Identifying the Bruneian Undergraduates and Graduates’ Levels of Familiarity with the Basic Concept of Online Learning

Identifying the Bruneian undergraduates and graduates’ levels of familiarity with the basic concept of online learning

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01 INTRODUCTION

01.1 TITLE

Identifying the Bruneian undergraduates and graduates’ levels of familiarity with the basic

concept of online learning.

01.2 RATIONALE

The area of online learning was chosen for its great significance to Brunei

Darussalam’s education system whereby such concept is yet to be introduced, specifically in

the undergraduate and postgraduate levels. Although plans of its implementation have been

drafted, research on whether Bruneian learners are familiar with the concept of online

learning has not been carried out. Hence, the focus of this pilot study is to develop empirical

data based on respondents’ familiarity regarding the basic concept of online learning, which

in turn serves as a prerequisite for further research on the topic by the academia and the

education policy makers in Brunei. Concurrently, educators can gain some insight in

preparation for the implementation of online learning.

01.3 RESEARCH QUESTION

The research question for this study is:

Do Bruneian undergraduates and graduates have different levels of understanding toward the

basic concept of online learning?

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02 LITERATURE REVIEW

The topic of this research study encompasses two interrelating elements, (1) the

successful implementation of online learning in Brunei Darussalam, and (2) why Bruneian

undergraduates and graduates need to be familiar with online learning. The former is a long-

term objective to which its earliest building block is the latter. Summarizing the national

education plans (Ministry of Education, 2007; Universiti Brunei Darussalam, 2005), Salleh

(2007, p.11) stated that:

ICT in higher education in general and {Universiti Brunei Darussalam} in particular

should be able to extend beyond being just communications and information tools.

ICT should extend towards an enhancement in the teaching & learning environment

through e-learning. Online teaching content, quizzes, and learning management will

be revolutionized and innovated.

Such aspiration to implement and enhance online learning within the next few years

because of similar progress worldwide is reiterated by statistics compiled by Gilbert (2000, p.1).

However, she cautioned that to implement online learning successfully, learners must first be

familiar with the concept in order for them to perform well. She stressed that

even highly successful online students (...) say that before embarking on their project,

they had to clear away a cloud of misconceptions that interfered with making

practical decisions about their studies. Others, often less successful, now say they

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wish they had a clearer picture of the distance education process ahead of time

(2000, p.4).

Thus, this pilot study attempts to identify if any misconception exists in the respondents’

awareness towards online learning, via identifying respondents’ familiarity with its basic

concepts. In order to gather this data, the research method of questionnaires was employed and its

processes are elaborated in the next part.

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03 METHODOLOGY

03.1 POPULATION AND SAMPLING

The population for the scope of this research are Bruneian undergraduates and

graduates ranging from the age of 17 to the retirement age of 50. Brunei’s educational

statistics (Department of Planning Research and Development, 2006) stated that there were

3,674 undergraduates in Universiti Brunei Darussalam. Brunei’s Ministry of Education

(2007) stated that in 1999, 22,084 Bruneians have completed tertiary education, which was a

2.57% increase from 12,196 Bruneians in 1992. Assuming the percentage increase within 7

years remains constant for 2006, the projected population would be 31,972 Bruneians.

Therefore, a gross estimate of the population, taking into account Bruneian students who are

studying abroad, is below 40,000 in 2008.

Respondents comprised of 50 undergraduates and graduates from several subject

areas. Respondents were chosen using judgment sampling from online communities

http://teslbrunei.ning.com and www.bruneistudent.com whose members are mainly Bruneian

undergraduates and graduates. They were chosen solely because they all have the same

probability to pursue online learning in the future.

The gross sampling ratio of the respondents against the population is 1:800 (50 to

40,000). However, UNESCO stated that 85% of Bruneian graduates are beyond tertiary

education age, making the final gross ratio of the respondents who are eligible for online

learning to 1:120 (50 to 6000).

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http://www.bruneistudent.com/

http://teslbrunei.ning.com/


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03.2 INSTRUMENTATION AND PROCEDURE

The specific research instrument employed were questionnaires that were delivered

online (see appendix 1; see www.pueblopicasso.com/onlinelearning1.html). The

questionnaire comprised of 15 close-ended multiple-choice items which were organised

systematically from generic to specific enquiries. Items ‘1’ and ‘2’ enquired respondents’

general awareness of online learning, items ‘3’ to ‘11’ enquired respondents’ understanding

of the basic defining concepts of online learning, and items ‘12’ to ‘14’ enquired

respondents’ familiarity of online learning and its relation to Brunei context. Item 15 was

eventually ruled out of the analysis.

Items ‘1’ and ‘2’ each contained 5 options, from which respondents are to choose one

option, to indicate responses they deemed most accurate. Items ‘3’ to ‘14’ each contained 3

choices which are ‘yes’, ‘no’ and ‘I don’t know’. Although these questions are constructed as

dichotomous questions, the option ‘I don’t know’ was included for two reasons and these

reasons are elaborated in Part 2 of this paper.

The questionnaire was constructed using www.mycontactform.com – an online form

designer which generates questionnaires. The questionnaire produced was formed into an

HTML website and its URL sent together with instructions to respondents via e-mail.

Submissions completed by respondents are automatically e-mailed to the researcher. The

researcher confirmed respondents’ identities by matching respondents’ e-mail address with

the list of invited respondents.

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http://www.mycontactform.com/


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03.3 VALIDITY AND RELIABILITY

Attempts to strengthen validity and reliability included two draft questionnaires issued

prior to this research study. Questions were similar, respondents were from the same

population and a similar online distribution was employed (see Appendix 5).

03.4 SCOPE AND LIMITATIONS

The main limitation is that ‘familiarity’ can be argued as an immeasurable trait.

Nonetheless, the study does not claim to provide accurate measurements but rather

approximates the levels of familiarity into sufficiently comparable grades.

Another limitation is the lack of any hypothesis regarding respondents’ awareness

towards online learning due to the absence of any data regarding the topic. Thus, no null

hypothesis was included because the objective is not to confirm or refute any hypothesis but

to create a new hypothesis for future work.

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04 RESULTS AND FINDINGS

04.1 DATA ANALYSIS

Each respondent’s response was copied from his or her e-mail submission resulting in the raw

data (see Appendix 2). Data were manually tabulated into using Microsoft Excel in

accordance with a Scalogram table (Oppenheim, 1992, p.201). The ‘filter’ function was

mainly used to isolate each items where graphs were employed to analyse them. The final

results were tabulated as ‘Table 4. Scalogram table, Complete Data’ in Appendix 3’.

Cumulative analyses were performed on items ‘3’ to ‘11’ to determine each

respondent’s familiarity to the basic concept of online learning, and concurrently items ‘12’

to ‘14’ to determine each respondent’s familiarity of the concept in relation to Brunei’s

context (see Appendix 3, Table 4). The former is coded ‘Sum A’ and the latter ‘Sum B’.

The cumulative results for items 1 and 2 are presented as bar charts. Sum A, B and C

were manually tabulated and consequently converted to percentages to produce plot graphs

(see Section 04.2 Findings).

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04.2 FINAL RESULTS

Figure 4.1 Respondents’ general exposure to the basic concept of online learning

Item 1 . How familiar are you with the concept of online learning?

Figure 4.2 Respondents’ source of exposure to the basic concept of online learning

Item 2 . If you have at least heard of the concept, what or who were your main source?

Online learning student(s)

The Internet Printed media Institution prospectuses

People talk0

10

20

30

40

50

2

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0 0 0

Number of respondents

Pre-coded Options

Num

ber o

f res

pond

ents

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I have never heard of the

concept.

have heard of it. I have skimmed through some

reading materials about it.

I have researched / am currently

researching about it.

I am currently performing it/ I have performed

it in the past.

0

10

20

30

40

50

0

41

72 0


Pre-coded options

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Figure 4.3

Ranges of accuracy in answering Items 03 to 11 based on respondents (Sum A)

None 1 2 3 4 5 6 7 8 90

10

20

30

40

50

2 13

13

5 4

23

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Figure 4.4

Ranges of accuracy in answering the Concept in relation to items 12 to 14 based on

respondents (Sum B)

None 1 2 30

10

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30

40

50

58

0

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Number of accurate responses



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Figure 4.5

Ranges of accuracy in responses for items 3 to 14 (Sum C = Sum A and Sum B)

None 1 2 3 4 5 6 7 8 9 10 11 120

10

20

30

40

50

2 1 2 1 13 3

13 4

22

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Figure 4.6

Frequency of ‘I don’t know’ responses for items 3 to 14 (Sum D)

None 1 2 3 4 5 6 7 8 9 10 11 120

10

20

30

40

50

4 5

21

52 1

5

0 1 1 2 1 2


Num

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Frequency of ‘I don’t know’ answers


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04.3 FINDINGS

04.3.1 Respondents’ General Familiarity

All of the respondents were at least familiar with online learning, as supported by

Figure 4.1. Their familiarity is based on mainly the Internet as their source, followed by 2

respondents naming ‘online students’ as their source (Figure 4.2). Therefore, the respondents

are generally suitable for inclusion in the subsequent in-depth analyses.

04.3.2 Determining Levels of Familiarity

The analysis is based on respondents’ ability to define the concept of online learning

using online learning characteristics (Defining the concept) and its relation to respondents’

context (Concept in Context). The analysis was based on two hypotheses and these are:

The amount of correct answers represents a respondent’s familiarity. The more

correct answers mean the higher level of familiarity, and vice versa.

The amount of ‘I don’t know’ responses represents the lack of familiarity.

Using the first hypothesis and the modes of figures 4.3 and 4.4, it can be concluded that

generally respondents are quite familiar with online learning. Nonetheless, a more detailed

and numerical analysis must be carried out to determine respondents’ levels of familiarity.

For this process, respondents’ correct responses were converted to percentiles using the

equations:

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A . Level of familiarity∈%=n(no . of correct responses by respondents)9 (totalnumber of correct responses)

x100 %

B . Level of familiarity∈%=n(no . of correct responsesby respondents)

3(total number of correct responses)x100 %

The first equation measured the level of familiarity into percentiles according to

respondents’ ability in defining online learning (items 3 to 11). The second equation served

the same purpose with the exception that percentiles are according to respondents’ knowledge

of online learning in context (items 12 to 14). Using a plot graph, these percentiles were each

plotted and correlated against the sampling population percentiles. The sample population

percentiles were calculated using the equation:

C . Respondent∈%=n(respondents with the same no . of correct responses)

50( totalnumber of respondents)x 100 %

10 percentiles were equated from equation A, while equation B produced 4

percentiles. These are plotted on the corresponding graph (Figure 4.7) in correlation with the

differing percentile points of equation C (see Appendix 4 for complete tabulated percentiles).

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Figure 4.7 Plot graph of correlation between respondents (%) and levels of familiarity

concerning definition of concept (%) and relation of concept with context (%)

0 4 8 12 16 20 24 28 32 36 40 44 48 52 56 60 64 68 72 76 80 84 88 92 96100

0

20

40

60

80

100

Defining the concept0The concept in Brunei contextMoving average (The concept in Brunei context)

Accurate responses (%)

Resp

onde

nts

(%)

The level of familiarity in terms of percentages can be deduced in various ways. Ten

levels can be produced with each encompassing a 10% range. However, for this study, five

levels are decided, so as to divide the respondents into five groups with each having similar

accurate responses percentiles. Having 5 levels will also minimise the presence of

overlapping from having equal respondent percentiles. Using five ranges of percentile, 5

levels of familiarity are attained. These ranges are 0-19%, 20-39%, 40-59%, 60-79% and 80-

100% respectively.

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As evident in Figure 4.7, the highest level of familiarity with regards to the ability to

define online learning falls in the range of 60-79% familiarity because the range contains the

highest number of respondents (46% and 8%) totalling to 54% of respondents.

The second highest level of familiarity is shared by the ranges 80-100% and 40-59%

with each having 16% of respondents. Thus, an ascending list of familiarity ranges can be

deduced in the order of the levels of familiarity according to the accurate responses

percentiles of the respondents:

1. 60-79% familiarity (54% of respondents) (46% + 8%)





A similar process was applied to respondents’ familiarity of the concept in context

(items 12 to 14; Sum B). However, no plot is present in the 40-59% familiarity range. Thus,

four ranges were used instead.

1. 75-100% familiarity (74% of respondents)




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By overlapping these four ranges to the previous five ranges and using figure 4.7 as a

guide, it can be concluded that there are differing levels of familiarity with regards to the

concept as a standalone and the concept in relation to context. There is a much higher

familiarity (74% within 75-100% range) of online learning in Brunei context compared to the

lesser familiarity (54% within 60-79% range) of defining the concept itself. It can be assumed

that respondents are:

More aware of the online learning situation in Brunei.

Less aware of what online learning is.

Perhaps because of their awareness of the insignificance of online learning in Brunei,

respondents are less inclined to be aware of the concept due to the lack of motivation to

pursue such learning

Furthermore, when the overall percentiles were plotted based on respondents’

accurate responses to items 3 to 14 (figure 4.8) the levels of familiarity eventually produced a

more pleasing hierarchy. The medians were used to break position tie between 2 and 3.

1. 80-100% familiar (6%, 10%, 44%) (mean : 30%, median 10%)

2. 60-79% familiar (8%, 6%) (mean : 7%, median 7%)

3. 40-59% familiar (6%, 6%, 2%) (mean : 7%, median 6%)

4. 0-19% familiar (4%, 2%, 4%) (mean : 3.3%, median 4%)

5. 20-39% familiar (2%, 2%) (mean : 2%, median 2%)

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Figure 4.8 Overall correlation between respondents (%) and level of familiarity (%)

(Sum C)

0 4 8 12 16 20 24 28 32 36 40 44 48 52 56 60 64 68 72 76 80 84 88 92 96100

0

20

40

60

80

100

Series 3 0

Accuracy of responses

Resp

onde

nts (

%)

04.3.3 Considering Lack of Familiarity as a Factor

Familiarity levels were measured by prompting respondents to define online learning

both as a general concept and in relation to Brunei context. Although it can be argued that

lack of familiarity can be the conflicting values to the results from the previous analysis, a

mechanism was included in the questionnaires in the form of ‘I don’t know’ options to

measure respondents’ lack of familiarity. Since the questionnaire produced 177 ‘I don’t

know’ responses but only 5 ‘inaccurate’ responses out of a possible 600 (see Appendix 3,

Table 1 Scalogram Table, Complete Data), the ‘I don’t know’ data proved significant in

determining respondents uncertainties of online learning which equated to 29.5% uncertain

responses (177/600 x 100%).

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05 CONCLUSION

05.1 SUMMARY

The study managed to sufficiently provide evidence of differing levels of familiarity

pertaining to the sample’s awareness, and perhaps the population’s awareness, of online

learning. This evidence sufficiently answers the research question of this pilot study.

Research question : Do Bruneian undergraduates and graduates have differing levels of

understanding toward the basic concept of online learning?

Research finding : Most likely. The study suggests that respondents can be divided into 5

levels of familiarity as mentioned in the paper.

The 5 differing levels proved that although a large percentage of respondents are

familiar with the basic concepts of online learning, there is still a considerable portion of the

respondents who lack the familiarity. The significantly high percentage (29.5%) of uncertain

responses also proved that more than a quarter of the questionnaire items casted uncertainty.

05.2 DISCUSSION

The significant presence of uncertainties and misconceptions in respondents of the

lower levels of familiarity showed that online learning is currently not to the interest of the

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majority of population. To successfully implement online learning means to prepare the

population beforehand with sufficient levels of familiarity. This supported Gilbert’s (2000)

view that misconceptions interfere with respondents’ abilities to rationally decide towards

online learning.

It can be argued that the population may not have an inclination for online learning

but national plans reiterated by Salleh (2007) and the increasing demands of training and

retraining via online learning (Gilbert, 2000, p.8) suggest that its implementation may be ill-

prepared. Gradually, the population is being shepherded into online learning as a major

learning platform if they demand or are demanded to develop professionally. Moreover,

Gilbert (2000, p.7) stated that “online learning is not for everyone” and before implementing

it, learners must grasp not only the basic concepts of online learning but also intricate details

such as the tools and distribution techniques needed in relation to the context and future

prospects.

This study managed to narrow the respondents into 5 levels of familiarity whereby

several deductions can be made. Respondents with higher levels of familiarity are suitable for

further researches that usually precede the implementation of online learning. This includes

researches on technical competence, learner strategies and other online learning variables.

Contrastively, respondents with lower levels of familiarity are not suitable for participation in

further research concerning online learning implementation. However, these respondents are

suitable for researches regarding why they lack the familiarity and have certain

misconceptions toward online learning.

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The levels of familiarity aim to reflect the population and how imminent research

studies should not be performed on everyone in the population. Through separation, further

researches are made more reliable due to eliminating the biggest flaw, which is having

respondents response to the tenets of online learning when the respondents themselves lack

the capacity to accurately and rationally response to such prompts – hence contaminating

what would be useful data.

05.3 RECOMMENDATIONS

This study entered the research as a precursor to performing more fundamental

researches on online learning, and to eventually culminate into the implementation of online

learning. With the knowledge of respondents having, in this case, 5 differing levels of

familiarity, the research direction is bifurcated into the need to improve familiarity for low

level familiarity undergraduates and graduates, and the need to provide for their high level

counterparts by intricately planning online learning implementation around the needs of these

learners.

The author seeks to proceed into carrying out a research study on the implementation

of online learning in Brunei Darussalam, which is the latter of the two directions

aforementioned. The research will be hypothetical in nature and thus requires respondents

who are highly familiar with online learning. The respondents who excelled in the

questionnaire in this completed pilot study will be contacted in the future to participate in a

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more longitudinal diagnosis of how online learning should be implemented in Brunei

Darussalam.

Lastly, future studies planned by other researchers may find these data beneficial,

particularly in areas of online learning implementation, such as policies and marketability.

One fundamental research is the need to create a ‘taxonomy of familiarity’ in place of the

percentile ranges. Utilising ‘highly familiar’, ‘moderately familiar’ and similar gradable

terms may suggest immeasurable nuances wherein fact, as evidently shown through

percentages, the levels are measureable to a certain degree. The data collected also provides

further opportunities via interpretation and hopefully would inspire more research on this area

where literature is lacking, if not absent, with regards to the context of Brunei Darussalam.

(3,002 words)

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REFERENCES

Department of Planning Research and Development. (2006). Education Statistics 2003, 2004 and2005. Bandar Seri Begawan: Ministry of Education.

Gilbert, S. D. (2001) How to be a Successful Online Student. Ohio : McGraw-Hill

Ministry of Education. (2007).The Ministry of Education Strategic Plan 2007-2011. Bandar Seri Begawan: Author.

Oppenheim, A. N. (1992). Questionnaire Design, Interviewing and Attitude Measurement. (New edition). London, Pinter.

Salleh, H. S. H. M. (2007). Regional seminar on making a difference: ICT in university teaching/learning and research in Southeast Asian countries. A case of Brunei Darussalam.

Tampoi, J. (2007, August 7). Ratio Of Bruneians who completed tertiary education still low. Borneo Bulletin. Retrieved from http://www.brudirect.com/DailyInfo/News/Archive/Aug07/030807/nite15.htm

UNESCO (2005). Education Statistics 2004 – Regional Report on South and East Asia. Retrieved from http://www.uis.unesco.org/TEMPLATE/pdf/RegionalReports/SEAsiaENG.pdf

Universiti Brunei Darussalam. (2005). The UBD’s Strategic Plan 2006-2015: SummaryReport. Gadong:Author.

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http://www.uis.unesco.org/TEMPLATE/pdf/RegionalReports/SEAsiaENG.pdf

http://www.brudirect.com/DailyInfo/News/Archive/Aug07/030807/nite15.htm


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APPENDIX 1

Diagram 1. Questionnaire’s frontpage (www.pueblopicasso.com/onlinelearning1.html)

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APPENDIX 1

Diagram 2. Questionnaire (www.pueblopicasso.com/onlinelearning2.html)

APPENDIX 2

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Samples of Raw Data as Copy and Pasted from e-mail

Respondent 1

From: xxxxxxxxxxxxxxxxxxxxx Subject: Online Learning Reply Sent: 05/02/2008 at 04:29 PM from xxx.xx.xx.xx

How familiar are you with the concept of online learning?: I have heard of it.If you have at least heard of the concept, what or who were the sources?: The Internet.Does online learning only occur through the Internet.: YesDo learners have to enrol with an online learning institution to perform online learning?: I dont knowDo online learners need to attend the institution they are enrolled in?: NoDo online learning institutions perform the administration of students through the Internet?: I dont knowDo online learners access their materials through the Internet?: YesDo online learners attend lessons through the Internet?: YesDo online learners perform assessments through the Internet?: YesDo online learners collaborate with other learners through the Internet?: YesDo online leaners have the flexibility of time and pace compared to onsite learners?: YesTo the best of your knowledge, is online learning offered in Brunei Darussalam?: NoTo the best of your knowledge, is online learning offered by several universities accredited by Brunei Darussalam?: NoTo the best of your knowledge, are online learning degrees accepted as accredited credentials in Brunei Darussalam?: NoWhat Do You Think Can Be Achieved with Online Learning?: Masters Degree

Respondent 11

From: xxxxxxxxxxxxxxxxxxx Subject: Online Learning Reply Sent: 05/05/2008 at 04:35 PM from xxx.xx.xxx.xx

How familiar are you with the concept of online learning?: I have researched / am currently researching about it.If you have at least heard of the concept, what or who were the sources?: Online learning student(s).Does online learning only occur through the Internet.: YesDo learners have to enrol with an online learning institution to perform online learning?: YesDo online learners need to attend the institution they are enrolled in?: NoDo online learning institutions perform the administration of students through the Internet?: YesDo online learners access their materials through the Internet?: YesDo online learners attend lessons through the Internet?: YesDo online learners perform assessments through the Internet?: YesDo online learners collaborate with other learners through the Internet?: YesDo online leaners have the flexibility of time and pace compared to onsite learners?: YesTo the best of your knowledge, is online learning offered in Brunei Darussalam?: NoTo the best of your knowledge, is online learning offered by several universities accredited by Brunei Darussalam?: NoTo the best of your knowledge, are online learning degrees accepted as accredited credentials in Brunei Darussalam?: NoWhat Do You Think Can Be Achieved with Online Learning?: Masters Degree

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APPENDIX 4

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Table 3.1 Percentiles from Sum A

‘Sum A’ Accuracy (n/9) Accuracy in % No. Of Respondents Respondents in %None out of 9 (0/9) 0% 2 out of 50 4%(1/9) 11% 1 out of 50 2%(2/9) 22% 3 out of 50 6%(3/9) 33% 1 out of 50 2%(4/9) 44% 3 6%(5/9) 55% 5 10%(6/9) 67% 4 8%(7/9) 78% 23 46%(8/9) 89% 5 10%(9/9) 100% 3 out of 50 6%

Table 3.2 Percentiles from Sum B

‘Sum B’ Accuracy (n/3) Accuracy in % No. Of Respondents Respondents in %None out of 4 (0/3) 0% 5 out of 50 10%(1/3) 33% 8 out of 50 16%(2/3) 66% 0 out of 50 0%(3/3) 100% 37 out of 50 74%

Table 3.3 Percentiles from Sum C

‘Sum A’ Accuracy (n/12) Accuracy in % No. Of Respondents Respondents in %None out of 9 (0/12) 0% 2 out of 50 4%(1/12) 8% 1 out of 50 2%(2/12) 17% 2 out of 50 4%(3/12) 25% 1 out of 50 2%(4/12) 33% 1 out of 50 2%(5/12) 42% 3 out of 50 6%(6/12) 50% 3 out of 50 6%(7/12) 58% 1 out of 50 2%(8/12) 67% 3 out of 50 6%(9/12) 75% 4 out of 50 8%(10/12) 83% 22 out of 50 44%(11/12) 92% 5 out of 50 10%(12/12) 100% 3 out of 50 6%

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APPENDIX 5

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