7. Presentation of results and discussion

The results are presented in three sections and each presentation is followed by discussion.

#### 7.1. Students' perceptions of culture-oriented e-learning system

In this section, learners were asked whether they preferred e-learning system designed in home language and 27.88% preferred e-learning system designed in their home language; 58.38% indicated English language while 13.74% were not sure of the preferred language of design. The

finding is supported by [4] who states that most of the contents of e-learning are written in English indicating that most of the contents of e-learning system are written in English to push learners to use such system because they have no alternative system to use.

to determine if learners were able to customise e-learning to home language and the result showed that 44.09% responded that they have not customise e-learning features to their home language, 35.03% were not sure but 20.88% could customise to their home language. Participants' high response rate shows that e-learning systems lack learners' culture [28, 29]; Ref. [4] believes that lack of culture causes challenges in the development and usage of e-learning.

Student's Perception on Culture-Oriented e-Learning System: An Empirical Study

http://dx.doi.org/10.5772/intechopen.71586

153

The challenges also continue because of lack of consultation between developers of e-learning systems and the users (learners). When participants were asked to determine if they were consulted by e-learning developers during the development process, 80.91% of the respondents had not been consulted by developers and 13.46% were not sure if they had been consulted. [30] suggest that these challenges like lack of consultation must be resolved for elearning to effectively deliver the needed service to learners. Participants still believed that their institutions encouraged them to use e-learning system with 86.26% of the respondent feeling the encouragement and 81.87% also believed that e-learning system is effective in their study. On e-learning challenges compared to the classroom 97.80% had mixed feeling (single issue) on the challenges compared to the classroom while only 2.20% responded multiple issues. Participant's responses are in accordance with [47], who regard Information and Communications Technology (ICT) as a promising mechanism to empower e-learning processes and dealing with teaching and learning challenges. The empowerment is impacted by the

In determining the part of the cultural element that influences their usage of e-learning system, 81.87% of the respondents are influenced by single element while 18.13% by multiple elements. Participants' responses concur with [19] who suggest that cultural differences and beliefs impact learners' learning style and process. They also impact the ways of thinking and adaptation into society [48]. At this level, the researcher went on to determine the cultural impacts e-learning, to which 44.64% of the respondents believed that culture would impact and improve their level of understanding of the content, 43.13% of the respondent felt no influence while 5.22% believed that cultural elements would help them to think well. The finding shows that the challenges encountered by the e-learning system at large are unable to prevent learners from using or understanding contents through e-learning systems. Learners are also challenged and 60.58% are experiencing technical problems, which agree with [30] that elearning is confronted with issues which need to be resolved for the potential to explore. But 94.51% of the participants have different kinds of issues concerning e-learning systems showing that there are various kinds of challenges confronting users of e-learning (see Appendix B).

The implementation of culture-oriented e-learning demands a couple of factors and processes as discussed here. With regard to implementing culture-oriented e-learning systems, the following factors and components provided here aid to facilitate the implementation process. However, the issues and challenges confronting e-learning system usage as seen from the precious sections of the study must be fully understood and resolved. The finding indicates that participants between the cultural factors include respect, authority, honour, regard, obedience, relationship, mutual bond and friendship. They all have impact on e-learning: the finding shows 32.55% of the population

cultural elements in the usage of e-learning systems.

7.3. How to implement the culture-orientated e-learning system

Again, participants were also asked for their preferred language of e-learning and 60.44% preferred English while 31.18% of the respondents indicated both English and Home language. The indication from this finding shows a high percentage of participants' willingness and eagerness to learn through a customizable e-learning system as well as preference of conventional systems designed in English language. In an attempt to determine the perception of the participants regarding e-learning system over classroom teaching, the outcome was that 25.27% were not sure of the preferred platform while 53.43% did not prefer e-learning platform over the classroom. Participants' preference of classroom over e-learning is regarded as a challenge because of different kinds of lack on e-learning system. However, [14] believes that e-learning system supports classrooms but the opposite was the perception and belief of the participants.

Research suggests that there is no place for learners' culture in the system development [28, 29]. [4] believes that lack of culture causes challenges in the development of e-learning. To verify the suggestions from the literature, the researchers asked a question to determine if learners were able to customise e-learning to home language and the result showed that 44.09% responded that they cannot customise e-learning features to their home language, 35.03% were not sure but 20.88% could customise to their home language. The input from the participants supports the literature. Despite lack of customization of e-learning systems, participants still believed that the current e-learning platform is effective as shown by 81.87% (B14) of the participants who regarded the current e-learning system effective while 10.71% saw it as problematic/difficult.

In determining the part of the cultural element that influences their usage of e-learning systems, 81.87% of the respondents are influenced by single element (religion, values and attributes, language, law and politics and many more) while 18.13% by multiple elements. The finding indicates that there are different kinds of elements that participants identify that impact the execution of culture-oriented e-learning systems. For an effective execution, these elements must be considered by the developers because of the impact of culture on e-learning. According to [1], the cultural environment impacts the e-learning platform. At this level, the researcher went on to determine the cultural impact on e-learning, to which 44.64% of the respondents believed that culture would impact and improve their level of understanding of the content, 43.13% of the respondent felt no influence while 5.22% believed that cultural elements would help them to think well (see Appendix A).

#### 7.2. The challenges facing the current e-learning system

With reference to the challenges facing the current e-learning system, the participants were asked if they had attended classes purely based on e-learning system. The results should that 31.32% of the participants indicated yes, 51.51% responded no while 17.17% responded not sure. But, according to [35], many students may not have attended any educational institution had it not been for e-learning. Due to the different kinds of issues like outdated contents, unreliable network connection, and unfriendly user interface, many educational institutions have failed to implement learning systems where learning is purely done online. Again, the researcher aimed

to determine if learners were able to customise e-learning to home language and the result showed that 44.09% responded that they have not customise e-learning features to their home language, 35.03% were not sure but 20.88% could customise to their home language. Participants' high response rate shows that e-learning systems lack learners' culture [28, 29]; Ref. [4] believes that lack of culture causes challenges in the development and usage of e-learning.

finding is supported by [4] who states that most of the contents of e-learning are written in English indicating that most of the contents of e-learning system are written in English to push

Again, participants were also asked for their preferred language of e-learning and 60.44% preferred English while 31.18% of the respondents indicated both English and Home language. The indication from this finding shows a high percentage of participants' willingness and eagerness to learn through a customizable e-learning system as well as preference of conventional systems designed in English language. In an attempt to determine the perception of the participants regarding e-learning system over classroom teaching, the outcome was that 25.27% were not sure of the preferred platform while 53.43% did not prefer e-learning platform over the classroom. Participants' preference of classroom over e-learning is regarded as a challenge because of different kinds of lack on e-learning system. However, [14] believes that e-learning system supports classrooms but the opposite was the perception and belief of the participants. Research suggests that there is no place for learners' culture in the system development [28, 29]. [4] believes that lack of culture causes challenges in the development of e-learning. To verify the suggestions from the literature, the researchers asked a question to determine if learners were able to customise e-learning to home language and the result showed that 44.09% responded that they cannot customise e-learning features to their home language, 35.03% were not sure but 20.88% could customise to their home language. The input from the participants supports the literature. Despite lack of customization of e-learning systems, participants still believed that the current e-learning platform is effective as shown by 81.87% (B14) of the participants who regarded the current e-learning system effective while 10.71% saw it as problematic/difficult.

In determining the part of the cultural element that influences their usage of e-learning systems, 81.87% of the respondents are influenced by single element (religion, values and attributes, language, law and politics and many more) while 18.13% by multiple elements. The finding indicates that there are different kinds of elements that participants identify that impact the execution of culture-oriented e-learning systems. For an effective execution, these elements must be considered by the developers because of the impact of culture on e-learning. According to [1], the cultural environment impacts the e-learning platform. At this level, the researcher went on to determine the cultural impact on e-learning, to which 44.64% of the respondents believed that culture would impact and improve their level of understanding of the content, 43.13% of the respondent felt no influence while 5.22% believed that cultural

With reference to the challenges facing the current e-learning system, the participants were asked if they had attended classes purely based on e-learning system. The results should that 31.32% of the participants indicated yes, 51.51% responded no while 17.17% responded not sure. But, according to [35], many students may not have attended any educational institution had it not been for e-learning. Due to the different kinds of issues like outdated contents, unreliable network connection, and unfriendly user interface, many educational institutions have failed to implement learning systems where learning is purely done online. Again, the researcher aimed

elements would help them to think well (see Appendix A).

7.2. The challenges facing the current e-learning system

learners to use such system because they have no alternative system to use.

152 Open and Equal Access for Learning in School Management

The challenges also continue because of lack of consultation between developers of e-learning systems and the users (learners). When participants were asked to determine if they were consulted by e-learning developers during the development process, 80.91% of the respondents had not been consulted by developers and 13.46% were not sure if they had been consulted. [30] suggest that these challenges like lack of consultation must be resolved for elearning to effectively deliver the needed service to learners. Participants still believed that their institutions encouraged them to use e-learning system with 86.26% of the respondent feeling the encouragement and 81.87% also believed that e-learning system is effective in their study. On e-learning challenges compared to the classroom 97.80% had mixed feeling (single issue) on the challenges compared to the classroom while only 2.20% responded multiple issues. Participant's responses are in accordance with [47], who regard Information and Communications Technology (ICT) as a promising mechanism to empower e-learning processes and dealing with teaching and learning challenges. The empowerment is impacted by the cultural elements in the usage of e-learning systems.

In determining the part of the cultural element that influences their usage of e-learning system, 81.87% of the respondents are influenced by single element while 18.13% by multiple elements. Participants' responses concur with [19] who suggest that cultural differences and beliefs impact learners' learning style and process. They also impact the ways of thinking and adaptation into society [48]. At this level, the researcher went on to determine the cultural impacts e-learning, to which 44.64% of the respondents believed that culture would impact and improve their level of understanding of the content, 43.13% of the respondent felt no influence while 5.22% believed that cultural elements would help them to think well. The finding shows that the challenges encountered by the e-learning system at large are unable to prevent learners from using or understanding contents through e-learning systems. Learners are also challenged and 60.58% are experiencing technical problems, which agree with [30] that elearning is confronted with issues which need to be resolved for the potential to explore. But 94.51% of the participants have different kinds of issues concerning e-learning systems showing that there are various kinds of challenges confronting users of e-learning (see Appendix B).

#### 7.3. How to implement the culture-orientated e-learning system

The implementation of culture-oriented e-learning demands a couple of factors and processes as discussed here. With regard to implementing culture-oriented e-learning systems, the following factors and components provided here aid to facilitate the implementation process. However, the issues and challenges confronting e-learning system usage as seen from the precious sections of the study must be fully understood and resolved. The finding indicates that participants between the cultural factors include respect, authority, honour, regard, obedience, relationship, mutual bond and friendship. They all have impact on e-learning: the finding shows 32.55% of the population said yes, 26.24% responded somewhat while 15.93% selected not at all. Then, according to [8], culture and its factors should be taken into consideration during the development phase. [5] suggest that a good learning approach can be attributed of effective cultural factors [8].

were arrived at using different kinds of statistical software as noted earlier. In summation, the perception of the participants was acknowledged, however, the same research can be conducted from the e-learning developers and administrative perceptive as to determine their views and ideas toward the implementation of culture-oriented e-learning systems that can accommodate

Student's Perception on Culture-Oriented e-Learning System: An Empirical Study

http://dx.doi.org/10.5772/intechopen.71586

155

4. Understanding how cultural differences impact e-learning design and implementation of

5. How to capture cultural deviation in society during e-learning system development phase,

6. Managing cultural differences while developing e-learning tools that are culturally focused

7. Nonetheless, similar study can be conducted to determine the perception of the teachers/

Questions/Variables Question scales (options) Frequency Percentage

No 425 58.38 Not sure 100 13.74

Home language 61 8.38 Both 227 31.18

No 389 53.43 Not sure 184 25.27

No 321 44.09 Not sure 255 35.03

Problematic/Difficult 78 10.71 Ineffective 54 7.42

lecturers and e-learning developers on culture-oriented e-learning system.

A. Appendix A: Students' perceptions of culture-oriented e-learning

B7 Prefer e-learning designed in home language Yes 203 27.88

B8 Preferred language for e-learning English 440 60.44

B9 Preferred e-learning over classroom Yes 155 21.29

B11 Able to customise e-learning to home language Yes 152 20.88

B14 Perception about state of e-learning Effective 596 81.87

learners from all walks of life. The following points are worth noting in this study:

1. Identifying the factors necessary in the design of e-Learning System (e-LS),

3. Understanding the benefits attached to a culture-oriented e-learning system,

2. Understanding the challenges in managing cultural diversity,

e-learning systems,

and friendly at all levels.

system

This culture can be executed through community factors which help shape the learning capacity of the learners and 65.11% of the population said yes, 22.94% chose somewhat while 5.49% selected not at all. Participants' views and ideas are supported by [31] who believe that community factors ensure effective use of different tools in communication during teaching and learning. Culture-oriented e-learning systems can also be implemented using administrative factors which 73.49% of the population believe in, while 80.22% believe in content factors and the following researchers, [9, 31–33] support this view of participants. On the question of learning style assisting students to focus on e-learning or learning process, 67.45% agreed on the learning style, 23.21% chose somewhat while 3.30% chose not at all. The high response rate is supported by [49] who believes that different learning styles of the learners should be recognised.

Nonetheless, [34] believe in the assistance of e-learning lecturers in the provision of learning materials and contents. This sentiment supported by learners who trust that lecturers assist them in how to use e-learning systems. About 43.96% of the respondents indicated partial assistance from the lecturers, 37.64% chose full assistance while 18.41% selected no assistance. With assistance from Activity/Exercise Factor (AEF) to stay focused on e-learning, 63.74% of the respondents selected yes, 27.06% chose somewhat while 3.71% chose not at all. The views and ideas of the participants agree with [31] who understand that AEF manages all academicrelated work prepared by the lecturers. In totality, learners were later asked about their thoughts and views in regard to all these different factors and the importance to e-learning implementation and usage and the response indicated that 65.38% of the respondents would like e-learning systems developed and implemented using all the factors, 25.14% was somewhat not sure while 4.12% were totally not sure (see Appendix C).

## 8. Conclusion and recommendations

The impact of culture can be felt in how learners use and value e-learning media. The cultural differences and the perception of learners of the e-learning system should be a vital step of departure in the development of e-learning systems. The execution of e-learning systems cannot do without the understanding of the roles and importance of culture in the process [1]. The study has managed to achieve its objectives with the understanding of learners' perceptions of cultureoriented e-learning systems which can be coined as mixed perception but many of the learners stating that e-learning systems should develop only in the English language. Nonetheless, it was realised in the discussions above that e-learning system is confronted with a number of challenges and issues ranging from lack of consultation by developers, customisation, unfriendliness, outdated content, unreliable network/connection and many more. These challenges and issues can be fixed with the reflection and engagement from the developers, students and other stakeholders involved in the development of e-learning systems.

The study also discovered different factors and components which participants felt should be realised and used when implementing culture-oriented e-learning systems. All these findings were arrived at using different kinds of statistical software as noted earlier. In summation, the perception of the participants was acknowledged, however, the same research can be conducted from the e-learning developers and administrative perceptive as to determine their views and ideas toward the implementation of culture-oriented e-learning systems that can accommodate learners from all walks of life. The following points are worth noting in this study:


said yes, 26.24% responded somewhat while 15.93% selected not at all. Then, according to [8], culture and its factors should be taken into consideration during the development phase. [5]

This culture can be executed through community factors which help shape the learning capacity of the learners and 65.11% of the population said yes, 22.94% chose somewhat while 5.49% selected not at all. Participants' views and ideas are supported by [31] who believe that community factors ensure effective use of different tools in communication during teaching and learning. Culture-oriented e-learning systems can also be implemented using administrative factors which 73.49% of the population believe in, while 80.22% believe in content factors and the following researchers, [9, 31–33] support this view of participants. On the question of learning style assisting students to focus on e-learning or learning process, 67.45% agreed on the learning style, 23.21% chose somewhat while 3.30% chose not at all. The high response rate is supported

suggest that a good learning approach can be attributed of effective cultural factors [8].

by [49] who believes that different learning styles of the learners should be recognised.

what not sure while 4.12% were totally not sure (see Appendix C).

stakeholders involved in the development of e-learning systems.

8. Conclusion and recommendations

154 Open and Equal Access for Learning in School Management

Nonetheless, [34] believe in the assistance of e-learning lecturers in the provision of learning materials and contents. This sentiment supported by learners who trust that lecturers assist them in how to use e-learning systems. About 43.96% of the respondents indicated partial assistance from the lecturers, 37.64% chose full assistance while 18.41% selected no assistance. With assistance from Activity/Exercise Factor (AEF) to stay focused on e-learning, 63.74% of the respondents selected yes, 27.06% chose somewhat while 3.71% chose not at all. The views and ideas of the participants agree with [31] who understand that AEF manages all academicrelated work prepared by the lecturers. In totality, learners were later asked about their thoughts and views in regard to all these different factors and the importance to e-learning implementation and usage and the response indicated that 65.38% of the respondents would like e-learning systems developed and implemented using all the factors, 25.14% was some-

The impact of culture can be felt in how learners use and value e-learning media. The cultural differences and the perception of learners of the e-learning system should be a vital step of departure in the development of e-learning systems. The execution of e-learning systems cannot do without the understanding of the roles and importance of culture in the process [1]. The study has managed to achieve its objectives with the understanding of learners' perceptions of cultureoriented e-learning systems which can be coined as mixed perception but many of the learners stating that e-learning systems should develop only in the English language. Nonetheless, it was realised in the discussions above that e-learning system is confronted with a number of challenges and issues ranging from lack of consultation by developers, customisation, unfriendliness, outdated content, unreliable network/connection and many more. These challenges and issues can be fixed with the reflection and engagement from the developers, students and other

The study also discovered different factors and components which participants felt should be realised and used when implementing culture-oriented e-learning systems. All these findings

