business schools would be chosen from different areas of Karachi that are easy to approach. The sample would be simple random sampling.
Sample
Sample is a sub set of population. The sample size is calculated using sample size calculator. In the total population of 16 the sample size which is calculated is of 10. After that simple random sampling is done to select the different business of Karachi which are easy to approach and that are 4 to 5 institutes. (Calculator.net)
Research Tools and Techniques
The research tools used for this research are the Microsoft word, Microsoft excel, statistical formulae which are available on internet, sample size calculator which is easily available on internet with the proper references. Some sample questions are used as a sample to develop the questionnaire of this research. Some documents from the internet are used to find information with proper references.
Instrument Design
The instrument which is designed is the questionnaires with the help of which the survey can be done from different business schools of Karachi, for those questionnaires the information is gathered from internet with proper references.
Validity
The validity of the sample can be done with the help sample size calculator that is easily available on internet. The validity of the instrument that is questionnaire can be done by verifying the questions that they are related to the objectives of the study and e-learning methods for business schools of Karachi.
Reliability
The sample size of the population is calculated by using sample size calculator, the sample size which is calculated is 21 it can be reliable because in this the confidence level is 95% and confidence interval is 20%. The instruments which are used in this research are also reliable because they are the only instruments and techniques which can be used to perform this research.

CHAPTER FOUR
DATA ANALYSIS AND DISCUSSIONS Data Analysis and Discussions
For the data analysis of this study the questionnaire was developed with the help of which we can find out the data which will tell us that what are the current position of e-learning methods in different business schools of Karachi. Following are the some questions of the questionnaire which help in data analysis.
Gender
Figure 1: Gender Table 1: Gender
Gender No. of Responses Percentage
Male 46 58%
Female 34 42%
Total 80 100 %

The above shows that respondent who answer the questionnaire are 46 males and 34 females, which calculated that 58% are males and 42%, are females.
Course registration is done through electronic means
Figure 2: Registration done through electronic means Table 2: Registration done through electronic means No. of Responses Percentage
Almost Always 18 23%
Always 25 32%
Mostly 19 25%
Never 14 19%
Almost Never 1 1%
Total 77 100%
The above table shows that there are some places where registrations of courses are done through the electronic means. 18 people rated it as almost always, 25 people as always, 19 people as mostly, 14 people as never and 1 people as almost never. There are also some institutes of Karachi where the course registration is not done through electronic means.
Lectures delivered through electronic means
Figure 3: Lectures delivered through electronic means Table 3: Lectures delivered through electronic means No. of Responses Percentage
Almost Always 16 20%
Always 19 24%
Mostly 36 46%
Never 8 10%
Almost Never 0 0%
Total 79 100%
The above table gives us the information about the lectures which are delivered through electronic means. Electronic means mean that the lectures delivered through multimedia, through computer or online etc. 16 people rated it as almost always, 19 people as always, 36 people as mostly, 8 people as never and 0 people as almost never. It means that the rating is average not every institutes of Karachi is using electronic means for delivering their lectures.
Digital Library in the Business Schools of Karachi
Figure 4: Digital library in the business schools of Karachi Table 4: Digital library in the business schools of Karachi No. of Responses Percentage
Yes 52 66%
No 27 34%
Total 79 100 %
The above table shows that many of the business schools of Karachi, have digital library in their university. By having digital library the student can access their library books by sitting at home or anywhere. In Karachi 66% of university have digital available library in their institute and 34% of university don’t have digital library available in their institute.
How often students use library
Figure 5: How often students use library Table 5: How often students use library No. of Responses Percentage
Almost Always 6 10%
Always 18 30%
Mostly 28 46%
Never 7 12%
Almost Never 1 2%
Total 60 100%
The above show that how many students visit to their library for finding their data related to their courses. By the result from the above table it is clearly defined that not every students visit to their library, the rating shows that 24 students always visit to their library, 28 students mostly visit the library and 8 students never visited the library.
University has online course dictionary in which students can find all data related to their courses.
Figure 6: University has online course dictionary Table 6: University has online course dictionary No. of Responses Percentage
Strongly Agree 11 14%
Agree 25 32%
Neutral 21 27%
Disagree 15 19%
Strongly Disagree 6 8%
Total 78 100%
The above table shows that some of the business schools of Karachi have online course dictionary where students can get all the information about their courses and material related to that, with the help of this students can do their learning easily. In Karachi half of the university have online course dictionary and half of the universities don’t have online course dictionary.
Students are provided with individual id and password to access their online university account.
Figure 7: Students are provided with individual id and password Table 7: Students are provided with individual id and password No. of Responses Percentage
Strongly Agree 30 39%
Agree 28 36%
Neutral 7 9%
Disagree 8 10%
Strongly Disagree 5 6%
Total 78 100%
The above table shows that many of the business schools of Karachi provide the id and password to access their online university, it helps the students to get and information from internet related their courses, and they can daily updates from their university. In Karachi 75% of university provide id & password for university account and 25% of university don’t provide id and password to access online university account.
By means of online access students can find their teacher’s lectures related to their courses
Figure 8: By online access students can find their teacher’s lectures Table 8: By online access students can find their teacher’s lectures No. of Responses Percentage
Almost Always 8 10%
Always 12 15%
Mostly 27 35%
Never 24 31%
Almost Never 7 9%
Total 78 100%
The above table defines that in some business schools of Karachi students can find their teachers lectures related to their courses. It is an online network where teacher upload the videos of their lectures of different class, and the students who want to go through their lectures they can access by using internet from anywhere. The rating of the students defined that mostly institutes have their network and many of the institute don’t have their online access.
Access to plagiarism software
Figure 9: Access to plagiarism software Table 9: Access to plagiarism software No. of Responses Percentage
Almost Always 11 14%
Always 13 17%
Mostly 16 21%
Never 28 36%
Almost Never 9 12%
Total 77 100%
The above table shows that many of the business schools of Karachi don’t provide plagiarism software to their students. The plagiarism software is very necessary for the students to check their assignments and report. 69% of business schools of Karachi don’t provide plagiarism softwares to their students.

University’s learning criteria are improved from the previous years
Figure 10: University’s learning criteria are improved from the previous years Table 10: University’s learning criteria are improved from the previous years No. of Responses Percentage
Almost Always 17 22%
Always 35 45%
Mostly 22 28%
Never 1 1%
Almost Never 3 4%
Total 78 100%
The above table shows that many of the business schools of Karachi have improve their learning criteria from previous years, every university should improve their learning criteria every year in all to make student satisfy and increase their learning quality. In Karachi 67% of university have improve their learning criteria from previous years and 33% of university have not improve their learning criteria from previous years.
University should provide distance learning
Figure 11: University should provide distance learning Table 11: University should provide distance learning No. of Responses Percentage
Yes 70 89
No 9 11
Total 79 100 %
The above defines that many students want that their university should provide distance learning. With the help of distance learning student can attend their classes by means of online access they can attend their class by sitting at home. 89% students want that there university should provide distance learning and 11% students want that there university should not provide distance learning.

Students are satisfied with the study and learning’s of their university
Figure 12: Students are satisfied Table No. 12: Students are satisfied No. of Responses Percentage
Strongly Agree 14 18%
Agree 35 45%
Neutral 23 29%
Disagree 4 5%
Strongly Disagree 2 3%
Total 78 100%

The above table shows that many of the students from different business school of Karachi are satisfied with the study and learning of their university. 63% of students are satisfied with their studies and learning and 37% of students are not satisfied with the studies and learning of their university.

CHAPTER FIVE
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS Summary, Findings, Conclusion and Recommendations
Findings
Following are the findings of the study, which are gathered by doing survey of the students of different business schools of Karachi with the help of questionnaire: In many business schools of Karachi the course registration is done through electronic means, but are still some institutes where course registration are not done through electronic means. There are some business schools of Karachi where mostly the lectures are delivered through electronic means, like using of computers, multimedia and etc., but also some institutes where lectures are not delivered through electronic means. Many of the business schools of Karachi have digital library available in their institutes which is very important for the institutes of Karachi and as well as for the students, but many institutes also don’t have digital library in their institutes. Some business schools of Karachi have their online course dictionary in which students can find all data related to their courses, it can be of any thing like course outline, course materials, course information etc., but there are also some institutes who don’t have online course dictionary. Many business schools of Karachi provide the individual id & password to the students to access online university account as by sitting at home, it help the students to be connected with the university and its update, but also some institutes don’t provide individual id & password to access online university account. There are few institutes in Karachi where by means of online access students can find teacher’s lectures related to their courses, it contains all the lectures of the related courses, but there are many institute where there is no online access through which student can find teacher’s lectures related to their courses. There are few business schools in Karachi where plagiarism software is available for the students. Many students of business schools of Karachi want that there should be distance learning available in their university. Some students of different business schools of Karachi are satisfied with the study and learning of their institutes and some are not.
Recommendations
Following are the recommendations available for the different business schools of Karachi which are derived from this study: Every university should do their course registration with the help electronic means. They should have their website in which there should be a page of online course registration, where students can register their courses on time and there would be o issue of late registration. Every university should deliver their lectures through electronic means like by using multimedia and many others, it will help the students to attend lectures properly and teacher can deliver more and more in shorter time. Every university should have digital library available in their university so that the students can find any book in their library by sitting at home, it will help them in understanding their courses more easily. There should be an online course dictionary in which students can find all the data related to their course. For this there should be a separate page in the university website where all data is available like the course outline, the marking criteria, the course description and the course objectives etc. Every student of different institutes of Karachi should be provided with individual id & password so that they can access their online account, and can see any information of the university, like their results, university daily news and daily events etc. There should be an online access of teacher’s lectures related to the courses for the students. In the website of the university there should be some videos of teacher’s lectures so that the students who miss the lectures can watch the lectures without any loss. Every university should provide plagiarism softwares to the students so that they can check their assignment and reports and can fulfill the required conditions. Every university should improve their learning criteria by using new technologies so that they can satisfy their students. University should provide distance learning, so that students can attend the classes by sitting at home. For this there should be live streaming videos of the lectures which would be available in the university website.
Summary
E-learning is very important in any institutes of educational sector. For this the study is perform to find out that at which level different institutes of Karachi is using e-learning in their universities. For that the international methods of e-learning is found which is applied in different universities of all over the world, after that with the help of questionnaire the current status is found that at what level the educational institutes of Karachi is using e-learning in their studies of their universities. Finally, than it is proposed that at what level the business schools of Karachi can use e-learning in their universities to facilitate students and can generate there more revenue.
Conclusion
This study concluded that there are many ways in which the business schools of Karachi can use e-learning in their teaching criteria, which is beneficial for the teachers who are delivering knowledge, also beneficial for the students to get more and more information related to their studies and can get quality education and it also very much beneficial for the university in increasing their revenue from the previous years. REFERENCES
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