**Author details**

• The ready-made information conveyed to students.

• Overloaded to textbooks and exams.

136 Open and Equal Access for Learning in School Management

• The student is a passive listener.

the costs compared to using the real environment.

• Individual differences and learning needs are not considered.

• Classroom interaction and information exchange are limited.

• It is required to repeat the information transferred to the evaluation.

• Comments, personal opinions, and creative ideas do not take much place.

• Students are not encouraged to search, and no effort is made to reach knowledge.

• It is difficult to attract the attention of the learner, to provide care for a long time.

offer a wide range of options and offer opportunities for different learning styles.

In fact, the teaching activities should be competence and abundance to meet the student's expectations and requirements of learning in a harmonious way. In recent years, digital learning tools and techniques have also changed drastically. With digital media, teaching and learning experiences have become enriched and more widely used. Today's technologies

When designing learning processes, to enable learners to learn better in digital environments such as virtual reality learning, it is necessary to consider the learning styles of the students. It can be said that learning styles are an important determinant in determining these learning environments. Because every single student is prepared to learn new and/or difficult knowledge, s/he can use his/her different and unique ways (visual, audial, kinesthetic, etc) to learn and remember. In other words, some people prefer to learn by reading, they can use image memory. Some may prefer to learn by listening, using voice, listening, and discussing. Others can use their muscular memory, learn by doing physical contact with things they will learn such as traveling, dramatizing. In this direction, students will select and use informationcommunication technologies according to their own style. VR technology is to enable the user to learn about or experience a target environment in a safe and controlled way that minimizes

Virtual learning has the ability to produce products in a personalized learning approach where each student can learn in his/her own way. Indeed, motivation and success may be

The main technological characteristics of VR learning can be defined as direct experience,

With the sense of "being there" ability, VR Learning has the great opportunity to become an inestimable method of training in situations where actual hands-on training is too dangerous

Using virtual reality in the field of education offers to enhance students' learning experiences by exploring new ideas to develop positive learning behaviors in the learning process.

higher if the teaching process is organized according to learning styles.

intuitive interactivity, visual representations, memorability, and immersion.

or impossible to show, which are not usually accessible in the real world.

Gonca Telli Yamamoto1 \*, Mürşide Özgeldi1 and Deniz Altun<sup>2</sup>


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**Chapter 9**

Provisional chapter

**Student's Perception on Culture-Oriented e-Learning**

DOI: 10.5772/intechopen.71586

Electronic learning (e-learning) platform is fast growing in the Africa educational system and many students are busy enrolling and accepting it as a means for educational advancement and career achievement channel. An e-learning platform handles students across different cultural settings with various perceptions, learning needs and expectations. Nonetheless, incorporating cultural differences, expectations and perceptions as well as managing them, is challenging on the side of e-learning 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 it to suit desired features in their home language at all times. The study also determines the factors and components that necessitate the implementation of the culture-oriented e-learning system. This study was carried out using quantitative research method among the students of North-West University, South Africa with a total number of 728 questionnaires collected 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 developed between their home language and English language. Again, their challenges range from lack of engagement to the inflexible e-learning system leading to the discovering of factors that facilitate culture-oriented e-learning system.

Keywords: E-learning systems, culture-oriented, students, South Africa, culture,

The amount of value placed on the usage of e-learning platform is influenced by learners' culture. The understanding of the cultural differences and the perception of learners on

> © The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and eproduction in any medium, provided the original work is properly cited.

distribution, and reproduction in any medium, provided the original work is properly cited.

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

Student's Perception on Culture-Oriented e-Learning

**System: An Empirical Study**

System: An Empirical Study

Ernest Mnkandla

Abstract

1. Introduction

Joshua Ebere Chukwuere,

Joshua Ebere Chukwuere, Nehemiah Mavetera and

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

perception, E-learning platform, learners

Nehemiah Mavetera and Ernest Mnkandla

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

Provisional chapter

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

DOI: 10.5772/intechopen.71586

Joshua Ebere Chukwuere, Nehemiah Mavetera and Ernest Mnkandla Joshua Ebere Chukwuere,

Additional information is available at the end of the chapter Nehemiah Mavetera and Ernest Mnkandla Additional information is available at the end of the chapter

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

#### Abstract

Electronic learning (e-learning) platform is fast growing in the Africa educational system and many students are busy enrolling and accepting it as a means for educational advancement and career achievement channel. An e-learning platform handles students across different cultural settings with various perceptions, learning needs and expectations. Nonetheless, incorporating cultural differences, expectations and perceptions as well as managing them, is challenging on the side of e-learning 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 it to suit desired features in their home language at all times. The study also determines the factors and components that necessitate the implementation of the culture-oriented e-learning system. This study was carried out using quantitative research method among the students of North-West University, South Africa with a total number of 728 questionnaires collected 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 developed between their home language and English language. Again, their challenges range from lack of engagement to the inflexible e-learning system leading to the discovering of factors that facilitate culture-oriented e-learning system.

Keywords: E-learning systems, culture-oriented, students, South Africa, culture, perception, E-learning platform, learners

#### 1. Introduction

The amount of value placed on the usage of e-learning platform is influenced by learners' culture. The understanding of the cultural differences and the perception of learners on

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

© The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and eproduction in any medium, provided the original work is properly cited.

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

3.1. An e-learning system

virtual classrooms [14].

each other [18].

3.2. Culture and learning culture

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

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

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

147

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

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

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 developed between their home language and English language.
