Pertanika J. Soc. Sci. & Hum. 9(1): 1· 10 (2001) ISSN: 0128·7702© Universili Putra Malaysia Press

Distance Learner's Satisfaction Towards Infonnation Technology Usage

NUR NAHA ABU MANSOR' & MAlMUNAH ISMAIL'JDepmtment of Computer Science

Universiti Teknologi Malaysia50574 Jalan Semamk, Kuala Lumpur

1Department of ProfessionalDevelopment & Continuing Education

Faculty oj Educatilmal StudiesUniversiti Putra Malaysia

43400 UPM, Serdang, Selangor

Keyw-ords: Distance learning, computer education, adult learners, learner's satisfaction

ABSTRAK

Fokus kajian ialah ke atas kepuasan pelajar terhadap penggunaan teknologi informasi dalamprogram pendidikanjarakjauh (PlJ). Objektifpertama blah untuk menentukan tahap kepuasanpelajar terhadap penggunaan Internet dan Laman Web daripada aspek kemudahan, kaedahpersembahan, dan perkhidmatan sokongan yang disediakan. Objektif kedua ialah untukmenentukan perbezaan lahap kepuasan pelajar tcrhadap penggunaan Internet dan Laman Webmengikut aspek latar belakang seperti etnik, gender, jenis organisasi pekerjaan, profesion,pengalaman komputer, dan pencapaian pendidikan. Data diperolehi daripada 81 pelajar PlJUPM dengan menggunakan soal selidik yang mereka kendalikan sendiri. Kepmusan kajianmendapati mhap kepuasan pelajar ke alaS penggunaan teknologi informasi secara am adalahsederhana. Tiada terdapat perbezaan tahap kepuasan pelajar dari aspek faktor-faktor yang dikaji.Kajian menghasilkan beberapa cadangan untuk memperbaiki penggunaan teknologi informasidalam pelaksanaan program PlJ.

ABSTRACT

The slUdy focuses on learner's satisfaction towards Infonnation Technology (IT) usage inDistance Education (DE) programmes. The first objective is to determine the satisfaction levelof learners towards Internet and Website usage in terms of facilities, presentation mode andsupport services provided. Secondly, it determines the difference in learners' satisfaction leveltowards Internet and Website usage with learner backgrounds in the various aspects of ethnicity,gender, type of organization, type of profession, computer experience and educationalachievement. Data were from 81 distance learners of UPM, collected using self-administeredquestionnaires. Results showed that respondents' satisfaction level On the overall usage of IT intheir learning was of model-ate satisfaction. There "''as no difference in learners' satisfaction levelof IT usage towards the aspects of facilities, presentation mode and support services providedwith learners' background of ethnicity, gender, type of employer, type of profession, computerexperience, and educational attainment. The study suggests some recommendations in order toimprove the current practice of Distance Education using IT.

INTRODUCTION

The technological advances in the last decade ofthe twentieth century set the paradigm shiftfrom distribution of information to one of accessof information. This shift has many implicationsin education, one of which is a move in learning

from a teacher-centered to a learner-centeredenvironment. It implies a reformation in animportant component of educationaladministration, that is the delivery of knowledge.

Advances in Information Technology (IT)have enabled the delivery of education to be

Nur Nuha Abu Mansor & Maimunah Ismail

carried out in a distance mode. The term"Distance Education" (DE) refers, specifically toan instructional delivery that does not constrainthe student to be physically present at the samelocation as the instructor, This means that DEcan take place even when a physical distanceseparates a teacher and student(s}. DE coulduse Keegan's (1988) characteristics consisting ofquasi-permanent preparation of teacher andlearner, influence of an educational organiza­tion, use of technical media, provision of two~

way communication and quasi-permanentabsence of group learning. Much has been saidabout the operation and success of DEprogrammes in Malaysia. One of the factorscontributing to the growth of DE in this countryis the development of IT tools and facilities. ITin general contributes both to diversificationand individualization of education, meaning thatthe process of teaching and learning becomesdiversified while at the same time assists studentsin getting information according to their learningneeds.

This paper reports a study on learners'satisfaction towards information technology (IT)age in a DE programme. Specifically, the firstobjective is to determine the satisfaction level oflearners towards the Internet-based learning interms of facilities, presentation mode and supportservices provided by the DE provider. Secondly,it determines the difference in learners'satisfaction level towards Internet-based learningwith various learner backgrounds such as type ofemployer, type of profession, computerexperience, educational achievement, ethnicityand gender.

LITERATURE REVIEW

Significance of DE in MalaysiaThe demand for having educated and skilledworkforce increases rapidly in Malaysia. Thecountry's development in tertiary educationduring the Seventh Malaysia Plan period (1996­2000) is aimed at increasing the enrolment atthe first degree level in the local publicinstitutions of the age-group of 19-24 years from2.5% in 1995 to 5.6% in 2000 (Government ofMalaysia 1996). With the rising cost of face-to­face learning system, knowledge and technologyexplosion, Malaysia has viewed DE as analternative mode to the conventional face-to­face learning in providing education and trainingopportunities (Abdul Rahman 1996).

It has been indicated that one of the goalsof DE programme in Malaysia is to meet thetarget of having at least 30% of the populationreceiving tertiary education by the year 2020Oohari Mat 1995). This includes short coursesaimed at upgrading the knowledge and skills ofthe workforce at the managerial and supervisorylevels. Historically, DE means correspondencestudy. However, in Malaysia, Abdul Rahman(1996) interprets DE as having the folJowingobjectives: a) To offer members of the societyaccess to education, and acquire knowledge andskills of their choice for life-long learning whilethe learners are \'lorking; b) To offer "secondchance" or alternatives to those who wish topursue higher education for higher qualification;c} To "up-date" educational administrators'knowledge and skills with the latest continuingeducation facilities; and d) To offer qualityeducation for the less fortunate studentsespecially those in the remote areas.

DE programme has already been in place inMalaysia in the early seventies. Presently, thereare five institutions of higher learning runningthe programmes. There are School ofProfessional and Continuing Education (SPACE)of Universiti Teknologi Malaysia (UTM), Schoolof Distance Education Programme of InstituteTechnology MARA (ITM), Centre for Off­Campus Programme of Universiti KebangsaanMalaysia (UKM), Institute of Distance Educationand Learning (IDEAL) of Universiti PutraMalaysia (UPM) and Centre for DistanceEducation Studies of Universiti Sains Malaysia(USM) (Nur Naha 1998).

Democratization and liberalization ofeducation beyond those of primary andsecondary levels can take place with theexpansion of DE. DE gives the opportunity forlearners to feel free to enrol themselves in theirchosen areas that permit flexibility of their hecticworking schedules.

Importance of 1'1' in DE programme

According to Litton (1997) DE is a form of life­long learning. Students have the opportunity to

attend classes even though they cannot be in theclassrooms. Educational resources are offeredallowing students to interact with the instructorand other students, creating ubiquitous andequitable learning environment.

IT in general is understood as the use ofcomputers and telecommunication systems for

2 PertanikaJ. Soc. Sci. & Hum. Vol. 9 No.1 2001

Distance Lertrner's Satisfaction Towards Information Technology Usage

storing, retrieving and sending information.Armstrong (1993) defines IT as an electronichardware used to create, communicate, store,modify or display information, and programmesoftware that can control the operations of thathardware. Thus, IT can be used in the processof managing information, management andapplication development, communicationmanagement, operational support, decisionsupport system and office automation in DEprogramme.

Many universities in the world have used ITfor their face-w-facc learning and DE. The OpenUniversity in the United Kingdom has beenusing the various tools of IT for almost 20 years(Greenberg 1997). The University of Monashhas been using teleteaching linking its studentsand lecturers across three campuses (Harris1997). Collaborative engineering allows WWWusers to present documents and graphic in anorganized manner. This approach of learningengineering through the Internet has enabledlearners at distant areas to share and benefitfrom a certain engineering project design (Ooi1995).

Sakomoto (1997) believes that IT in DEworks as both an equalizer and an amplifier.The former means that the learners get accessto vast amount of information using Internet,thus providing equal opportunities. While thelatter means that IT increases the amount ofinformation saved and reduces time taken to getthe information.

Many factors are found contributing to theeffectiveness of DE using IT. Three of the factorsare facilities related to IT, the mode of thepresentation of learning contents, and thesupport services received by learners (Wills 1993;Abu Daud el aL 1996; Campos el al. 1996; Steeplesel al. 1994). Facilities refer to the environmentof learning such as locations of the learningcentre, computers and electronic-mail addresses,messages and guidelines in learning throughoutthe semester about registration and datelines ofassignment submissions and examination,handouts and on-line interactive tools. The modeof presenlation in learning refers to learningcontents layout, illustration such as graphics andpictures, auachment, language used, guidedquestions, contents sequence and pace, andreferences. While support services refer to

feedback mechanism for learners towardsinquiries, alternatives for any computer

breakdown, guidance for completing learningexercises and ways of grades to make known tolearners.

This brief survey illustrates that DE isbecoming more significant with the increase insophistication in the delivery of learning packagesspecifically with the use of Inlernet. While thisphysical learning environments are important inensuring success of any DE programme, there isalso a necessity to look into learners' satisfactiontowards the various facilities, present.,uion modeand suppOrt system of the learning packages.

METHODOLOGY

Reseanh Location and Sample

The research was carried out at the Institute ofDistance Education and Learning (IDEAL) ofUniversiti Putra Malaysia (UPM). IDEAL has juststarted its DE programme beginning May 1996/97 semester, one of which being the Bachelor ofComputer Science. This undergraduateprogramme has a lOtal 140 students in their firstand second year batches. They are spread allover Malaysia, using the Internet to obtain theirlearning materials and to inleract with theirlecturers and other students. They are linked toIT tools from their homes, and offices, or theygo to learning centres to get access to them.Sampling of respondents was made based onthose who attended one of their face-ta-facesessions with lecturers at IDEAL in November1997/98 semester.

This survey looks into the satisfaction levelof DE learners on IT usage in their learning. ITusage refers to three components of students'learning environments of IT, namely, "facilities","presentation mode" and "support services"provided in the DE programme specifically inrelation to the usc of Internet.

Learners' satisfaction level on IT usage wasalso examined against learners' backgrounds.The)' consisted of variables such as type oforganization they come from, type of profession,computer experience, educational achievement,computer background, ethnicit}' and gender.

Data Collection and Analysis

Data were collected lIsing self-administeredquestionnaires distributed to 81 respondents whoatLended one of their face-to-face sessions atIDEAL. The questionnaires were collected onthe same day in which 74 (87.7%) of themresponded.

PertaoibJ. Soc. Sci. & Hum. Vol. 9 No.1 2001 3

Nur Naha Abu MansoI' & Maimunah Ismail

TABLE IBackground of respondents

(n"74)

electronic mail. Results and discussion on eachcomponent are presented as follows:

SPM stands for Sijit Pelajaran lHaln)'sia or MalaysianCertificate of EducationSPVM stands for Sijil Pelajarall Vokasional Malaysia orMalaysian Vocational Cenificate of Education.SfPM stands for Sijil Tinggi Pelajaran Malapia orMalaysian Higher School Cenificate

a. Facilities

The results of respondents' satisfaction on ITfacilities are reported in Table 2. The resultsshow that the mean values of respondents'satisfaction range from 2.3 to 3.4 (1 is the lowest

Questions pertaining to the satisfaction leveloflearners on IT usage were measured using theLikert scale in the form of "strongly agree (1)","agree (2)", "undecided (3)" , "disagree (4)"and "strongly disagree (5)" with each item inthe questionnaire. The realiability coeffecientsfor "facilities", "presentation mode", "supportservices" and the "overall satisfaction" are 0.53,0.60, 0.61 and 0.85 respectively.

The collected data were analyzed usingStatistical Package for Social Science (SPSS) forWindows Release 6.0. Simple statistical tools usedwere percentages and means to explainrespondents' backgrounds and satisfactiontowards facilities, presentation modes, supportservices and overall satisfaction of IT usage. T~

test and ANOVA were used to see the differencein satisfaction level according to the differentlearner backgrounds.

RESULTS

Backgrounds of the Respondents

Data on respondents' backgrounds are shown inTable 1. A larger number of respondents (75.7%)were from the private sector while about a quarter(24.3%) were from the public sector. In terms oftype of profession, 14.2% were programmers,35.3% were in other computer-related jobs and39.5% were outside the computer line. Twenty­eight percent of the respondents had 1-2 yearsof computer experience, 25% had more thanfive years of computer experience and 31 % hadless than a year of computer experience.

With regard to educational achievements,59.7% had a Diploma in Computer Science orIT, 19.4% SPM/SPMV or STPM, while 20.9%had other types of qualification such as Degreein Engineering, Degree in Business Studies andDiploma in Engineering. As many as 41.7% ofthe respondents are currently involved in thebasic programming line of work, followed by27.8% in networking, 19.4% in systemdevelopment and 11.1 % were not at all involvedin the computer line. By ethnicity, Malaysconstituted 47.9% of the respondents, followedby Chinese 26.8%, Indian 18.3% and other races7.0%. Finally, 62.0% of them were males and38.0% were females.

SatisJaction on IT Usage

IT usage refers to facilities, presentation modeand support sen'ices of learning by means ofInternet specifically the WWW and list serve

Background characteristic

Type of employerPublic employerPrivate employer

Type of professionProgrammerComputer-related jobNon-computer related

Computer experience (yrs)o< I1-23-5> 5

Educational achievementDiploma in Computer Science ITSPM/SPMV and STPM"Other qualifications

Computer BackgroundBasic programmingNetworkingSystem developmentNone

EthnicityMalayChineseIndianOthers

GenderMaleFemale

Percentage

24.375.7

14.235.339.5

10.021.028.016.025.0

59.719.420.9

41.727.819.411.1

47.926.818.37.0

62.038.0

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OiS13nce Leamer's Satisfaction Towards Information Technology Usage

TABLE 2Respondents' satisfaction on IT facilities

(n=74)

Facilities Mean StandardDeviation

1. The programme provides sufficient Internet 3.39 1.07and e-mail facilities.

2. Information on registration aspeCls are 3.14 l.llinformed very early in the semester.

3. The schedule for the next semester courses 3.01 1.01are early, accurate and clear.

4. The network servers are always giving problems 2.34 1.05causing late retrieval of materials.

5. Messages and news are vel)' seldom 2.45 1.01shown to students.

6. Students are provided with e·mail addresses of other 3.01 1.20students for communication purposes.

7. The centre provides adequate computer facilities 2.88 1.12when faced with problems.

8. There is no problem in getting assistance from 2.67 1.l0the centre (when problem occurs)

and 5 is the highest mean values). Specifically,the respondents agree that the programmeprovides sufficient Internet facilities (3.39),information on registration aspects are madeknown early in the semester (3.14). The lowestmean value pertaining to satisfaction on facilitiesis that the network selV'ers are always givingproblems to the learners (2.34), messages andnews are frequently shown to them (2.45) andthere are problems in getting assistance fromthe centre when difficulties crop up (2.67).

b. Presentation Mode

Data on respondents' satisfaction on presentationmode are reported in Table 3. The mean valuesfall within the range of 2.89 to 3.61. The highestmean value '....as for the statement on contentlayout that there is a clear introduction to eachlesson learned (3.61). Other statements followedthat the text title is clearly distinguished fromthe text (3.57), objectives and outcome are clearand relevant (3.54), the fonts in the modulescould be clearly read (3.38), the language usedin the programme is simple and appropriate fortheir reading ability (3.39), sufficient questionsarc given in each lesson (3.47), the contents oflessons are sequenced in clear and logicalmanner (3.25).

c. Support Services

Table 4 shows respondents' satisfaction towardsIT suppOrt services in their learning. The resultsare as follows: Comp-Science assists them ingetting the materials they need (3.38). learnersget assistance from their lecturers when questionsare put up (3.0]), sufficient information isprovided to those who missed tutorial sessions(2.73), adequate guidance relating to exercisesand grading are given (2.74), and there is adelay in replying to inquiries and questions madeby learners (2.60).

Overall Satisfaction oj IT Usage

Table 5 portrays respondents' overall satisfactionof IT usage. The statements that have the meanvalues exceeding 3.5 (high satisfaction) are asfollows: the programme has benefited thelearners in their programme, the learners believethat the programme will determine their future,and the use of internet has enhanced theirlearning process.

The overall satisfaction revealed that learnershad moderate satisfaction towards the wholeprogramme. This is indicated by the overallmean value of 3.105 and only four of the fifteenstatements exceed the mean value of 3.5 andabove.

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Nur Naha Abu Mansor & Maimunah Ismail

TABLE 3Respondents' satisfaction on presentation mode

(n=71)

Presentation Mode Mean StandardDeviation

1. Content Layouta. Fonts are clearly read 3.38 1.03b. Titles of texts are clearly distinguished from the rest of the texts 3.57 0.84c. The layout of modules has poor headings, spacing and colouring 2.91 1.01d. The objectives or outcomes of the learning are clear and relevant 3.54 3.66e. There is clear introduction to each lesson learnt 3.61 3.44

2. The lessons are provided with sufficient illustrations such as 2.92 0.10graphics, samples, pictures to help students understand thesubject matter better

3. There are attachments provided in each of the lessons 2.89 0.94learned for additional materials

4. The language used is simple and appropriate 3.39 0.92for reading level of studen ts

5. Questions are provided for practice in each of 3.47 0.95the lessons learned

6. Each of the lessons does not provide references 3.03 1.01for reading purposes

7. The contents of the lessons are sequenced in a clear and 3.25 0.89logical manner

8. The lessons provide an appropriate pace for students to 3.26 0.97learn since contents are divided into units that they can learnin a single setting

TABLE 4Respondents' satisfaction on IT support services

(n=72)

6

Support Services

1. Students are able to get assistance from lecturerswhen there are questions asked

2. Camp-science assists us in getting the informationthat we need

3. When learners miss tutorial session, sufficient informationis provided in the system for them to retrieve thosetutorial sessions

4. There is a delay of replying to inquiries andquestions made by learners

5. 'When a breakdown occurs, learners are providedwith prompt delivery of study materials

6. There is adequate guidance to learners in terms ofcompletion of exercises and grading

PertanikaJ. Soc. Sci. & Hum. Vol. 9 No.1 2001

Mean

3.01

3.83

2.73

2.60

2.63

2.74

StandardDeviation

1.11

0.98

1.14

0.95

0.99

1.02

Distance Learner's Satisfaction Towards Information Technology Usage

TABLE 5RespondenLs' satisfaction of overall satisfaction of IT usage

Overall Satisfaction Mean StandardDeviation

I. I enjoy this programme 3.49 3.642. I will recommend this web base classes to my friends 3.12 1.233. The learning materials were easily understood 2.95 0.984. The use of Internet enhance the teaching learning process 3.54 1.035. I would like to take other courses using 3.27 1.14

the Internet which is similar to this6. I would have learned more in a traditional class 2.20 0.947. The programme which mainly used IT could be improved 1.80 0.788. benefit from this programme 3.92 4.829. I am very comfortable using the Internet 3.38 1.00

to get my learning materials10. I don't face any major problem in pursuing 2.81 1.08

the programme11. I can easily seek for help when I am 2.74 1.02

confronted with a problem12. The system is ,..'ell integrated into both hardware 3.20 0.90

and software13. I will accept an)' kind of assignments given when 3.51 0.81

joining the programme11. I believe this progamme will determine my future 3.68 0.8715. I have vel)' little confidence in finishing the progrAmme 2.97 1.27

TABLE 6T-test results of respondents' backgrounds (Type of employer and gender)

towards overall satisfaction of IT usage

Students Background No. ofCases

Mean t-value Df p

1. Type of EmployerPublic 17 47.82Private 53 50.77

2. GenderMale 45 50.04Female 27 50.03

Significant at 0.05 level

0.060

5.936

68

70

0.808

0.170

The results of t-test on type of employershow that there is no significant difference inmeans of satisfaction towards IT usage betweenrespondents from the private and public sectors.and between male and female. Similarly theresults of ANOVA which reveal that there is nodifference in means of satisfaction towards lTusage among respondents having different typesof profession such as programmer, computer-

related and non-computer related personnel;varying in years of computer experience; havingdifferent computer backgrounds such as basicprogramming. networking, system developmentand without; possessing different educationalattainment whether with computer qualificationsor without; and ethnicity of Malay, Chinese,Indian and others (Tables 6 and 7).

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Nur Naha Abu Mansor & i\1aimunah Ismail

TABLE 7Summary of ANOVA results of respondents'

background towards overall satisfaction of IT usage

Students Background

1. Type of profession2. Years of computer experience3. Background in computer4. Ethnicity

Significant al 0.05 level

F-Ratio

1.06000.54400.63000.6134

p

0.3700.7040.5900.610

Suggestion

TABLE 8Suggestion on improvement of IT usage

(n=23)

Number Percentage

1. More coordination, commitment and interaction2. Better presentation3. Backup servers and sites for down loading4. More accurate scheduling5. More variation in IT utilization6. Others

Total

944222

23

39.117.417.48.78.78.7

100.0

Table 8 indicates students' suggestions onimprovements of IT usage in their programme.The suggestions are: to have more coordination,commitment and interaction among learners,tutors and administrators (39.1 %), to have backup servers and sites for downloading materials(17.4%), to have better presentations oflearningmaterials (17.4%), to have more accuratescheduling (8.7%), to have more diversified ITutilization (8.7%) such as face-to-face tutoringsessions, and personal on-line assistance.

CONCLUSION AND DISCUSSION

On the background of the respondents thestudy concludes that most of the studentsenrolled in the DE programme of Bachelor inComputer Science were Malay men, ,vorkingwith private employers, with a tendency of thosehaving basic educational background inComputer Science or IT, and with some workingexperience in computer-related environmentssuch as basic programming, nenvorking, andsystem development. This profile of learnersimplies that there are opportunities for thoseworking in computer-related environments toupgrade their education by pursuing in a DE

programme. It also suggests that DE is analternative mode of pursuing tertiary educationfor those who are working or those who choosenot to give up their jobs.

The study also concludes that the overallsatisfaction of learners on the use of ITspecifically the Internet-based learningenvironment is moderate. This result could bepossibly explained in several ways. First, the DEprogramme specifically the Bachelor inComputer Science was still at its infancy stage.With less than two-year experience, it is probablybelieved that the IT tools used in the programmehave not reached a superb intensity of use, andmonitoring compared to other establishedinstitutions which have run the DE programmesfor more than two decades such as The OpenUniversity in the United Kingdom and MonashUniversity in Australia (Greenberg 1997; Harris1997). Second, the respondents had undergonethe programme for only one or two semesters.The moderate level of satisfaction was felt sincethey had not yet completed the full programmeas to make them able to gauge the truesatisfaction of learning using the Internetlearning packages. Nevertheless, the research is

8 Pertanikaj. Soc. Sci. & Hum. Vol. 9 No.1 2001

Distance Lenrner's Satisfaction Towards Information Technology Usage

not considered premature as far as theexperience ofIDEAL in running the programmebecause of the fact that evaluation on theeffectiveness of any educational programmeshould be conducted continuously whether at itsformative or the expansion stage.

The study further concludes specificsatisfaction of learners towards faci-lities,presentation mode and support services relatedto Internet usage in their learning. The moderatelevel of satisfaction towards facilities shows thatlearners felt certain aspects concerning facilitiesin Internet usage should be looked into andimproved such as assistance for on-line tools tofurnish their learning, the need for back-upnetwork servers in case of breakdowns, and sitesfor downloading learning materials.

The satisfaction of learners towardspresentation mode was generally higher thanthat of facilities. Learners however felt that thereis a need to increase illustrations such as graphics,samples and pictures. The findings also indicatedthat learners favoured the programme to havemore learning attachments as this will help themin searching additional reading materials.

Concerning support services, learnersindicated that they need better back-upinformation delivery for missed tutorial sessions,and faster reactions from lecturers andadministrators towards their queries.

The study finally concludes that there is nosignificant difference in the means of satisfactiontowards Internet usage of the DE programmeaccording to the various categories of learnerbackgrounds such as types of employer, type ofjobs, computer experience, educationalattainment, ethnicity and gender.

RECOMMENDATIONS

Knowing the satisfaction of DE learners on theuse of their learning delivery packages via IT isregarded as a component of evaluation of theeducational programme. Based on the results ofthis study it is recommended that any DEprovider should continuously conduct evaluativestudies on the various aspects of the DEprogramme development involving learners,lecturers, and administrators (Worthen andSanders 1987). Periodic monitoring of DElearners is felt more necessary compared to theconventional in-eampus students because theformer involves students of diverse backgroundsin terms of distance and location, and learning

schedules as they are mostly learning whileworking. Evaluation of DE programme is alsosignificant towards materialising the genuinegoals of increasing the opportunity of thepopulation to achieve tertiary education.

Some recommendations for future researchare put forth as follows: First, similar research issuggested to be conducted on other groups oflearners using IT tools in other institutions.Second, further research should be carried outon those who will be graduating from the currentprogramme. This may increase the applicabilityof the research focus in relation to satisfactionof Internet usage in the DE programme as theyhave undergone the complete cycle of theprogramme. Finally, as an alternative to thisresearch approach, the use of qualitativetechnique is suggested to see the satisfactionlevel of learning using Internet from differentperspective such as experience over a certaintime duration, and the link between certainevents in their work with learning performance.

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(Received: 19 December 2000)

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