2. Background and context

The education climate in South Africa (SA) consists of students from different cultural environments, societies and nations [7] including North-West University (NWU) where this study was carried out. All these students use e-learning system called eFundi which assists them to engage in the learning process between themselves as student and lecturers. Moreover, eFundi is an e-learning platform used to aid teaching and learning across NWU campuses. South Africa's educational system embraces different populations and cultures from all divisions of the world. Then, post-apartheid education enrolment in SA has grown from 104,000 in 1990 to above 300,000 in 2008 as a result of the growth-boosting distance education. Distance education that involves e-learning accounts for about 38% of enrolment in the country and 85% of students registered at University of South Africa (Unisa) are on distance learning [8]. As a context, SA cultural environment impacts on the e-learning platform [1].

## 3. Literature review

The perception of students on culture-oriented e-learning system cannot be complete without understanding of the following keywords: An e-learning system, culture and learning culture and culture-oriented e-learning and what researchers are saying about them.

#### 3.1. An e-learning system

e-learning systems is a vital step of departure in the development of e-learning systems. The execution of an e-learning system cannot be done without the understanding of the roles and importance of culture in the process [1]. Culture-oriented e-learning system is seen by researchers as the way forward in dealing with student cultural differences that exist among students using the e-learning system [1–4]. However, research indicates that e-learning sys-

E-learning platform is fast growing in the South African educational system and many students are busy enrolling and accepting it as a means for educational advancement and career achievement. An e-learning platform handles students across different cultural settings with various perceptions and learning needs and expectations. Incorporating these cultural differences, expectation and perceptions and managing them is challenging elearning developers. The challenging aspect of the cultural management of e-learning can be attributed to the software crisis which has lasted for decades now with little or no solution to it. This study tries to understand and determine the perception of students on the development of a culture-oriented e-learning system that can allow them to be able to customise its features in their home language at all time. This study was carried out using quantitative research method among the students of North-West University. A total number of 728 questionnaires completed and analysed. The perception of the involved students was mixed in the sense that some of them preferred to use English language as a medium of learning in e-learning while others would like the e-learning system platform to be designed and devel-

The education climate in South Africa (SA) consists of students from different cultural environments, societies and nations [7] including North-West University (NWU) where this study was carried out. All these students use e-learning system called eFundi which assists them to engage in the learning process between themselves as student and lecturers. Moreover, eFundi is an e-learning platform used to aid teaching and learning across NWU campuses. South Africa's educational system embraces different populations and cultures from all divisions of the world. Then, post-apartheid education enrolment in SA has grown from 104,000 in 1990 to above 300,000 in 2008 as a result of the growth-boosting distance education. Distance education that involves e-learning accounts for about 38% of enrolment in the country and 85% of students registered at University of South Africa (Unisa) are on distance learning [8]. As a

The perception of students on culture-oriented e-learning system cannot be complete without understanding of the following keywords: An e-learning system, culture and learning culture

tems across the globe have failed to recognise learners cultures [4–6].

146 Open and Equal Access for Learning in School Management

oped between their home language and English language.

context, SA cultural environment impacts on the e-learning platform [1].

and culture-oriented e-learning and what researchers are saying about them.

2. Background and context

3. Literature review

The growth rate of e-learning has reached 35.6%, but challenges occur [9]. Example, according to [10], Asia shows the highest regional growth rate on e-learning with the market value of 17.3%, and amounting billions of dollars. Africa is sitting at 15.2% on annual growth rate. Middle East have annual growth rate of 8.2%, Latin America grows 14.6% annually while Western grow at 5.8% annually and many more. The finding shows that e-learning is penetrating fast in many regions of the world. E-Learning is teaching and learning via the Internet; it is an increasing process these days in education systems [11]. Higher bandwidth, lower internet tariff and computer cost and an increase in computer literacy make access to learning materials easy and more accessible. E-learning has a positive, new and easy accessibility to information anytime, anywhere allowing learners from all continents of the world to learn and share information synchronously [11]. It shows globally that learners can access same learning material and content systematically. E-learning cannot operate without an educational platform and Internet network. Traditional (classroom) learning is subject to boundaries, but e-learning is borderless [4]. Knowledge and ideas can be shared and disseminated globally and easily as a result of e-learning in conjunction with the Internet [4]. However, e-learning has a negative and challenging end, the implementation comprising hardware and software and training cost can be high and inclusion of learner's culture. Copyright infringement increases and gives room to a virus and other security threats [12]. Again, according to [13], it limits "barriers to access" because only limited students can use the resources online; it also lacks customization and motivation. Sometimes, the communication medium may not suit students' needs, like the video/ audiotape sounds not clear enough and many more. Nonetheless, e-learning aims at supporting and representing classroom-based teaching and learning online (Internet), but nowadays, it tries to establish virtual classrooms [14].

Internet transformation is increasing e-learning space day-by-day [15]. While e-learning is a transforming agent in a society bridging rural–urban divide [16]. In the learning environment, the definition of e-learning is based on expectation and outcome and this can be related to distance and online learning [17]. In accordance with [16, 17], e-learning has different definition and terminologies and researchers have not agreed upon a single definition. Some higher education systems do not deliver distance education through cutting-edge technology media while also on e-learning. The term e-learning and distance education do not correspond with each other [18].

#### 3.2. Culture and learning culture

A culture can be seen as shared values, ambition, motives, emotions, identities, beliefs, meanings and interpretation of importance from similar knowledge with a collective membership and can be transferred to generations [19]. The study of information technologies (IT) goes with an understanding of culture at different levels involving organisational and national groups. These levels can impact the success and failure of any implementation [20]. Directly or indirectly, culture impacts managerial decision, however, culture is complex because of the "multiple divergent definitions and measures of culture" [20]. In [16], they suggests that culture influences how people use e-learning and the outcome in their lives and education. This means that e-learning usage and outcome is embedded on learners' culture.

e-learning. The embedment of culture on learning will allow easy flow of e-learning software [2].

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E-learning remote resources allocation should consider things like the cultural setting of learners, their experience, technology and many more and the consideration of the following cultureoriented learning systems [3]. To the study, culture-oriented e-learning symbolises the necessity of culture on the e-learning system development process. But, there is no place for learners' culture in the development [28, 29]. [4] believes that lack of culture causes challenges in the development of e-learning. [30] suggest that these challenges must be resolved for e-learning to effectively deliver the needed service to learners. These challenges and issues can be resolved through the concept of culture-oriented e-learning system framework factors [1, 11–31]. Well

The factors are cultural, community, administrative, content, activity/exercise factor (AEF), and learning style. The cultural factor cover aspects of learners' attitude, honour, respect, obedience, friendship, mutual bond and regard for authority [8]. The community factor facilitates active collaboration, communication, dissemination of information between learners and the lecturers using discussion forum, blog, newsroom, chat-rooms and many more [9–31]. An administrative factor uses statistical tools to facilitate lecturers' learning process [31]. Factor constitutes on important part of development and usage of the e-learning educational platform [33]. Students use e-learning systems in advancing knowledge [34] and they are the final users

Content factor also ensures that the learning material is designed properly in engaging with learners (students) [9, 35]. This factor is received based on the mode and style of the learners as covered by the learning style. According to [19], learning style explains learners' learning modes [1]. The availability and preparation of all learning contents and support are teachers' obligation [1, 34]. Lecturers are intermediate people between the administrators and the e-learning system. The activity/exercise factor (AEF) is the task engaged in by learners to effectively use the learning system as the mandate of e-learning is accomplished [1]. AEF facilitates all academic-related work of the lecturers [31]. At this point, culture e-learning system is a system that integrate and recognised different learners' cultural attributes as shown in this study. According to [36], culture e-learning system or culture-oriented e-learning system is a system that considers and represent learners (users) culture. Reason being that e-learning systems operates in an environment controlled or influenced by social, group, or national culture. Then, [4]: 4) who states that realising elearning objectives demands that attention be given to "cultural learning needs" of the learners and house them in the system as to promote and provide learners outcome basic education.

TAM was derived from the theory of reasoned action (TRA) [37]. The theory determines user's perceptions in relations to usefulness and ease to use. While [38] suggests that TAM is used to predict individuals (students) acceptance to new technology invention, concepts or application/s. Culture-oriented e-learning initiative can be regarded as a new concept. According to the TAM theory, individuals (students) acceptance of any new technological tools are basically influenced

Culture on e-learning system bridge cultural divide among students [1].

3.4. Technology acceptance model (TAM)

But, currently, most of e-learning contents are written in English [4].

executed e-learning system lie in a framework [32].

of e-learning platform [35].

Culture is an indicator of people's behaviour and norms in a diver's environment even in learning [11]. Culture is the people's way of life, thinking, religion, food, clothing, belief and many more. Culture can influence how learners (people) react, act and behave in certain situations, people's interaction with the environment, colleagues and how they give meaning to symbols and concepts. In accordance with [21], the definition of culture has no double meaning. Some researchers define culture as "production and reproduction" of ideas in a certain way [11]. Others, as a system of knowledge sharing, the origin of symbols, meaning that, it gives structure to existence, and can be exported to influence others. To this study, culture is a shared value, attitude, attributes and concerns among a group of people in a confirmed environment. Then, it important to understand cultural aspects of learners in the development of e-learning in order for effective learning to take place and achieved. Culture in e-learning means the integration of social, national and cultural heritage of the learners in the curricula development [4]. Achieving this implies that learners' traditional values, symbols, attributes and many more must be enshrined in the system. [4] further states that e-learning implementation cannot succeed without cultural identification in the system.

Culture influences people (learners) and their emotions positively or negatively. However, in elearning, emotions are an important area of concern [22]. For example, students from western countries have positive emotions while those from eastern countries have negative emotions [23]. In the determination of positive and negative emotion, students from western countries see pride as positive emotion which is considered as negative in eastern countries [24].

Culture can also affect learners' preference individually or collectively [11], concern [25], allocation of reward [26] and many more. So, culture and learning culture consideration is important for elearning development because it's the way of people's behaviour. The avoidance of cultural content risks learners from a different background [11]. The culture on e-learning is the inherited attitude or behaviour of people toward e-learning. Learning culture demands understanding of how learners assimilate skills and knowledge in their learning environment, react to change, objective-oriented, the innovative mind-set and change retainment. However, learning cultures are those attributes that encourage learners to develop a good attitude, goal, values, practice in the learning process [27]. Learning culture attributes are: 'Personal mastery' or self (personal) command (encouragement of creating goal-minded, social, organisational team effort to succeed), 'Mental model' or state (the force that changes learner's mind, behaviour and attitude), 'Shared vision' or shared visual sense (commitment to others), Team (group) learning (corporate thinking patterns to excel more than individual thinking skills), 'System thinking' or patterns of thinking (ability to think different from others) [27], Objective-oriented (ability to foresee the future).

#### 3.3. Culture-oriented e-learning

Culture-oriented e-learning is the centre or focus point of culture. In the study, it symbolises the necessity of culture on e-learning system development, because learning occurs in an environment where culture exists. For an effective usage of e-learning tools and software, culture must be widely considered in the development process, meaning that culture should be embedded in e-learning. The embedment of culture on learning will allow easy flow of e-learning software [2]. But, currently, most of e-learning contents are written in English [4].

E-learning remote resources allocation should consider things like the cultural setting of learners, their experience, technology and many more and the consideration of the following cultureoriented learning systems [3]. To the study, culture-oriented e-learning symbolises the necessity of culture on the e-learning system development process. But, there is no place for learners' culture in the development [28, 29]. [4] believes that lack of culture causes challenges in the development of e-learning. [30] suggest that these challenges must be resolved for e-learning to effectively deliver the needed service to learners. These challenges and issues can be resolved through the concept of culture-oriented e-learning system framework factors [1, 11–31]. Well executed e-learning system lie in a framework [32].

The factors are cultural, community, administrative, content, activity/exercise factor (AEF), and learning style. The cultural factor cover aspects of learners' attitude, honour, respect, obedience, friendship, mutual bond and regard for authority [8]. The community factor facilitates active collaboration, communication, dissemination of information between learners and the lecturers using discussion forum, blog, newsroom, chat-rooms and many more [9–31]. An administrative factor uses statistical tools to facilitate lecturers' learning process [31]. Factor constitutes on important part of development and usage of the e-learning educational platform [33]. Students use e-learning systems in advancing knowledge [34] and they are the final users of e-learning platform [35].

Content factor also ensures that the learning material is designed properly in engaging with learners (students) [9, 35]. This factor is received based on the mode and style of the learners as covered by the learning style. According to [19], learning style explains learners' learning modes [1]. The availability and preparation of all learning contents and support are teachers' obligation [1, 34]. Lecturers are intermediate people between the administrators and the e-learning system. The activity/exercise factor (AEF) is the task engaged in by learners to effectively use the learning system as the mandate of e-learning is accomplished [1]. AEF facilitates all academic-related work of the lecturers [31]. At this point, culture e-learning system is a system that integrate and recognised different learners' cultural attributes as shown in this study. According to [36], culture e-learning system or culture-oriented e-learning system is a system that considers and represent learners (users) culture. Reason being that e-learning systems operates in an environment controlled or influenced by social, group, or national culture. Then, [4]: 4) who states that realising elearning objectives demands that attention be given to "cultural learning needs" of the learners and house them in the system as to promote and provide learners outcome basic education. Culture on e-learning system bridge cultural divide among students [1].

#### 3.4. Technology acceptance model (TAM)

culture influences how people use e-learning and the outcome in their lives and education.

Culture is an indicator of people's behaviour and norms in a diver's environment even in learning [11]. Culture is the people's way of life, thinking, religion, food, clothing, belief and many more. Culture can influence how learners (people) react, act and behave in certain situations, people's interaction with the environment, colleagues and how they give meaning to symbols and concepts. In accordance with [21], the definition of culture has no double meaning. Some researchers define culture as "production and reproduction" of ideas in a certain way [11]. Others, as a system of knowledge sharing, the origin of symbols, meaning that, it gives structure to existence, and can be exported to influence others. To this study, culture is a shared value, attitude, attributes and concerns among a group of people in a confirmed environment. Then, it important to understand cultural aspects of learners in the development of e-learning in order for effective learning to take place and achieved. Culture in e-learning means the integration of social, national and cultural heritage of the learners in the curricula development [4]. Achieving this implies that learners' traditional values, symbols, attributes and many more must be enshrined in the system. [4] further states that e-learning

This means that e-learning usage and outcome is embedded on learners' culture.

148 Open and Equal Access for Learning in School Management

implementation cannot succeed without cultural identification in the system.

3.3. Culture-oriented e-learning

Culture influences people (learners) and their emotions positively or negatively. However, in elearning, emotions are an important area of concern [22]. For example, students from western countries have positive emotions while those from eastern countries have negative emotions [23]. In the determination of positive and negative emotion, students from western countries

Culture can also affect learners' preference individually or collectively [11], concern [25], allocation of reward [26] and many more. So, culture and learning culture consideration is important for elearning development because it's the way of people's behaviour. The avoidance of cultural content risks learners from a different background [11]. The culture on e-learning is the inherited attitude or behaviour of people toward e-learning. Learning culture demands understanding of how learners assimilate skills and knowledge in their learning environment, react to change, objective-oriented, the innovative mind-set and change retainment. However, learning cultures are those attributes that encourage learners to develop a good attitude, goal, values, practice in the learning process [27]. Learning culture attributes are: 'Personal mastery' or self (personal) command (encouragement of creating goal-minded, social, organisational team effort to succeed), 'Mental model' or state (the force that changes learner's mind, behaviour and attitude), 'Shared vision' or shared visual sense (commitment to others), Team (group) learning (corporate thinking patterns to excel more than individual thinking skills), 'System thinking' or patterns of thinking (ability to think different from others) [27], Objective-oriented (ability to foresee the future).

Culture-oriented e-learning is the centre or focus point of culture. In the study, it symbolises the necessity of culture on e-learning system development, because learning occurs in an environment where culture exists. For an effective usage of e-learning tools and software, culture must be widely considered in the development process, meaning that culture should be embedded in

see pride as positive emotion which is considered as negative in eastern countries [24].

TAM was derived from the theory of reasoned action (TRA) [37]. The theory determines user's perceptions in relations to usefulness and ease to use. While [38] suggests that TAM is used to predict individuals (students) acceptance to new technology invention, concepts or application/s. Culture-oriented e-learning initiative can be regarded as a new concept. According to the TAM theory, individuals (students) acceptance of any new technological tools are basically influenced

usage. The implementation of an e-learning system that is culturally oriented can be regarded as a benefit to students. This study seeks to determine: students' perceptions of culture-oriented elearning system, the challenges facing current e-learning systems and how to implement culture-

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

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

151

Research design covers the procedures and processes to carry out research with focus on collecting relevant data to answer research questions [41]. According to [42], methodology is the plan, layout and strategy that connects research methods. Research methodology is divided into parts, quantitative, qualitative and mixed methods [43, 44]. A quantitative research deals with numeric data, qualitative research focuses on tests, audios and videos, while mixed research is the combination of both into one study [44, 36]. A mixed research method is used when data from a single method is insufficient in the study and to ensure quality study [44]. The selection of any methodology purely depends on the researcher's knowledge, the kind of the study under investigation, the population sample and others. As a matter of fact, this study deployed quan-

titative method because numeric data involving questionnaire were used in the study.

background of the students across the university, who use eFundi as a learning portal.

As earlier noted, the researcher collected 728 completed questionnaires using online survey platform (surveymonkey.com) and printed copies (soft-copy) to gather their insight into culture-oriented e-learning system. At the end, Statistical Analysis System (SAS version 9.3) and Statistical Package for the Social Science (SPSS) were used to analyse the collected data

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

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

In order to accomplish the research objectives and answer the questions, steps were taken beginning with the determination of the population sample of North-West University students. Through the sampling, the actual participants were determined and selected. Sampling influences any research outcome [45]. The population sample of this study comprises students at the North-West University, South Africa, who use e-learning platform (eFundi) in their daily studies in all academic related work. The University have a population of 73,414 students in 2016 academic year. According to [46], a population sample of n = 75, 0000 is equivalent to 382 sample size. Nonetheless, this study exceed the sample size that resulted to 728 participants, because a printed and online questionnaire were circulated and participants participated in their numbers willingly. The institution was also selected based on the cultural and societal

orientated e-learning systems.

6. Research methodology

into meaningful information.

7. Presentation of results and discussion

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

Figure 1. Culture-oriented e-learning system perception principle.

by two factors: "perceived usefulness" (the extent an individual believes a new tools or technology will impact toward his or her performance) and 'perceived ease to use' (the extent an individual (students) believes that new concept will be effort-less to use) [38, 39]. Student's adoption of culture-oriented e-learning system can take a long time toward decolonisation of education system in the developing countries, but it's achievable. However, according to [40], technology adoption requires mental reengineering over some period of time. TAM supports user's perception/s on technology tools or invention/s, and challenges (realities) defines perception. While solution(s) determines implementation (see Figure 1).

Perception/s and implementation/s resolves around challenges (dotted line) (see Figure 1). Figure 1 guided this study in general.

Based on this theory in the chapter, the student's acceptance of culture-oriented e-learning system depends on their perception on the usefulness to academic advancement or performance and ease to use. In order to determine the students perception/s, the researchers tries to understand the challenges the current e-learning is facing. Through the understanding of the challenges, then effective implementation of e-learning system can be done.
