The readiness of international school in facing pandemic covid 19 assessment findings and recommendation for future quick reaction

VIETNAM NATIONAL UNIVERSITY, HANOI

INTERNATIONAL SCHOOL

GRADUATION PROJECT

The Readiness of International School in facing pandemic NCOVI-19 Assessment, Findings, and Recommendation for future quick reaction

Student’s name: Nguyen Ngoc Tu Anh

Hanoi - 2020


VIETNAM NATIONAL UNIVERSITY, HANOI
INTERNATIONAL SCHOOL

GRADUATION PROJECT

The Readiness of International School in facing pandemic NCOVI-19 Assessment, Findings, and Recommendation for future quick reaction

STUDENT: Nguyen Ngoc Tu Anh
SUPERVISOR: Hung P. Nguyen (PhD)
STUDENT ID: 16071003
COHORT: IB2016C
MAJOR: International Business

Hanoi - 2020


LETTER OF DECLARATION
I hereby declare that the Graduation Project “The Readiness of International School in

facing pandemic NCOVI-19 - Assessment, Findings, and Recommendation for future quick
reaction” is the consequences of my own study and has never been published in any other
works. All references in this paper are transparently cited according to rules.
I take full responsibility for the fidelity of all data and contents of this research paper.

Hanoi, 23rd May 2020
Nguyen Ngoc Tu Anh

i


ACKNOWLEDGEMENTS
First of all, I would like to express my deep gratitude my parents and other family members
have supported and created favorable conditions for me during the past time and especially
during my graduation project.
The second, I would like to express my gratitude and sincere thanks to Hung P. Nguyen,
the person who directly guides the dissertation, dedicated and instructed me to find the
direction of research, practical approach, document search, data processing and analysis,
problem solving, then I can complete my graduate thesis.
In addition, during the process of studying, researching and carrying out the topic, I also
received a lot of attention, suggestions and valuable support from teachers, colleagues,
friends and relatives. I would like to express my deep gratitude to International School
teachers has conveyed to me the useful knowledge during the past four school years, to my
friends and colleagues always encourage and support me in the process of studying and
researching, and the students of the International School has enthusiastically participated
in answering research interviews for the topic.

Sincerely,
Nguyen Ngoc Tu Anh

ii


TABLE OF CONTENTS

LETTER OF DECLARATION ............................................................................................... i
ACKNOWLEDGEMENTS...................................................................................................... ii
TABLE OF CONTENTS .........................................................................................................iii
LIST OF TABLES .................................................................................................................... vi
LIST OF FIGURES ................................................................................................................. vii
LIST OF ABBREVIATION.................................................................................................. viii
ABSTRACT ................................................................................................................................ ix
CHAPTER 1:

INTRODUCTION........................................................................................... 1

1.1

Background of the case study.......................................................................................... 1

1.2

Research objective ............................................................................................................ 2

1.3

Research questions............................................................................................................ 2

1.4

Structure of thesis ............................................................................................................. 3

CHAPTER 2:

LITERATURE REVIEW............................................................................... 4

2.1

University reactions toward Pandemic worldwide ....................................................... 4

2.2

Issues and challenges of delivering courses online ...................................................... 9
2.2.1 A model for using E-learning in Education..................................................... 10
2.2.2 Pros and cons of online learning ....................................................................... 12

2.3

Modeling the framework for assessment of online learning effectiveness ............. 14
2.3.1 The needs of facilities requirement .................................................................. 14
2.3.2 Social Presence.................................................................................................... 16
2.3.3 Cognitive Presence ............................................................................................. 16

iii


2.3.4 Teaching Presence .............................................................................................. 17
2.4

The application of an Enterprise Risk Management system to manage against risk

18
2.4.1 Concept and definition ....................................................................................... 18
2.4.2 How ERM affect organization performance ................................................... 19
2.4.3 ERM in University Environment ...................................................................... 20

2.5

Lessons of successes and failures ................................................................................. 21

CHAPTER 3:

METHODOLOGIES AND DATA............................................................. 23

3.1

Research procedures ....................................................................................................... 23

3.2

Survey questionnaire ...................................................................................................... 24

3.3

Data................................................................................................................................... 31

CHAPTER 4:
4.1

ANALYSIS AND RESULTS...................................................................... 32

The business context of the International School ....................................................... 32
4.1.1 International School background ...................................................................... 32
4.1.2 Current Strategy of the IS .................................................................................. 33
4.1.3 The positioning strategy..................................................................................... 34

4.2

The impacts of pandemic to schools and universities in Vietnam and Worldwide 37
4.2.1 The pandemic aftermath..................................................................................... 37
4.2.2 COVID-19 change schools in the long run ..................................................... 38
4.2.3 Immediate damage .............................................................................................. 40

4.3

Key issues of International School in dealing with the pandemic ............................ 41

4.4

Results of Survey on the readiness of offices ............................................................. 41

4.5

Results of survey on current remote teaching methods, tools, and performance ... 43

4.6

Results of Survey on the Educational experience....................................................... 49

iv

4.7

Summary of findings and implications ........................................................................ 49

CHAPTER 5:
5.1

RECOMMENDATIONS AND CONCLUSIONS ................................... 55

Recommendations for the IS to increase its readiness against future crises ........... 55
5.1.1 Opportunities arising from the Covid-19 pandemic ....................................... 55
5.1.2 General solutions to alleviate difficulties for universities and school ......... 56
5.1.3 How should International School posit itself in the market? ........................ 57
5.1.4 Protect workplace ............................................................................................... 60
5.1.5 Creating a broad Shock Plan during crisis....................................................... 63
5.1.6 Communication with students and their families ........................................... 67
5.1.7 Create remote teaching as fast as possible....................................................... 67
5.1.8 Establishing an Enterprise Risk Management system ................................... 68

5.2

Limitation and further research ..................................................................................... 69

5.3

Conclusions ..................................................................................................................... 70

LIST OF REFERENCES ....................................................................................................... 72
APPENDIX ................................................................................................................................ 80

v


LIST OF TABLES
Table 2-1: Pandemic Response Plan by Alert Period .............................................................. 5
Table 3-1: Questionnaires of Student’s Satisfaction .............................................................. 26
Table 3-2: Questionnaires of Educational Experience........................................................... 29
Table 4-1: The assessment of students regarding the readiness of units of Internatio nal
School during the pandemic ...................................................................................................... 42
Table 4-2: The assessment of students regarding aspects of Online teaching .................... 44
Table 4-3: The satisfaction of students regarding Teaching quality .................................... 45
Table 4-4: The satisfaction of students regarding Supporting packages ............................. 47
Table 4-5: The satisfaction of students regarding infrastructure .......................................... 48
Table 4-6: Satisfied with the responsiveness of the School to student’s complaints and
requests ........................................................................................................................................ 48
Table 4-7: Total statistics .......................................................................................................... 49
Table 5-1: Business Analysis of International School ........................................................... 58
Table 5-2: Opportunity and Threats of the International School.......................................... 59

vi


LIST OF FIGURES
Figure 2-1: Four stages of Pandemic ......................................................................................... 4
Figure 2-2: E-Learning Model .................................................................................................. 11
Figure 3-1: Research Procedures .............................................................................................. 24
Figure 3-2: Questionnaire to ask students about their assessment of IS’ readiness ........... 25
Figure 3-3: Conceptual Framework ......................................................................................... 25
Figure 3-4: Education Experience framework ........................................................................ 28

vii


LIST OF ABBREVIATION
VNU

Vietnam National University

IS

International School

ERM

Enterprise Risk Management

F2F

Face to Face

MS Teams

Microsoft Teams

viii


ABSTRACT
The objective of this qualitative research is to understand the effectiveness of the options

that IS has devised to prepare for the COVID-19 epidemic season. For the education
situation in Vietnam in general as well as for IS in particular, the COVID-19 pandemic has
had a tremendous impact that no one can deny. COVID-19 had the opportunity to penetrate
into Vietnamese territory and put a series of socio-economic activities of the country in a
state of stagnation. In this situation, International School has taken practical actions,
proposed concrete solutions to help students to avoid the epidemic safely, and to participate
in acquiring knowledge of the subjects appropriately.

ix


CHAP TER 1: INTRODUCTION

1.1 Background of the case study
The International School of Hanoi National University (VNU-International School) is a
pioneer in undergraduate and postgraduate training in all fields and majors entirely in
English, in cooperation with nearly 40 universities in another country. Bachelors and
master's degrees are granted by Hanoi National University and foreign universities. In
2016, the International School was also the pioneer and the first in Hanoi National
University to launch a program to attract scholars, in which many professors abroad will
participate in the work, teaching and scientific research and technology transfer in the
International School (International School, 2020 c).
The Covid-19 pandemic started from China in late 2019 and transmitted around the World.
The outbreak of COVID–19 as a global pandemic started since early 2020. As of April 21,
2020, there are 2,397,216 confirmed cases and 162,956 deaths across the world (World
Health Organization, 2020). The outbreak of COVID–19 has shaken the global education
markets. Like most countries, Vietnam has to close down the society and factories in order
to prevent virus spreading. A worldwide pandemic could have a major effect on the global
economy, including travel, trade, tourism, food, consumption and eventually, investment
and financial markets. Planning for pandemic by business and industry is essential to

minimize a pandemic's impact. As with any catastrophe, having a contingency plan is
essential. Facing the complicated evolutions of the Covid-19 epidemic, many universities
in the country in general, especially universities in Hanoi, in particular have decided to
leave students absent. To ensure the interests of students and the teaching of lecturers,
universities have implemented an online learning model. Like the schools in the world as
well as the domestic schools, after a long time of delaying schedule, the Hanoi National
University as well as the International School decided that all students will participate in
the official online learning on February 24, 2020 (Wikipedia, 2020).

1


Online learning is a suitable learning method to ensure the program of the school year and
limit the spread of disease, “Pause to school but not stop learning”. Although the transition
from traditional learning still faces many shortcomings related to people's work and study
habits, maybe that is not the best way, but online learning is definitely the most appropriate
way, and also an inevitable consequence of this season.
The pandemic makes school close regular classes, change all courses to online teaching.
However, the infrastructure of the International School is yet ready for such a complete
transform to online teaching. In addition, the online teaching could get different assessment
from students, in terms of teaching quality, additional cost for students for laptop and
connection, learning quality, material supplies, etc. In such situation, I conduct the study
of the Readiness of International School in facing pandemic COVID-19 in order to assess
the level of effectiveness of approach that International School has proposed to response
to the complicated situation of pandemic.

1.2 Research objective
This thesis is to (i) assess the readiness of the International School in facing with the current
pandemic and other shocks in the future, and (ii) assess the effectiveness of delivering
classes online as a replacement for regular classes and (iii) recommend actions to improve

the performance.
The objective (i) is conducted in the section Error! Reference source not found., while
the objective (ii) is conducted in the sections Error! Reference source not found., Error!
Reference source not found., and Error! Reference source not found., and objective
(iii) is conducted in the section 5.1.

1.3 Research questions
The thesis will address the following questions:
 During the pandemic, what are the issues and challenges facing to the IS?
 What does the IS do in response to the pandemic?
 How students assess the effectiveness of delivering courses online?

2


 How IS can improve its performance following students assessments?

1.4 Structure of thesis
This thesis is constructed as follow: the literature review is to scan and assert the significant
of previous literature, in which I found strong arguments to back up for my research. Those
studies also significantly influent my stream of thinking, thus shape my idea and form a
theoretical framework that vividly portray the organization of the thesis. Chapter 3
describes the method that I choose to applied, as well as the reason behind that choices .
Data collection process, including questionnaire designation and interviewee approaching
are also discussed in this part. Analytical results then presented in chapter 4, where I discuss
the significant of the study based on the information drawing from analyzing collected
data. I spend chapter 5 to suggest some implications which I believe can help IS improve
its capability in teaching online, the limitations and direction for future research are
included in this chapter as well.

3


CHAP TER 2: LITERATURE REVIEW

2.1 University reactions toward Pandemic worldwide
The impact of a pandemic on college or university operations would likely include
unprecedented demands on student health services, possible relocation of students in
residence halls and even the establishment of on-campus quarantine sites. Widespread
sickness among staff and faculty could result in 25% reductions in the work force, and
community-wide, we would see essential services hampered – perhaps unavailable. A
pandemic could create financial havoc due to significant loss of tuition revenues from
closure of the institution, and non-returning students.
California State University, Los Angeles (2019) summarized Students Affair and
Academic Affair through four main stages of Pandemic. That was Pre-pandemic, Pandemic
Alert, Pandemic and Recovery.
Figure 2-1: Four stages of Pandemic

Pre-pandemic

Pandemic
Alert

Pandemic

The results has been shown in the following Tables.

4

Recovery

Table 2-1: Pandemic Response Plan by Alert Period
Pre-pandemic
Objective

Pandemic Alert

Pandemic

Recovery.

No known casual

Human to human

Increased and

Infection/absenteeism rates

human to human

transmission occurring

sustained transmission

drop to levels which allow

transmission of the

but no cases on campus

of virus in the general

business practices to return

virus. No cases on

or in the local

population and cases in

to normal.

campus or in local

community.

the local community.

community.
Student

Coordinating

with

Keep track of absences for all daily Office staff as

Reduce

unnecessary

Reset all student services

Affairs

Public

Relations,

well as flu-like symptoms, review emergency

services while ensuring that

that have been suspended,

integrating

pandemic

contact information for all Student Affairs staff and

the

identify any staff shortages,

their respective staff.

function properly. Students

especially

will continue to access GET

Reassign staff as needed to

/ SA for online registration,

reset student contact and

grades, class schedules, etc.

service priority areas.

response information for
continuing

and

prospective students and
their

families,

must

identify successors in
key student areas.

Inform students of potential international and
domestic student exchange about student travel
restrictions.

school's

websites

areas.

Prospective students can
register

through

CSUMentor and view their
application status, including
resources.

is

Students will
graduation

5

critical

missing.
apply for

online,

Review and evaluate the
effectiveness

of

change

procedures and advice.


Pre-pandemic

Pandemic Alert

Pandemic

Recovery.

department approval will be
accepted by email.
The school is closed but still
needs to be addressed in
time for the specific needs
of

students

regarding

accessibility through the
course's websites, and the
availability

of computers

and technical support.
Academic

Disseminate

Receive updates fro m

Monitor

Affairs

information

and

Reset all student services

the

student absences and

that have been suspended,

the

report to the University

identify any staff shortages,

possibility of activating

Pandemic Director and

especially

understanding,

the Pandemic Response

the

University

Reassign staff as needed to

preparation and actions.

Plan,

Pandemic

BCP

reset student contact and

Review

appropriate informatio n

Committee.

dissemination

for

guidance contingencies

student absences during

lecturers

the

and maintain consistent

absences, care for family

status and responses of

Academic

to
institutions

about

their

policies

standards

and

regarding

Pandemic

Commission

on

facilitat e

about

members or if the school the university.
is

closed,

teacher

regarding
absences,

Ensure

students

contact

faculty

Make

with

instructor
are

aware of personal and

instructional

the
on
action

plans and procedures.

group hygiene in the

6

critical

areas.

service priority areas.

Review and evaluate the
effectiveness

of

change

procedures and advice


Pre-pandemic

Pandemic Alert

Pandemic

suggest changes to HR,

classroom and prepare

Review

if appropriate.

alternatives

withdrawing

Develop

a

plan

for

students to create missed
classes

or

for

and consider
students

classroom instruction if

during other internship

possible.

or clinical rotation and
facilitate

approve

the

dissemination

classes, if necessary.

Recovery.

of

instructors.
Disseminate

influenza

pandemic business plans
to all its faculty and
staff. Develop a plan for
caring and supervising
students

in

Ensure

students

aware

and

are

practice

personal

and

group

hygiene

in

the

classroom.

practice,

internships and learning
that

serves

the

community
All Universi ty

Plan for organizational

Report the absence of an

All

Organizational

resilience and personnel action

for

employee due to illness

continue

Unit

succession

individual areas with a

greater than one day to

members

organization and prepare

focus

the Pandemic Manager,

organization for flu-related

and periodically update

personnel.

make job cuts to those

symptoms

essential

/

absences,

activities to continue the

university

University's operations

normal functioning as the

personal

in

the

contact

information
emergency call lists.

and

Prepare and / or update
plans

on

Evaluate

minimal

external

contracts and service
providers as a backup
measure

to

maintain

7

functions

departments
to

will
monito r

of

and

their

/

or

restoring
operations

to

Pre-pandemic
Evaluate

how

organization
continue
normally

to

Pandemic Alert
the

operability

will

necessary,

function

with

the

potential for large staff
absences.

service

perform.

and,

if

establish

contracts

to

Pandemic

and teaching cases for

situation

students.

allowed.

In case of partial or full

Conduct an assessment of

campus closure, follo w

pandemic procedures and

the department's plan to

protocols, and report to the

shut down and operate

BCP Pandemic Commit t ee

according

to

any

essential

functional

protocol,

as

the

defined

earlier.

will

Recovery.
allow.

opportunity

improvement

and

for
/

or

interest.
Follow

guidance
from

and

In case of university

direction

the

closure, implement the

University Epidemic BCP

university / faculty plan

Committee about potential

to shut down.

changes in alert status and /
or organizational readiness.

8


2.2 Issues and challenges of delivering courses online
Allen, Seaman, and Garret (2007) classified online learning as a frame of e-learning that is
empowered by web-based technologies, does not require the teacher and the learner to be
accessible at the same time and place, and constitutes 80% or more learning/teaching
activities conducted through web-based ICT. E-learning can be broadly described as any
learning and/or educating conveyed or conducted through Information Communication
Technology (ICT) of any kind, hence encompassing such different digital technologies
including CD-ROM, television, interactive multimedia, mobile phones, and the Internet
(Andrew & Haythornthwaite, 2007; Brenton, 2009; Guri-Rosenelt, 2009; Mellar, 2008).
Online and blended learning have become common place in 21st century higher education.
Larreamendy-Joerns

and Leinhardt (2006) audit of the writing “observed two

complementary developments within the educational landscape: the merging of online
teaching and learning into the stream of everyday practices at universities, and the

progressively salient role of distance programs in institutions of higher education ”
Talent-Runnels et al (2006) evaluated course environment, learners’ results, and learners’
characteristics, institutional and administrative components. In critiquing the available
literature, they identified that “asynchronous communication appeared to facilitate indepth communication (but not more than in traditional classes), students preferred to move
at their own pace, learning results showed up to be the same as in traditional courses, and
students with prior training in computers were more satisfied with online courses” (p.93).
The Internet has become one of the crucial ways to form accessible resources for research
and learning for both teachers and students to share and acquire information (Richard ;
Haya, 2009). Technology-based e-learning includes the use of the internet and other
important technologies to produce materials for learning, educate learners, and also
regulate courses in an organization (Fry, 2001). There has been extensive debate about a
common definition of the term e-learning. Existing definitions according to Dublin (2003)
tend to reveal the specialization and interest of the analysts. E-learning as a concept covers

9


a range of applications, learning methods and processes (Rossi, 2009). It is hence
troublesome to discover a commonly accepted definition for the term e - learning, and
according to Oblinger and Hawkins (2005) and Dublin (2003), there is indeed no common
definition for the term. Holmes and Gardner (2006) also made a comment on these
inconsistencies by saying that there may be as many definitions of the term e-learning as
there are.
According to the most likelihood definitions of online learnings, I defined it as online
learning can be defined as an approach to teaching and learning that utilizes Internet
technologies to communicate and collaborate in an educational context. This approach
allows students and teachers to work together remotely, without being in bricks-and-mortal
classrooms.
2.2.1

A model for using E-learning in Education

Blended learning may be a combination of learning at a distance and the traditional oncampus learning (in a classroom). Fundamentally, you will have a (more or less) settled
plan where you will have to attend a portion of the classes on campus. Meaveyements done
by the Pew Research Center (2011) appear that in the 2010-11 academic year, 89 percent
of four-year colleges and universities offered courses instructed completely online, or
hybrid/blended online, or other forms of distance/non-face-to-face instruction (Parker, K.,
Lenhart, A., & Moore, K. , 2011). Of all students selected in higher education in 2013, 32
percent took at least one online course (Allen, I. E., & Seaman, J., 2013). In the research
literature, online education is variously termed as “distance education” “e-learning,”
“online learning,” “blended learning,” “computer-based learning,” “web-based learning,”
“virtual

learning,”

“tele-education,”

“cyber

learning,”

“Internet-based

learning,”

“distributed learning,” etc.
Meanwhile, in online learning, the key component is the utilizing of internet. Online
learning can be characterized as “learning that takes place partially or entirely over the
Internet” (U.S. Department of Education, 2010). Online learning refers to the idea of using
online devices for learning. Fundamentally, an online course infers a distance between you

10


and your instructors. Lectures, assignments, tests are all empowered by virtual platforms.
Exams are applied online as well, using web exam program. Content can be accessed
anytime, anyplace. Time & space don’t matter too much here. Students don’t need to be
within the same physical place to take the same instruction. A completely online college
degree implies you will not need to travel at all for your studies.
There are assorted ways of classifying the sorts of e-learning. According to Algahtani
(2011), there have been a few classifications based on the degree of their engagement in
education. Some classifications are also based on the timing of interaction. Algahtani
(2011) separated e-learning into two fundamental sorts, comprising of computer-based and
the internet-based e-learning. According to Algahtani (2011), the computer-based learning
comprises the utilizing of a full range of hardware and software by and large that are
accessible for the utilizing of Information and Communication Technology and also each
component can be utilized in either of two ways: computer-managed instruction and
computer-assisted-learning. In computer assisted- learning, to him, computers are used
rather than the traditional methods by giving interactive software as a support instrument
within the class or as a tool for self-learning outside the class. In the computer-managedinstruction, however, computers are employed for the reason of storing and recovering
information to aid in the administration of education.
E-Learning
Model

Adjust

Online

Blended

Individualized
Learning

Collaborative
Learning

Synchronous

Asynchronous

Figure 2-2: E-Learning Model
11


2.2.2

Pros and cons of online learning

The selection of E-learning in instruction, particularly for higher instructive educations has
several benefits, and given its several preferences and benefits, e-learning is considered
among the leading approaches of instruction. Several studies and authors have given
benefits and advantages derived from the selection of e-learning technologies into schools
(Klein, D. & Ware, M. , 2003; Algahtani, 2011; Hameed, S. Badii, A. & Cullen, A. J. ,
2008; Marc, 2002; Wentling T.L, Waight C, Gallagher J, La Fleur J, Wang C, Kanfer A. ,
2000; Nichols, 2003). Some studies provide advantage of e-learning as its capacity to focus
on the requirements of individual learners. For example Marc (2002) in his book audit on
e-learning strategies for conveying information in digital age noted that one of the
advantages of e-learning in instruction is its focus on the needs of individual learners as a
critical figure in the process of instruction instead of on the instructors’, or educational
institutions’ needs.

E-learning, despite the advantages that it has when accepted in education, also has some
drawbacks. Researches encourage that e-learning keeps some disadvantages (Collins,
1997; Klein, D. & Ware, M. , 2003; Hameed, S. Badii, A. & Cullen, A. J., 2008; Almosa,
2002; Akkoyuklu, B. & Soylu, M. Y. , 2006; Lewis, 2000; Scott B., Ken C. H. & Edwin
M. G., 1999; Marc, 2002; Dowling, C., Godfrey, J. M. & Gyles N. , 2003; Mayes, 2002).
For example in spite of the claims that e-Learning can advance the education quality,
Dowling et al. (2003) dispute that making learning materials obtainable online outcomes
in improved learning results only for definite models of collective appraisal. Also Mayes
(2002) asked a request of whether e Learning is simply a support device for existing
approaches of learning. The most noticeable conviction of e-Learning is the total absence
of critical personal interactions, not only between learners and instructors, but also among
colleague learners

(Young, 1997; Burdman, 1998). According to Almosa (2002),

regardless of all the drawbacks of e-learning, there are a lot of advantages which stimulate
its use and also encourage the search for ways to reduce problems.
The advantages of e-learning given by studies are summarized as the following:

12


 It is adaptable when issues of time and place are taken into consideration. According to
Smedley (2010), e-learning gives the institutions and their students or learners the much
flexibility of time and place of conveyance or receipt of according to learning
knowledge.
 E-learning enhances the adequacy of information and capabilities through ease of
access to a huge amount of information.
 It is able to supply opportunities for relations between learners by the utilizing of
discussion forums. Wagner et al (2008) note that e-Learning makes accessible extra

prospects for interactivity between students and teachers during substance delivery.
 E-learning is cost effective in the sense that there is no need for the students or learners
to travel. It is additionally cost effective in the sense that it offers opportunities f or
learning for the most extreme number of learners with no require for numerous
buildings.
 E-learning continuously takes into consideration the individual learners contrasts. Some
learners, for occurrence incline toward to concentrate on certain parts of the course,
whereas others are prepared to review the total course.
 E-learning helps compensate for shortages of academic staff, consists of instructors or
teachers as well as facilitators, lab technicians etc.
The disadvantages of e-learning given by studies (Collins, 1997; Klein, D. & Ware, M. ,
2003; Hameed, S. Badii, A. & Cullen, A. J. , 2008; Almosa, 2002; Akkoyuklu, B. & Soylu,
M. Y. , 2006; Lewis, 2000; Scott B., Ken C. H. & Edwin M. G., 1999; Marc, 2002) are
summarized as following:
 E-learning makes the learners undergo consideration, remoteness, as well as lack of
interaction or collaboration. It therefore expects a very strong motivation as well as
skills with to the management of time in order to decrease such effects.
 With respect to interpretations, offer of explanations, as well as interpretations, the e learning way might be less useful than the traditional method of learning. The learning

13


process is much easier with the application of the face to face encounter with the
instructors or teachers.
 When it comes to development in communication skills of learners, e-learning as a
method might have a negative impact. Though might have an outstanding acquaintance
in academics, they may not own the needed skills to provide their acquired knowledge
to others.
 Since tests for appraisals in e-learning are possibly done with the utilization of proxy,
it will be challenging, if not impossible to manage or regulate bad activities like

cheating.
 Also not all fields or discipline can use the e-learning technique in education. For
instance, the purely scientific fields that contain practical cannot be properly studies
through e-learning. Researches have disputed that e-learning is more appropriate in
social science and humanities than the fields such as medical science and pharmacy,
where there is the need to improve practical skills.
 E-learning may also probably be misled to piracy and plagiarism, predisposed by
insufficient selection skills, as well as the ease of copy and paste.
 E-learning may also conduct to congestion or heavy use of some websites. This may
bring about unexpected costs both in time and money disadvantages;

2.3 Modeling the framework for assessment of online learning effectiveness
2.3.1

The needs of facilities requirement

School facilities are one of the key educational requirements that must be sustained in term
of security and quality. Parents sometimes are taking into consideration the school facilities
as the important principle in the school selection. A good condition of school buildings and
components reinforce the improvement in teaching and learning progress in the school
(Earthman, 2002; McKoy, D., Vincent, J. M., & Makarewicz, C, 2008).
The United States Department of Education analyzed teachers’ utilizing of technology in
education in the public-school frameworks (Gray, L., Thomas, N., & Lewis, L, 2010). Of
14