Experience of Business and Management Postgraduate Students in Hong Kong while attending E-Learning Courses from UK

Business Research
Title:
Experiences of Business and Management Postgraduate Students in Hong Kong while attending E-Learning Courses from UK
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Module Code: BM799
Module Title: Business Research
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(Word Count: 12,971)

Table of Contents
Chapter one
Introduction…………………………………………………………………………………4
RESEARCH BACKGROUND…………………………………………………………………..6
STATEMENT OF PROBLEM…………………………………………………………………..7
RESEARCH AIM…………………………………………………………………………………8
RESEARCH OBJECTIVES……………………………………………………………………..8
RESEARCH QUESTIONS…………………………………………………….………………..8
HYPOTHESIS…………………………………………………….………………………………8
VARIABLES…………………………………………………….…………………………………9
EXPECTED RESEARCH OUTCOMES………………………………….….…………………9
LITERATURE REVIEW
INTRODUCTION………………………………………………………………………….……10
E-LEARNING, THE GLOBAL NETWORK…………………………………………………..11
CRITICAL ADJUSTMENT PROBLEMS ASSOCIATED WITH THE INTERNATIONAL UNIVERSITY STUDENTS…………………………………….……………………………….12
Linguistic Issues………………………………………………………………….…..12
Establishing Educational Relationships in Cross Cultural Countries……………13
Traumatic Homesickness……………………………………………………………14
E-Learning and it Theoretical Implications…………………………………………15
Multimedia Instructional Principles in terms of Cognitive Load Theory…………15
Modality Principle; an Empirical Establishment of Multimedia Instructional Principles:…………………………………………………………………………………….

..16
CONCLUSION…………………………………………………………………..……….………16
RESEARCH DESIGN & METHODOLOGY
INTRODUCTION………………………………………………………………………….…….18
RESEARCH DESIGN………………………………………………………………….……….18
RESEARCH PHILOSOPHY…………………………………………………………..……….18
Research Approach………………………………………………………..…………19
RESEARCH STRATEGY………………………………………………………….……………20
Data Collection……………………………………………………………………..…20
Quantitative…………………………………………………………………………….21
SAMPLING TECHNIQUE……………………………………………………………………….21
SAMPLE SIZE………………………………………………………………………………..….22
PILOT STUDY…………………………………………………………………………….………22
DATA ANALYSIS……………………………………………………………………..………….22
TIME HORIZONS…………………………………………………………………..….…………22
ETHICS……………………………………………………………………………………………23
PRIMARY RESEARCH PILOT……………………………………………………………………24
DATA ANALYSIS…………………………………………………………………………………..25
INTRODUCTION………………………………………………………………………………………………….25
DESCRIPTIVE STATISTICS……………………………………………………………………………………………………….26
MULTIPLE REGRESSION ANALYSIS …………………………………………………………………..31
OPEN ENDED QUESTION AND ABOUT RISK & BARRIER ……………………………………38
CONCLUSION & RECOMMENDATIONS ……………………………………………………………….40
6.1. Conclusion…………………………………………………………………………………….40
6.2. Recommendations……………………………………………………………………….…..41
6.3. Future Research Agenda……………………………………………………………………42
REFERENCES…………………………………………………………………………………….43
QUESTIONAAIRE DRAFT……………………………………………………………………… 48
APPENDICES………………………………………………………………………………………53
RESEARCH ETHICS………………………………………………………………………………57
Chapter One:Introduction:The online learning program has established itself as one of the most successful programs aimed at assisting international students to obtain their educational and professional degrees as well as developing their interpersonal and professional skills in the various disciplines. The advent of superior technological advancements, globalization and flexible transformative conditions and regulations has made it possible to increase the possibilities of globally commencing and increasing educational opportunities. According to Galar et al., (2015), the international educational considerations are elevated by means of varied rules, technologies and competencies that indirectly help in achieving the learning goals and objectives. In this regard, distance learning is considered as an educational pattern that tends to facilitate the students’ learning and education even without physical presence. This is especially beneficial for the students that take their courses on a virtual basis. The possibilities regarding the Massive Open Online Courses (MOOCs) have certainly levitated the opportunities of inaugurating the distance education all the way through information and communication technologies and World Wide Web aspects (Hall, 2015).
Fundamentally, the importance of education in the business and management sector, among other sectors, cannot be overlooked. According to Andrews, & Higson, (2008), education can make a significant contribution to the revitalization of the proud legacy of our society and make certain that our learners or students all over the globe gain the knowledge, skills and the competence to execute their management functions. Particularly, technology has made the acquisition of these skills and knowledge very easy. Technology has done well to transform the education sector by coming up with online learning classes where students can take up classes from other countries without having to physically attend the classes (Rand & Pajarillo, 2015). With the growing business field, there is the need for more trained and knowledgeable personnel who can be able to take up the management tasks in the various business organizations. The most successful business organizations boast a stable management. Most of these successful managers acquire their skills through education. The most important skills that a successful business manager attributes are: strong interpersonal skills and the ability to communicate effectively; collaborations skills and the ability to understand the nature of the management; persuasion skills; and also project management skills. These skills and knowledge are acquired by means of training. With the demanding nature of the business management sector, many students taking business management course prefer taking the classes in reputable institutions with the main aim of acquiring quality training and education. However, the challenges of overcrowding in the various reputable learning institutions have negatively impacted on the quality of education given in the various institutions which have in turn compromised the acquisition of developing skills, management skills and leadership skills in the said institutions. As such, the online learning program has been a great achievement with regards to the provision of quality education to a significant number of students. Many students are now able to take up online classes (also called e-learning) from other countries without having to be physically present for those particular classes.
According to Statista, (2016) the World Wide Web based segments increments accounts 23% e-learning and 20% corporate e-learning statistics in the period between 2012 and 2017 around the globe. In addition, most of the European and Asian regions provide education opportunities in this regard. However, UK is considered one of the most popular destinations for the students as the country enrols thousands of international students annually. In accordance with The Guardian (2014), approximately 18% of the students arrived for the higher educational programs in the UK during 2012/13. Also, a survey done by OECD revealed that among the international learning regions, UK’s market share was recorded to be about 13% in the year 2011 after USA’s 16.5% in the same year.
On the other hand, the statistics of the higher education in the UK discovered that most of higher education programs in the UK categorize students into 60% as full-time students; 22% as part-time students; and 18% as international students who take online learning/e-learning programs. Furthermore, the e-learning students are divided into the 10% students from the Europeans unions, 41% from other continents and the remaining students from the UK (Universities.UK, 2013). However, according to Chu and Hung, (2015) the internationalization of the educational arrangements and e-learning considerations is measured as a complex process. The UK provides facilitation to the international students by means of e-learning through virtual platforms and e-learning process. This trend has realized the achievements of the personal and professional goals of the students based on their educational levels as graduates and postgraduates. Despite this fact, Rogerson-Revell, (2015) claims that there are varied differences and issues that directly and indirectly impacts on the learning process and injure the students’ engagements and understanding criterions.
In essence, United Kingdom boasts some of the top learning institutions in the world. It is for this reason that most of the students from other parts of the world consider joining these institutions. For instance, postgraduate students from Hong Kong prefer taking their post graduate course from the UK universities and colleges which only adds to the number of students that the institutions have to accommodate. As a result of the challenges that most students face of having to travel long distances to take the classes, most of these students prefer taking the online classes from the UK Universities and College while in Hong Kong. This trend is not only seen in Hong Kong but is also prevalent in other parts of the world. However, according to Bowers & Kumar, (2015), several issues are associated with online learning. These issues include language barriers; varied culture; differences in education systems; differences in norms and perceptions; financial restraints; and time constraint among others. They negatively impact the overall learning experiences of the students. As such, this research study seeks to analyze the conditions and situations that form diverse experiential considerations of the international students to facilitate the e-learning program. The primary rationale for the study is not only associated with the personal interest of the student but also the general issues and challenges that are faced by international students when taking an online course through the program. Basically, this research study examines the factors that Hong Kong students experience while taking online post graduate courses from UK universities and colleges. Further, by taking into consideration that educational course vary from discipline to discipline; this research study shall only focus on the business management course taken by the Hong Kong based students through online learning programs from the UK-based universities offering online Business and Management Postgraduate programs. Also, as a major course, students take the course seriously as a career with the aim of competing favorably in the business field. As such, the paper shall also focus on how the experiences and challenges faced by the business management students impact the acquisition of quality management skills, development skills and leadership skills which are the main aims and objectives of students practicing this career; to be able to compete in the business market favorably.
Research Background:From the analysis commencing the international business management students e- learning program effectiveness, it has been analyzed by Chu and Hung, (2015) that most of the time diverse factors and aspects contribute to informing their experiences in positive, negative, beneficial or pessimistic manner. Hall, (2015) stated that an experience is considered to be a condition or terminology used to express the perception, behavior and outlook commencing different situations (Tarhini, Hone & Liu, 2015). Also, how distance learning is beneficial to careers. In addition, the distance based e-learning students’ experiences are also dependent on the different factors particularly highlighted below:
Psychological factors such as anxiety, personal interest, capabilities, attitude, nostalgia, solitude, bewilderment, nervousness, apprehension and others (Gee, 2015).
Academic factors such as development and progress demands, lack of understanding, comprehension, competency and learning skills, issues regarding facilitation, supportive behavior, deadlines inflexibilities, and educational patterns (Bowers & Kumar, 2015).
Cultural factors such as diversification and differences between the cultures, social systems, background, norms, languages, values, appearances, associations, and others.
Living factors such as adjustments and accommodation issues, monetary concerns, safety conditions gender or cultural discriminations. (Gee, 2015).
Lingual factors such as communication patterns, lecture based understanding deviations, and academic writings style differences.
Physical factors such as time constraint, financial situation and the effectiveness on careers.
In this regard, Gee, (2015) empathizes that mainly the e-learning based educational patterns include the investigation and examination of some basic factors counting the distance learning processes, experiences, challenges, and facilitation for international students. Galar et al., (2015) states that the challenges tend to impact the business management e-learning students’ experiences that result in their learning goals, accomplishments or non-accomplishments. In this regard, Duman, Orhon&Gedik, (2015) also emphasizes that effective communication and flexible learning environments foster positive students’ experiences and achievements of their learning objectives. Therefore, challenges commencing diverse factors differentiation need to be eliminated. The following research projects strive to investigate the possible impacts of the different factors stated above in the e-learning program of postgraduate business management students from Hong Kong and the advantage on distance learning for their overall career.
Statement of Problem:The international distance learning process has certainly provided possibilities commencing the higher level of educational opportunities for students around the globe. However, there are varied issues that are also associated with the process. These issues include difference in the languages, difference education systems, cultural differences, norms, perception, financial factors, time constraint and other factors; they impact on the overall learning experiences of the students. In this regard, the following research particularly analyzes and examines the possibilities, facilitation, challenges and experiences of the Business and Management Postgraduate Students in Hong Kong while attending E-Learning Courses from the UK. It is required to increase the quality and eminence of the distant learning by means of eliminating the differences and deviations from the processes intended for the superior experiences of the distant students around the globe.
Research Aim:This study aims to highlight and record the overall experiences of students enrolled from Hong Kong for distance learning from the UK and evaluate the benefit for taking distance learning course for their career.
Research Objectives:Following are the research objectives that shall guide the researcher throughout the study:
To evaluate the diverse range of issues faced by distance learning students in Hong Kong taking e-learning courses from the UK
To investigate the facilities that the business management students receive in Hong Kong taking e-learning courses from the UK
To analyze and document the overall experiences of distance learning students and the effectiveness of the program on their careers.
Research Questions:What are the different challenges that are faced by business management students in Hong Kong taking e-learning courses from the UK?
What are the different facilities that are available for business management students in Hong Kong taking e-learning courses from the UK?
How can the overall experience of international students be made effective?
Hypothesis:Ho: There is a positive relationship regarding the experiences of Business and Management Postgraduate Students in Hong Kong while attending E-Learning Courses from the UK.
HA: There is a negative relationship regarding the experiences of Business and Management Postgraduate Students in Hong Kong while attending E-Learning Courses from the UK.
Variables:Dependents Variables: Experiences of Business and Management Postgraduate Distance Students
Independent Variables: Understanding, Network Activities, Knowledge, Student satisfaction, Experiences, Support, Technology, Languages, Boredom, Website design, Accessibility, Technical skills, ICT, Internet bandwidth as well as Pedagogical challenges.
Expected Research Outcomes:The following research project would provide superior facilitation in terms of understanding the major issues allied with the distance learning considerations for the students. It would provide guidance in better understanding the issues and eliminating them to increase the student’s engagements and learning processes. This would also increase the quality level in the e-learning program as the analysis and findings would help in augmenting the possibilities of the superior e-learning process on international platforms.
Literature Review:Introduction:The globalization has presented the era with remarkable opportunities, among which has led to the concept of learning and acquiring knowledge and information through the presence of numerous digital portals, raised by the innovations in technological advancements (Rand & Pajarillo, 2015). It also reflects on workplace. Particularly, in the business field, management is often considered as key to the development and advancement of the whole organizations. However, for businesses to grow and advance, the personnel running the businesses must master a number of skills that are needed for the management and leadership of the businesses. These skills are needed for the businesses to remain operational and healthy. As such, the initiation of electronic learning context has presented its potential attributes such as increasing the opportunity channels for the students all around the globe to significantly gain the adequate knowledge and learning experience required for the management of businesses through accessing e-learning channels. However, it is defined as a type of computer-based education or learning style which is mainly used for the stand alone learning consequences or to perform face-to-face learning dimensions. In the recent years, the concept of the e-learning has been viewed as a practical source or tool which articulates the use as a distribution channel of knowledge and information with additional initiatives such as: scheduling; streaming; or webcasting. On the other hand, the modern era has upgraded the advancements in the e-learning field, through projecting the interactive approaches, i.e. using the innovative technologies of web and multimedia accessibilities to increase the learning system worldwide. The e-learning system has provided the flexibility, through delivering software which delivers the knowledge and manages the training division in the business management skills training. Since, the emergence of e-learning, numerous e-learning management systems have evolved and concentrated on providing the adequate and critical content for the learning activities rather than letting the student confront the difficulty in accessing the knowledge (Sung, Chang, & Yu, 2011).
Shivetts, (2011) asserts that the increasing use of the e-learning has spread through the international borders enabling the students, mostly the postgraduates, to access the reliable courses and knowledge for purposes of completing their degree entitlements. It is the diversification that has initiated the concept of distance learning which is currently at the average level due to the presence of the limited resources. However, in the view of Paola, et al., (2011), the e-learning has successfully enabled not only the business management students but also other students to complete their degree programs through the accessibility of the e-learning portals linked with long-distance, cross-border, and international universities. It has also presented the significant efforts in enhancing the individuals’ motivational grounds and dedication towards the achievement of the development skills, management skills and leadership skills in the business field, with significantly presenting the understanding of the cross-cultural skills, attitudes, cultures, linguistics, among others. On the other hand, it is argued that the continuous increase of e-learning has also created many obstacles for business management students such as the cultural and the linguistic barriers for these professional students. Thus, the major research debates are still discussing the opportunities and the barriers that the e-learning exhibits mainly at the post-graduation level.
E-Learning, the Global Network:In the perspective of Jethro, Grace, & Thomas, (2012), the concept of e-learning cannot be defined by a single definition. This shows that the term is broad and has different meanings with respect to different individual perspectives. However, Rennie & Morrison, (2013) defines it as the technological or computer based deliverance of the knowledge through the Internet. There are several scholars, such as (Sung, Chang, & Yu, 2011); (Paola, et al., 2011); (Hung, 2012); etc, who define the term as the deliverance of the knowledge and information, with essentials of training particulars, through electronic means; highly involving the use of electronic technology hardware such as computer, mobile phones, tablets and notebooks. On the other hand, the perception of Hung, (2012), has enunciated the precise definition, stating it as, the delivery of fully online courses, with the efficient use of technology. However, e-learning is an interactional network, which covers the wide set of systematic applications and their processes such as the computer-based, Web-based, or virtual-learning thus articulating the environment of digital collaboration. It includes the use of electronic devices and software since the availability of the content is presented through the use of Internet, Extranet-Intranet (WAN/LAN), among others (Azad, 2011). Moreover, it also incorporates the use of satellite transmissions, for broadcasting, the interactive audio and visualizations.
With the presence of numerous contradictions and arguments based on the critical parameters of its definition, e-learning has presented the significant opportunity for the knowledge achievers. Falloon (2011) states that the program presents the participation of the student through the online facilities, beginning from the enrolment till the achievement of the learning outcomes. Smyth, et al., (2012) supporting the network, states that e-learning has enabled accessibility of information to support the course outlines, online discussions, communicational patterns, and time effectiveness. Many scholars have observed that the concept of e-learning is viewed as the overall course dynamics that are conducted through online modes, such as the faculty member and student discussion, or the consultations (Peters &Bulut, 2011);(Marshall, 2012);(Alhomod&Shafi, 2013). However, the increasing opportunities and the advantages of e-learning systems have initiated the presence of cross-cultural or international e-learning. For instance, major activities of acquiring knowledge and practice at the international level occur through e-learning channels and systems. Globally, the program has significantly influenced positively the acquisition of skills and knowledge among students. Despite the disputes that arise as a result of its definition, e-learning has benefited a number of students internationally and the program has made it possible for the business management online students to gain the same experiences as the face-to-face students.
Critical Adjustment Problems Associated with the International University Students:For decades, many scholars have been analyzing and articulating issues related to the adjustments of the students at the international level. The increasing demand of the educational career has increased the intensity of higher education. This has led to the increase in the number of platforms to deal with the high demands. However, Smith & Khawaja, (2011) enunciates that the globalization and the demand for the adequate skills and knowledge have influence the countries to initiate the programs for the graduate and the postgraduate level students. Particularly, the high demands of the skilled management in the field of business have also made it necessary for international students to adopt alternative platforms to acquire the required skills. The primary rationale behind the potential practices is the increasing global mobility of the students thriving to achieve the global knowledge. On the other hand, the quest leads to the developing issues which are mainly associated with the distinctive individual and psychological attributes and indulging differentiation of cultures raising the adjustments conflicts. There are certainly more factors, such as the differentiation of languages, social influences, and support and long term based time specifications. These factors initiate challenges in understanding the major contents of the international courses (Hijazi, et al., 2011).
Linguistic Issues:In the perspective of Leask & Carroll, (2011), the critical issue is with regards to linguistics as the developing nations have their problems considering the proficiency of the English language which generates the stress during the education years of the international students. Similarly, Oliver, Vanderford & Grote, (2012) states that the level of stress as a result of the language issues leads to the cultural conflicts affecting the journey and academic behavior and adjustment of the students. Moreover, in a similar context, the research done by Menon & Harter, (2012) articulates that linguistic issues create competencies among the international students highly affecting their grades. However, Doiz, Lasagabaster, & Sierra, (2013) states that the developed countries, that are having authentic resources of knowledge and learning efficiencies, are mainly increasing the isolation and the intimidation in the international learning environment hence, considerably making the language complexities a significant component of acculturation, which in result has strengthen the implementation of the e-learning program.
Establishing Educational Relationships in Cross Cultural Countries:The dissimilarities or differences of cultures are considered as cultural shocks that have historical roots. It is a concept that was initiated by Oberg, in the 1960’s. The concept illustrates that the cultural shock is categorized as personal, emotional, and unfamiliar reactions which are mainly as a result of the differentiation of cultures experienced by the student at the international level of education (Gresham & Clayton, 2011). According to Guo & Chase, (2011), the traditional perspective related to the concept of the cultural shock also assimilates the notions of linguistics issues, personality issues, or the transitional issues. In common, the change or the difference of the culture creates the gaps, resulting in low level of communication and this leads to the lack of understanding of the lectures or the knowledge delivered at the post graduate critical level of education.
Erichsen & Bolliger, (2011) highlightes the vast differences between the Asian and Western cultures which are the major reasons behind the psychological issues as the conflicts remain between the developing and the developed countries. However, Wu & Hammond, (2011) asserts that the critical problem is the initiation of the negative impact of differentiated culture raising the psychological outcomes which also causes the loss of already present social concepts and pre-established cultural values. In the business students’ perspective, the difference in culture between Asia and England has so much effect on their knowledge acquisition. For instance, business students from Hong Kong experience psychological issues such as depression ad homesickness which are attribute to the cultural differences between the two states. In response, the approach of Hmelo-Silver, (2012) dictates that under the stressful and multicultural of differentiated cultural environment, the students are already exhausted with the learning pressure; for the students to prosper and overcome the pressures, they need to keep the level of relationships at the moderate level by balancing the network of conflicting cultures. This shows that the high level of integration with the cultural communities also creates issues which deliberately impose the negative impact on the self-esteem of the international students, thus, creating the high gap of communication and lack of understandings (Mahmoud, et al., 2012). However, the e-learning, in the international context, has the opportunity of visualization and narrative modes. The main difficulty faced by an international business management student is the understanding of the narrative version of the e-learning. Thus, it can be assumed that the communication gaps are not having a critical degree of concern when it comes to the e-learning in comparison to the lack of understanding at the international country level of study and the e-learning (Tarhini, Hone, & Liu, 2013).Traumatic HomesicknessAccording to researchers, online learning programs have been helpful to most foreign students. International students have for decades experienced a number of challenges in the English Universities. For instance, Brown &Aktas, (2011) potentially presented the efforts of identifying another factor related to the international study and the psychological consequences of differentiated cultures, which is termed as Homesickness. The research articulates that the international students are having the intensive degree of homesickness, as compared to the domestic students. The research study of Amaechi, et al., (2013) analyzes that the discrimination factor among the students increases their level of homesickness, accompanied by the increasing stress conditions. However, the research efforts of Brown & Brown, (2013) present the notable contribution considering the factor of credit hours. The resulted outcomes articulate that the homesickness in the international students occurs, due to the credit hours; the more credit hours, the less homesickness in students. Similarly, the consequences of the e-learning network are different, as the international students require more time to understand the visualizations and the narrative cases, thus, considering the concept of homesickness as a low degree. However, the anxiety and the stress components remain at the high frequency (Brown & Jones, 2013). As such, through the online learning programs, these students have dealt successfully with the psychological problems that come with studying abroad since they are now able to take the classes from the English universities in the respective countries. For instance, Chinese students do not have to travel to England to take business management classes, but can do so in Hong Kong through the e-learning programs.
E-Learning and its Theoretical ImplicationsMoore, Dickson & Galyen (2011) enunciates that a huge number of researches have significantly illustrated the critical issues of the international studies faced by the cross-cultural students in the developed countries that presented the concept of the e-learning. However, Cheon, et al., (2012) gives a contradicting opinion stating that e-learning also has its disadvantages. These advantages are mainly associated with psychological attributes of a student. In order to consider the positive and negative attributes of the international learning through e-learning, many theorist have came up with significant theories projecting adequate implications among them is the Multimedia Instructional Principles. These theories are considered adequate for enhancing the learning and understanding abilities of the international students under the e-learning network (Cheng, 2011).
Furthermore, it is also argued by Brown & Brown, (2013) that business management practices do vary from culture to culture and region to region depending on social values, past trends and practices, past experiences, success and failure factors, lessons learnt from practices and so on. Therefore, students attending online business management classes usually find it difficult to accept the theories that do not match their domestic and regional cultures, values and norms. This eventually leads to the conflicts in managing workplace operations once the students obtain their degree and join any domestic company.
Multimedia Instructional Principles in terms of Cognitive Load Theory:In the view of Cognitive Theory, there is the concept of a working memory which is associated with the structured information storage of the information before it moves on to the long term memory. The Cognitive Load Theory illustrates that the capacity of a student to store data is limited, which relates to the selected interest of the incoming data (Wong, et al., 2012). It shows that the impact of the external factors such as the culture and linguistics are diminished when it comes to the storage of data acquired through the multimedia sources, for instance, exhibiting the factor of student’s interest. According to Ayres & Paas, (2012), similar context of multimedia instructional principles based on the Cognitive Load Theory relating to the e-learning program illustrates that the capacity of the student can be increased by presenting the intuitive and appealing visualizations covering the concept of the major knowledge that needs to be delivered instead of making it more entertaining that the core concept may deviate. Therefore, considering the efficacy of the theory, it is assumed that the visualizations and the narrations can create the interest which has the automation process of increasing the working memory capacity, thus, decreasing the chances of stress resulting from the external factors, such cross-cultures. The increase of the working memory can be very beneficial to international students taking online business management classes through the e-learning program.
Modality Principle; an Empirical Establishment of Multimedia Instructional Principles:In the view of Leahy &Sweller, (2011), it is accepted that the international business management students benefiting from the e-learning program are slightly affected by the conflicts of culture but are more affected by the linguistics patterns. However, the Modality Principle articulates that the stress level of the students is decreased through e-learning when audio narration, among other methods is used; the principle is contradicting the Cognitive Load Theory. Kennedy, et al., (2012) studied the dynamics of the theory and profoundly articulated that the presence of the audio narration, for instance, speaking of the content, generates the better learning consequences in comparison to the visualizations. Moreover, the Coherence Principle makes the concept of e-learning more significant to the business management students through the avoidance of irrelevant and unnecessary contents. The contents are either visual or in audio. Thus, in order to minimize the overloading concept presented by the Cognitive Load Theory, the relevancy and adequacy of the material in e-learning makes the learning content easier for the student to grab and wholesomely reduce the occurrence of distractions from the external factors, such as culture, leading to the generation of motivational grounds which ultimately increases the effectiveness of e-learning (Crisp, 2012).
Conclusion:After structuring the literature based on the consequences of the international learning and the challenges faced by the international business management students, it is important to note that the concept of the e-learning is essential for the avoidance of the barriers to the international studies that are faced as a country. It is analyzed that e-learning is an interactional network which covers a wide set of systematic applications and their processes including computer-based, Web-based and articulating the environment of digital collaboration. Moreover, the presence of e-learning also signifies that the communication gaps do not have a critical degree of concern in e-learning program as compared to the lack of understanding at both the international country level of study and the e-learning program itself. As denoted above, most business management students studying abroad experience psychological issues and challenges. As such, the e-learning program reduces the level of psychological challenges such as homesickness. However, the degree of anxiety and the stress components remains at a similar frequency until the adequate factors of content delivery are not available. Thus, the presence of Multimedia Instructional Principles, to some extent, has resolved the issues of the international learning as the Cognitive Load Theory, Modality Principle, and Coherence Principle have significantly presented the efforts through identifying the adequate mediums of e-learning. Therefore, successfully gaining higher qualification in the business management course by taking distance learning course will lead to advancement in career and the production of qualified and skilled business management students. As such, the competition in the business field will increase leading to the production of quality and better products and prosperous businesses.
Research Design & Methodology:Introduction:In accordance with Heppner et al., (2015), the research processes and their validity consideration are highly important to better validate the findings and results’ reliability aspects. In this regard, utilization of effective and determined steps for the procedure becomes imperative. Research methodology is a systemized and arranged procedure that proffers an incessant support to efficiently and effectively accomplish the research procedure. Taylor, Bogdan & DeVault, (2015) elucidates that there are discovered to be diverse beneficial tools in the present that assist in the effective research conduct. Research methodology is considered to be allied with a systematic examination of the diverse tools and equipment that directly and indirectly support the processes of developing and assessing the validity of the strategies, approaches and hypothesis in qualitative or quantitative manners. In this regard, the below-given research methodological parameters provide guidance commencing the analyses of the varied factors impacting the experiences of business management e-learning students (Merriam &Tisdell, 2015). It would assist in the analysis of the conditions that supports or challenges the distance learning course of action. Therefore, the research objectives and questions would be answered by means of selecting the required research methodology tools for effective validation of results and findings.
Research Design:According to Bryman, (2015) the research designs selection is highly important for the accomplishments of the research objectives as research designs appropriateness tend to proffer support in the examination of the hypothetical as well as theoretical aspects of the research projects. It is considered to be a blueprint of the research projects due to its alliance with the generation of the overall criterions of the subject matter (Heppner et al., 2015). In addition, based on the different research requirements and objectives from different fields, the research design has been divided into three different types or aspects that include the explanatory, exploratory and descriptive research designs. In this regard, the benefits allied with explanatory research design include the examination of the cause and effect relations among the dependent and independent variables of the researches’ subject matter (McLay et al., 2015).
On the other hand, Mackey & Gass, (2015) states that the exploratory conceptions focus mainly on the generation of hypothetical backgrounds and scratch based analysis to better analyse all associated factors of the subject under investigation. Nevertheless, the descriptive research process is also effective in terms of its detailed and explicit examination of the issues. However, based on the requirements of the subject and objectives regarding experiences of distant students, the data will be well analysed through explanatory research design (Ngulube & Ngulube, 2015). The explanatory research design would facilitate in analysing the cause and effect relationship associated with the area under investigation as well as the analyses of the variables dependency ratio.
Research Philosophy:In accordance with Engel &Schutt, (2016), research philosophy is also an elementary part of the research methodology considering its characteristics of portraying the prototype of the investigative criterion on the subject matter. It helps in the effective research objectives and goals achievements by means of valid steps and strategic implementations of the tools. Below is provided a research onion model that provides considerations coming from different types of tools associated with research methodology steps (Cǎprariu, Maria, & Apahidean, 2015). It would help in selecting and preferring the right ones for the subject. Moreover, as it can be observed from the given diagram of the onion research model that there are three basic philosophies presented that comprise positivism. interpretivism and realism. In addition, Bryman& Bell, (2015) emphasizes that positivism research philosophy implementation enhances the validity of the finding as the quantitative research aspects and are exploited for the research conduct. On the other hand, Mackey & Gass, (2015) claims that interpretivism philosophy tends to examine the diverse communal and individuals based association with the subject through qualitative assessments criterion. Nonetheless, realism is measured as other effective philosophy criterions analyzing the subject without exotic influence and evasion of influences to better authenticate the results. In this regard, the analysis of the research objectives regarding the experiences of the business management students in terms of distant learning conditions requires the quantitative analysis to better validate the research findings. Therefore, the positivism philosophy would be utilized for the following research.
Research Approach:According to Luton, (2015) the research approaches are of diverse natures inducing the deductive in addition to mixed approaches. The selection of the research approaches relies completely on the research objectives and questions. Heppner et al., (2015) elucidates that for the qualitative assessment of the subject matter, inductive approach is found to be highly beneficial as it provides greater information on diverse aspects. However, for the analysis of the cause and effective relationship of the subject matter, the quantitative approach is mostly supported by the deductive approach that exploits the statistical and quantitative data and information. It also provides valid result and information commencing certain factors and their effectual condition. Mixed research approach can also be utilized for the effective results and higher validity in the findings through both qualitative and quantitative examination (Merriam & Tisdell, 2015). However, based on the analysis of the diverse factors impacting business management students learning experiences and related questions, the deductive approach is considered more appropriate for the subject. It is also cost effective and provides reliable results as well (Eriksson & Kovalainen, 2015).
Research Strategy:Bryman, (2015) stated that preferences of effective research strategy provide valid results and higher reliability considerations in order to perform research in an effective manner. It facilitates, in the data collection and extraction, course of action via diverse means including the surveys, case study, archrivals, among others (Ngulube & Ngulube, 2015).
Hence, for the constructive alignments of the positivism research philosophy as well as explanatory research design, the survey research strategy is considered effective and appropriate. Survey research strategy provides statistical and quantitative data that not only provide information regarding the cause and effect aspects but also increases the quality of the research findings by superior validity (Cǎprariu, Maria, & Apahidean, 2015). It tends to take lesser time and effort as well. Therefore, survey questionnaire would be utilized to extract research allied information through an online medium (Heppner et al., 2015).
Data Collection:Mackey & Gass, (2015) explicates that data collection process requires superior considerations regarding the effective information extraction as the whole research is based on the quality of the data. In this regard, two major sorts of data include the primary and secondary data collection procedures (Bryman, 2015). For the following research subject, both methods shall be utilized. Secondary data shall help in managing the direction of the research projects, and primary data shall particularly deal with the subject matter via questionnaire survey data collection procedure. The main reason to apply primary data collection method such as survey is the fact that it enables the researcher to stick to the Hong Kong students only as well as those that are only associated with UK universities and colleges through online programs. Furthermore, the survey as a primary data collection method also enables the researcher to ensure that reliability and findings can be improved as all the information obtained shall remain original and connected with subject area only. Therefore, it is believed that primary research shall be a value adding method for this research study.
Also, the questionnaire shall include all the issues that are subject to discussion in this particular research. The questions shall seek to establish:
The gender that benefits most from the e-learning program.
What age group benefits most from the program?
The status of the enrolled courses; whether the students have online instructors or are solely studying on an individual basis.
The effectiveness of the program based on the experiences of the responding students.
The rationale for the selection of business management course.
The barriers and challenges faced by the students taking the online classes.

Quantitative:In addition, the quantitative research process shall be utilized for the overall research conducted on the subject matter as it tends to enhance the quality of the research findings by means of statistical and quantities’ means. The quantitative data collection approach shall assist in the attainment of the reliable results and better analysis of the cause and effect association for superior’s generalizations of the findings (Barczak, 2015).
Sampling Technique:Robson, & McCartan (2016) states that there are two basic types of sampling criterions. They including the probability and non-probability sampling that further classifies into several other sampling types based on the sample requirements for different research objectives. In this regard, the non-probability based on Purposive or judgemental sampling criterion shall be utilized as the selection of the students shall rely on judgmental considerations. Therefore, the survey questionnaire shall be filled by the distance learning students in Hong Kong with full time/ part time job, that are being enrolled in a degree program from the UK. The survey shall be conducted via mail survey or else online survey method. Sample Size:The overall sample size for the data collection process shall be 100 distant learning students with full time/ part time job and enrolled in the business management degree program from the UK.
Pilot Study:The Pilot study shall utilize all the research methodology based strategies and the survey shall be conducted on the sample size of 10 students to better analyse the effectiveness of the research tools and questions to better analyse its effectiveness for the several research conducted.
Data Analysis:The data analysis procedure shall include the statistical tools to better analyse and present quantitative data including the SPSS, co-regression and co-relation tools. The SPSS software shall facilitate in the data analysis and appropriate representation of the data in graphical formats as well as correlation and regression assessment that shall identify the cause and effect allied aspects of the distant business management student’s experiences on e-learning procedures (Bryman, 2015).
Time Horizons:Two types of research processes shall be conducted on a timely basis on the cross-sectional and longitudinal. The following research shall exploit the longitudinal horizons due to its one-time data collection ability rather than cross-sectional that necessitates the periodical data extractions for effective research conducting (Mackey &Gass, 2015).
Ethics:The research process shall be conducted by means that comply with all the ethical considerations, rules, and principles. The consideration of ethical standards in research is very important. According to Resnik, (2011), there are a number of reasons why it is significant to stick to ethical standards in research. First, ethical standards promote the objectives and aims of research such as truth, knowledge and avoidance of error. Secondly, ethical norms promote the principles that are necessary to corroborate research such as accountability; trust and mutual respect since most research often entail a big deal of coordination and cooperation among different disciplines. Lastly, ethical standards are a perfect way of ensuring the researchers are held responsible and accountable to the consumers of the data. Therefore, confidentiality of the respondents, data privacy, and professional code of conduct shall be obliged as well.
Validity & Reliability of Instrument:Measuring reliability and validity is important in research. In the case of validity, the measurement is with regards to the extent to which the approaches used and the sample methods used in the research are capable of succeeding in enumerating and describing what they are designed to measure. On the other hand, reliability measures the degree to which the methods and techniques used can be relied and depended upon. The reliability of the instrument shall be determined by applying reliability test with SPSS software to find out the chronbach alpha value that shall explain the inter-item consistency. Moreover, collection of primary data, application of sophisticated SPSS software and consultation with university professors also verifies the validity and reliability of data.
Primary Research PilotThe pilot testing is considered as a preliminary survey on a small scale. The reason for the execution of pilot testing is the evaluation of cost, time, feasibility as well as statistical variation of the prediction of adequate size of sample leading to the improvement in research design prior to assessment of the performance on a larger scale. The pilot testing provides the information about the suitability and reliability of the analysis. The results tabulation is helpful for the assessment of the effectiveness of the questionnaire to successful achieve the research objectives. After pilot testing, there are suggestions to make a few modifications in the questionnaire. Some subjective and open ended questions have been added to the questionnaire. A larger sample size was taken. Moreover, the analysis below is evaluating the factors influencing the mobile learning. Also, to evaluate if gaining high qualification can benefit on career.
Data Analysis:Introduction:Data Analysis can be defines as the art and science of examination of raw data to arrive at valid conclusions and determine the answer to research questions. The data analysis is helpful for the making of effective business decisions and helpful for verification or rejection of current theories. This research is aimed at designing a better realization of perception of business management students regarding distance learning and helpful for the identification of perspective of international business management students. The three main aims and objectives of this research are to examine the diverse range of issues faced by distance business management learning students in Hong Kong taking e-learning courses from the UK, to investigate the facilities that distance business management learning students receive in Hong Kong while taking e-learning courses from the UK and to analyze and document the overall experiences of distance business management learning students and the effectiveness of the e-learning program. To facilitate and achieve these aforementioned objectives, a questionnaire was designed and survey was conducted with the online students. The aim of this chapter is to organize and present the collected data analysis and interpret them in an efficient and effective manner. The two test applied are the multiple regression test as a tool of inferential statistics and descriptive statistics. The survey is conducted with 100 respondents that are the Hong Kong based Students. The survey is divided into two separate sections and first section is based on demographic variables and major concerns to improve the external validity for the applications of generalization. The second part of survey comprises of close ended questions intended for the collection of information that are required to answer the research question.
The old questionnaire is modified by adding new questions in descriptive and linkert scale questions (see page 50). In addition one open ended question is also added. The others ethical consent is same as applied in pilot testing. A formal consent from the respondents is obtained.
The collected primary data is evaluated by applying quantitative research methods. The purpose of data analysis of primary research method is the quantification of data and generalization of results from sample to target population. The quantitative methods are helpful for the measurement of incidences of numerous opinion and views in the selected sample and present the statistical data in the tabular form with descriptive and conclusive findings. However, few pitfalls of quantitative methods are that the students might provide false information. The administration of well structured questionnaire is helpful for the creation of unnatural context and might alienate the respondents. In addition, studies are expensive and time consuming and results are not valid for prolong time period and quantitative method of research is highly inflexible as the study starts, the questionnaire is difficult to modify.
Descriptive Statistics:The aim of Descriptive statistics is to summaries the important information in quantitative format. The results of descriptive statistics are mentioned below. The tabular descriptions will be included in the appendix:
The results highlighted that 53% of male students registered with online courses and the proportion is greater as compared to female students. The results indicated that it is challenging for male students to go abroad for higher education because of their jobs and families among others. This is the reason why majority of male students prefer enrolling for different online courses in distant countries. (see table 1 in the appendix)

The results of age group indicate that the majority of students belong to age group of 26 to 35 and are at 51%, followed by 19% age of group between 18 and 55. Moreover, 15% of the students lie in the age group 36 to 45 and over 45. (see table 2 in the appendix).

The results regarding the status of the students indicated that about 41% of the students are enrolled for the online courses with supervisor, 31% of the students are registered for purely online course and 28% of the students are following the program of blended learning. According to Sung, Chang, & Yu, (2011) e-learning system provides the different flexible option such as blended learning, consultation with supervisor which delivers the knowledge and also responsible for the management in the training division. As for the evolution of the e-learning program, frequent e-learning program management systems have emerged thereby emphasizing on offering ample and critical content for the different activities of learning activities. (See table 3 in the appendix).

The results regarding the effectiveness of online courses indicated that about 50% of the business management students feel that distant e-learning program has a vital contribution in effective correspondence. Moreover, 20% declared that high convenience is the main perception whereas 17% indicates that it is helpful to listen to lectures, audio recording and video lectures, while 17% stated that they can keep up with the program and be on time. According to Azad, (2011), the effectiveness of e-learning is based on the use of different devices such as tablets, notebooks, mobile phones, and computers. The e-learning is considered as the interactional network, that envelop the extensive range of systematic applications and other processes such as Web based, computer based, or virtual learning, in a digitally collaborated atmosphere. It comprises of utilization of different softwares and other electronic devices and it is highly convenient as it is integrated with the utilization of transmissions of satellite, to broadcast the interactive, visualizations, and audio lectures. (See table 4 in the appendix).

According to the results, about 31% indicated that e-learning program enable them to study with their own pace, followed by 25% who indicated that it is convenient and easier to combine with their jobs and responsibilities, 23% respondents declared that It is convenient and easier to combine the classes with duties of their families, 11% stated that It enables them to study at home and finally 10% indicated that e-learning courses are cost effective. According to Shivetts, (2011), the increasing penetration of e-learning has broadened the global borders, and facilitated the postgraduates and other students to achieve their entitlement degrees. It also indicates that e-learning program has facilitated the students to achieve different learning programs via the accessibility of online portal for distant learning program in global universities. (See table 5 in the appendix)

The results regarding the planning of enrolment in other programs of e-learning indicated that about 78% of the students are keen to enrol in different online courses in future whereas 11% indicated that they will not enrol and are not sure about the plan to be enrolled in future. The results indicated that the contrast of effect of different variables over learning of individuals as well as on collaborative learning might have vital contribution in enhancement of effectiveness of learning atmosphere that in turn is more effective for the survival of instructional quality in current competitive atmosphere. (See table 6 in the appendix).

Multiple Regression Analysis:According to Erichsen & Bolliger, (2011) the multiple regression analysis can be perceived as the well-known statistical technique for instantaneous evaluation of multiple independent predictors with the help of single independent variable. The beneficial point of regression test indicated that the design of regression is highly realistic and can be executed in an overarching manner.
On the other hand, Mahmoud, et al., (2012) states that some disadvantages of regression test are that a bigger sample size is required and less recognized with the assumption of robustness. The two general data matrices of regression are denoted as X and Y. The common equation of regression is the Y=f (Xi) that confer to the explanation and prediction of variability in prediction of Y from the variation in X variable. The relationship between X and Y comprises of common set of sample for the gathered values of X and Y. The multiple regressions is based on the prediction of multiple predictors in a simultaneous manner and resulted in an accurate model.
The following general equation indicates the association of dependent and independent variables:
Experience= f (Cultural differences, Understanding, Support, Boredom, Pedagogical challenges, ICT, Languages, Learning style, Learning Process, Policies, Technical skills, Knowledge, Accessibility, Technology, Internet_bandwith, Non Work related activities, Student satisfaction, Website design, Time)
The equation for regression model is as follows:
Experience= β+ α1 (Cultural differences) + α2 (Understanding) α3 (Support ) + α4 (Boredom,) +α5 (Pedagogical challenges) + α6 (ICT, Languages) + α7 (Learning style) + α8 (, Learning Process) + α 9(Policies) + α10 (Technical skills) + α11 (Knowledge ) +α12 (Accessibility)+ α13(Technology)+ α14(Internet_bandwith)+ α15(Non Work related activities,)+ α16+ (Student satisfaction)+ α17(Website design)+ α18(Time)+ ε
The model summary presents the value of R (Pearson Correlation Coefficient), R square, adjusted R square, standard error and Durbin Watson statistics.
Model SummarybModel R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson
1 .825a .680 .604 .908 1.912
a. Predictors: (Constant), Cultural differences, Understanding, Support, Boredom, Pedagogical challenges, ICT, Languages, Learning style, Learning Process, Policies, Technical skills, Knowledge, Accessibility, Technology, Internet_bandwith, Non Work related activities, Student satisfaction, Website design, Time
b. Dependent Variable: Experience The R value for this research is found to be 82.5% and value of R expresses the strength and potency of association among different variables. The values confirm that strength of association is strong and positive. On the other hand, value of R2 indicated that the fitness of model of regression is quite adequate at 68%. The value of adjusted R squared is found to be 60.4%. The adjusted R squared value indicated that regression equation can express the variation with the accuracy of about 60.4%. It indicates that regression model can be adequately generalized. The aim of Anova table is to explain the statistical significance of variables associations. For this project, 5% level is selected that refer to the 0.05 level of significance that expresses that probability of below than 20 chances for inaccurateness. The standard criteria for decision are to reject H0 when p value is less than 0.05. In this report the significance value is found to be 0.000 that confirm the rejection of null hypothesis. Thus, it is concluded that there is positive relationship regarding the Experience of Business and Management Postgraduate Students in Hong Kong while attending E-Learning Courses from the UK. Moreover, the F value indicates the sample differences between averages and each average confer to the factor.
ANOVAbModel Sum of Squares DfMean Square F Sig.
1 Regression 140.174 19 7.378 8.951 .000a
Residual 65.936 80 .824 Total 206.110 99 a. Predictors: (Constant), Cultural differences, Understanding, Support, Boredom, Pedagogical challenges, ICT, Languages, Learning style, Learning Process, Policies, Technical skills, Knowledge, Accessibility, Technology, Internet_bandwith, Non Work related activities, Student satisfaction, Website design, Time
b. Dependent Variable: Experience The histogram shape expresses the bar chart that consists of raw data values to represent the information distribution in an effectual manner. The bar confers to frequencies of occurrence for various data classes. The histogram shape expresses the important information for various set of data with respect to central place. The shape confirms that data is following normal distribution. It also confirms that data can be utilized for further enhanced actions and predictions are helpful to enhance the performance of the system in future.
The table of regression coefficient explains different values such as beta, b, T value, and P values. The b is the non-standardised coefficient that comprises of original values and beta refers to standardized coefficient. The values of b are standardized for the purpose of comparison. In addition these values also depict the extent of positive and negative association. The value of coefficient expresses the effect of independent variables on dependent variables for change of every one unit. The value of significance explain the effect of statistical significance over other variables and helpful for the decision of hypothesis testing. The independent predictors with less than 0.05 values are found to be significant statistically. The value of t statics is considered for the testing of hypothesis.
The regression coefficient indicates that statistically significant variables are Knowledge, student satisfaction, technology as well as Learning style. It is concluded that impact of these variables on experience is statistically significant and positive. The statistically significant variables are briefly discussed below:
Knowledge: Hung, (2012) stated that constructivism theory is a helpful tool for the examination of perception of students and entails that students can create their knowledge on the basis of experience of using online technology for building and maintaining effectual atmosphere for learning.
Student satisfaction: The motivation and satisfaction of student enhances when comparative knowledge is constructed by learners with excellent demonstration of learning. Hence, satisfaction of student can be enhanced by clear communication, presence and existence of supervisor for the different online courses. An online course provide distinctive opportunities for creation of communities in which student can ask frequent questions for their learning.
Technology: The e-learning courses are integrated with the extensive use of technology. The role of technology is highly critical for the creation of atmosphere for all students to support the process of e-learning. Thus, selection of best technological tools enhances the success of e-learning course.
Learning style: It is found that role of instructor pertaining to online course activities are related to the establishment of different areas of collaboration, development and dissemination of apparent instruction for completion of task to facilitate the different activities of learning in the duration of online course. The general tool applied in e-learning are the phone calls, email, as well as video conferencing tools.
Furthermore, it is observed that for every one unit change in independent variables, the value of dependent variables will either increase or decreases with respect to negative and positive relationship. The increase in one unit of learning style decreases the value of experience by 22.7%. The increase in one unit value of knowledge increases the experience value by 24.7%. The increase in one unit of Student satisfaction will increases the value of experience by 37.9%. In addition, the increase in one unit of technology increases the value of experience by 23.1%.
CoefficientsaModel Unstandardized Coefficients Standardized Coefficients t Sig. Collinearity Statistics
B Std. Error Beta Tolerance VIF
1 (Constant) 1.358 .638 2.127 .036 Understanding -.082 .085 -.077 -.966 .337 .625 1.600
Learning Process -.042 .088 -.034 -.482 .631 .811 1.233
Non Work related activities -.172 .096 -.181 -1.787 .078 .391 2.558
Knowledge .247 .086 .233 2.877 .005 .612 1.634
Student satisfaction .379 .108 .398 3.508 .001 .310 3.223
Support .039 .111 .036 .349 .728 .367 2.727
Technology .231 .106 .221 2.187 .032 .393 2.546
Languages .096 .088 .074 1.100 .275 .878 1.139
Boredom -.005 .090 -.004 -.051 .959 .612 1.635
Website design .102 .120 .101 .848 .399 .282 3.551
Accessibility -.016 .078 -.018 -.211 .834 .550 1.818
Technical skills .040 .091 .042 .439 .662 .443 2.256
ICT -.045 .083 -.037 -.542 .589 .876 1.142
Internet_bandwith.050 .087 .052 .571 .570 .483 2.070
Pedagogical challenges -.131 .100 -.123 -1.305 .196 .451 2.217
Time .180 .143 .150 1.255 .213 .279 3.579
Policies -.066 .106 -.059 -.625 .534 .456 2.191
Learning style -.227 .092 -.188 -2.469 .016 .693 1.442
Cultural differences -.025 .080 -.024 -.308 .759 .668 1.497
a. Dependent Variable: Experience The final model of regression can be designed as follow:
Experience= 1.358-0.082 (Cultural differences) -0.042(Learning Process) -0.172 (Non Work related activities) + 0.247 (Knowledge,) +0.379 (Student satisfaction) + 0.039(support) + 0.231(Technology) + 0.096( Languages) -0.005(Boredom) + 0.102 (Website design) -0.016 (Accessibility) +0.040 (technical Skills) -0.045 (ICT)+ 0.050(Internet bandwith) -0.131 (Pedagogical challenges )+0.180 (Time) -0.066 (Polices)-0.227(Learning style)-0.025 (Cultural differences) +ε
According to Leahy & Sweller, (2011), the international business management e-learning students are moderately affected by the clash of culture specifically linguistics patterns. On the other hand, in the global atmosphere, there are abundant opportunities for mode of communication and visualization. It is also found that the main challenge faced by international students is the realization of narrative e-learning version. It is also found that e-Leaning is providing valuable opportunities for the achievers of knowledge. The involvement of students by means of different online facilities from the beginning to the end assures the successful achievement of different outcomes of learning. The network support in e-learning program improves the information accessibility to support the course outline, online conversation, time effectiveness as well as patterns of communication.
The last table residual statistics represent the values of Error among actual and predicted value.
Residuals StatisticsaMinimum Maximum Mean Std. Deviation N
Predicted Value .52 5.59 2.83 1.190 100
Std. Predicted Value -1.941 2.321 .000 1.000 100
Standard Error of Predicted Value .242 .592 .400 .070 100
Adjusted Predicted Value .39 5.72 2.83 1.197 100
Residual -2.472 2.586 .000 .816 100
Std. Residual -2.723 2.849 .000 .899 100
Stud. Residual -2.888 3.129 .000 1.005 100
Deleted Residual -2.780 3.119 .001 1.024 100
Stud. Deleted Residual -3.032 3.319 .004 1.024 100
Mahal. Distance 6.048 41.083 18.810 6.997 100
Cook’s Distance .000 .101 .013 .021 100
Centered Leverage Value .061 .415 .190 .071 100
a. Dependent Variable: Experience
Open Ended Question about Risk & BarrierThe main risk and barrier in distant learning program in general is that the interaction channel is text-based with less interaction among students and this impact on the written communication skills. Moreover, with the absence of technological expertise and a new medium of education, business management students are not familiar with the e-learning technology in distance education. The students face different issues that overcome their adaptation which in turn leads to the absence of experience with innovative technology. A high communication cost is integrated as distance education has the requirement of different devices and tools such as access to WiFi, computers and other accessories. Thus, few students face issues and problems of buying computers due to their low budget. This is mainly reflected on the age group of between 18 and 25. Another barrier is the language barrier. Also, the barrier that decreases the effective communication is the issue related to infrastructure among the receivers and senders with restrictions of bandwidth.
Conclusion & Recommendations:Conclusion
In conclusion, the aim of this research study was to discuss the experiences of students enrolled in Hong Kong for e-learning programs from the UK. The objectives are further categorizes into three parts: to examine the diverse range of issues faced by business management students in Hong Kong taking e-learning courses from the UK; to investigate the facilities that these students receive in Hong Kong while taking e-learning courses from the UK; and to analyze and document the overall experiences of distance learning students. To achieve these goals and objectives, SPSS software is used for the analysis of the research problem. The dependent variable represents the experiences of online learning and other independent predictors are Cultural differences, Understanding, Support, Boredom, Pedagogical challenges, ICT, Languages, Learning style, Learning Process, Policies, Technical skills, Knowledge, Accessibility, Technology, Internet bandwidth, Non Work related activities, Student satisfaction, Website design, and Time. The regression coefficient indicates that statistically significant variables are Knowledge, Student satisfaction, Technology as well as Learning style. As such, the major finding denotes that business management students are mostly affected by the clash of culture between Hong Kong and UK together with the linguistic issues. However, the e-learning program has its fair share of advantages and disadvantages. First, the program has closed the long bridge between countries by providing a platform where international business management students can acquire the skills and knowledge they need to prosper in the field of business management. Also, the program has been found to have a negative effect on the skills of communication between students since it is a text-based program that does not give the students the opportunity to interact on a personal level with their fellow students and tutors.
Due to the increase in competition in the business field, the demand for highly qualified and skilled personnel has been on the rise. As stated above, the most reputable universities in the field of business management training are in the western countries. The demand for these universities is thus very high and most of them have failed to deal with the high population of students in their institutions. For instance, most students in these universities are international students who cross borders to acquire the quality training they need to compete favourably in the field of business. Most business organization also prefer going for graduates from these universities making the competition for these universities even stiffer. The advent of the e-learning program has therefore come to salvage the situation in these universities. As stated above in the findings, most students currently prefer taking the online classes to avoid the serious challenges that come with travelling to foreign countries for education. As stated in the findings, cultural differences contributed much to the challenges that are faced by international students together with the language barrier, travelling among others. However, due to the high competition in the business field, students are now required to be wholly qualified. This means that the students must be both academically and socially capable of competing in the market and coming up with better ideas to manage the various business institutions they are tasked with managing. Being that this research study focused more on the experiences of the business management students taking online course from the UK universities and colleges, the findings have conclusively explained the main challenges that these students have had to deal with. For the international students in the said universities, the challenges and benefits are more or less the same and cut across all the students from different parts of the world. The leading challenges are the differences in cultures. As stated above, most students have found it hard to cope and deal with the different cultures that affect them directly. The different culture leads to the psychological issues such as anxiety and homesickness which are the main psychological challenges faced by these students. Further, language barrier has been found to be another challenge. Most students have to learn the foreign language in order to fit into their system. For instance, students from Hong Kong have to learn English to fit into the English system. As such, most students have preferred taking online classes from their countries rather than travelling to take the course in the foreign countries.
It is, therefore, concluded that the effect of these variables on experience is statistically significant and positive. The effect of other variables is found to be negligible. The results are helpful for the successful achievement of research objectives. Also, enrolling for a business management course could be beneficial to one’s career in terms of improving management skill, getting competitive advantage over others, career advancement and better salary..
Recommendations
First, for different e-learning programs, teaching and research should be integrated with continuous improvement and development. This will enable the program to be more effective in producing more qualified and developed students into the business field. Also, prior to the enrolment to an e-learning course, the student should be capable of successful contributing as an active learner and must possess basic skills of literacy. It is also advised that the students relate to the different resources and educational programs in active strategies of learning.
Secondly, to offer high performance and better quality support for different e-learning programs, a responsive and reliable WebCT services should be launched. Especially providing support 24/7 to better suit the international students taking e-learning class from different time zones and the learning schedule could be more flexible for student who have full time jobs.
Thirdly, a strategy can be formulated for the engagement of online support personnel in different faculties and departments for the support and creation of different courses. It is important to implement a process for scanning of needs of universities on a broader level with respect to information and communication technologies and evolution and planning of support of the e-learning program.
Fourth, the learning management system (LMS) can be improved in various manners for the enhancement of interaction in the online atmosphere. Better interactions can be built by maintaining collaborations among instructors and student. Moreover, with respect to training, instructors are more motivated to formulate material instructions in a manner that improves the level of their interactions. It is also recommended to exchange the experience of teaching in the online atmosphere by means of seminar which in turn has a vital effect on e-loyalty and satisfaction of students.
Lastly, for more accurate research data in future, authors can select the different variables, accessibility, and satisfaction, faculty, cost effectiveness and learning because of the possibilities of error during the administration of the questionnaires.Future Research Agenda
In the future agenda, the research shall focus more on the relationship between the quality of education provided in online learning programs and face-to-face learning. Most people have argued that the quality acquired between these two programs is different die to the number of factors that influence both face-to-face learning and online learning program. For instance, as discussed in this research, online learning program has its fair share of challenges and benefits which applies to face-to-face learning. The question frequently asked is to what degree these challenges affect the quality of education provided in these two programs. As such, it is important to examine and investigate the extent to which these challenges affect the quality of education, training and skills in the two programs.
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Questionnaire Draft:Please mark (x) with your opinion 1 What is Your gender? Male Female 2 What is your age group? 18 to 25 26 to 35 36 to 45 45 and above 3 Status of enrolled course Online with supervisor Blended learning Purely online 4. What is the perceived effectiveness of e- learning courses? Significant contribution in effective communication
High convenience
I can learn from things I hear, like lectures, audio recordings or podcasts
I can keep myself on track and on time. 4 The rationale for selection of e-learning course is : It enable me to study with my own pace It enables me to get better salary The e- learning courses are cost effective It is convenient and easier to combine with duties of families It is convenient and easier to combine with my job responsibilities 5 Do you have planned to enrol in other programs of e-learning? Yes No Not Sure 6. What are the main barrier and challenges faced by student in online learning process?
—————————————————————————— Please mark (x) with your opinion
Strongly Agree
1 Agree
2 Neutral
3 Disagree
4 Strongly Disagree
5
I obtained an excellent understanding of fundamental concepts from course material. I believe that it is more convenient for working student to advance in educational qualification through distance learning. The availing of e-learning course enabled me to emphasize on non work related activities. I have gained significant knowledge from e-learning course which lead to more efficient to complete my work at office. I am highly satisfied with my decision to enrol in e-learning course. I am highly satisfied with the experience of online course. The Student support program has significant and positive impact on satisfaction of students. The ease of technology use as well as perceived usefulness has positive impact on my satisfaction. I confronted with significant challenges of language as English is not my native language. I feel boredom during the completion of online course due to absence of live communication and social interaction. I am not satisfied with the online features of course and website design. I believe that Distance education is helpful for improvement in equal accessibility of education. I experienced that students must have relevant technical skills to attend e-learning tools in an effective manner. A main barrier is the inadequate e-learning and ICT infrastructure. E-learning is confronted with the barrier of Lack of adequate Internet bandwidth. I believe that teaching staff of e-learning is lacking in technical skills due to pedagogical challenges. I observed that commitment and interest is lacking in teaching staff of e-learning courses. High Amount of time required to understand the e-learning content. I experienced that operational policies of e-learning are not adequate. Everyone has their own learning style along with their cultural influences; I found that instructors are generally failed to consider the cultural differences during deliverance and designing of courses. Appendices
Table 1: Gender
Gender
Frequency Percent Valid Percent Cumulative Percent
Valid Male 53 53.0 53.0 53.0
Female 47 47.0 47.0 100.0
Total 100 100.0 100.0 Table 2: Age
Age
Frequency Percent Valid Percent Cumulative Percent
Valid 18 to 25 19 19.0 19.0 19.0
26 to 35 51 51.0 51.0 70.0
36 to 45 15 15.0 15.0 85.0
45 and above 15 15.0 15.0 100.0
Total 100 100.0 100.0 Table 3: Status
status
Frequency Percent Valid Percent Cumulative Percent
Valid Online with supervisor 41 41.0 41.0 41.0
Blended learning 28 28.0 28.0 69.0
Purely online 31 31.0 31.0 100.0
Total 100 100.0 100.0 Table4: Effectiveness
Effectiveness
Frequency Percent Valid Percent Cumulative Percent
Valid Significant contribution in effective communication 50 50.0 50.0 50.0
High convenience 20 20.0 20.0 70.0
I can learn by listening lectures, podcasts audio recordings 17 17.0 17.0 87.0
I can keep myself on track and on time. 13 13.0 13.0 100.0
Total 100 100.0 100.0 Table 5: Rationale
Rationale
Frequency Percent Valid Percent Cumulative Percent
It enable me to study with my own pace 31 31.0 31.0 31.0
It enables me to get better salary 11 11.0 11.0 42.0
The e- learning courses are cost effective 10 10.0 10.0 52.0
It is convenient and easier to combine with duties of families 23 23.0 23.0 75.0
It is convenient and easier to combine with my job responsibilities 25 25.0 25.0 100.0
Total 100 100.0 100.0 Table 6: Plan
Plan
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 78 78.0 78.0 78.0
No 11 11.0 11.0 89.0
Not Sure 11 11.0 11.0 100.0
Total 100 100.0 100.0
Research Ethics Checklist
A checklist should be completed for every research project which is used to identify whether a full application for ethics approval needs to be submitted to your Faculty Ethics Committee.
1 Applicant details
Name of Researcher (applicant): Ip Shu Yan
Module name and number: Dissertation 15SB
Name of Module Leader: Paul Dudley
Course: Masters
2 Project details
Experience of Business and Management Postgraduate Students in Hong Kong while attending E-Learning Courses from UK
Please provide a brief description of the project:
The aim of this research study is to discuss the experience of students enrolled from Hong Kong for distance learning from the UK. The objectives are further categorizes into three parts. To examine the diverse range of issues faced by distance learning students in Hong Kong taking e-learning courses from the UK , to investigate regarding the facilities that distance learning students receives in Hong Kong taking e-learning courses from the UK , to analyze and document the overall experiences of distance learning students .
This dissertation is mainly focusing on the research for MOOCs and distance learning is considered to be an educational pattern for mature student especially for management level in commercial world.
3 Research checklist (to check if more than minimal risk)
Please answer each question by ticking the appropriate box:
YES NO
1. Does the study involve students within the University? POSSIBLY X
2. Does the study involve employees of the University? X
3. Does the study involve participants who are particularly vulnerable or unable to give informed consent: children, those with cognitive impairment? X
4. Will the study require the co-operation of a gatekeeper for initial access to the groups or individuals to be recruited? (e.g. students at school, members of self-help group, residents of nursing home) X
5. Will it be necessary for participants to take part in the study without their knowledge and consent at the time? (e.g. covert observation of people in non-public places) x
6. Will the study involve discussion of sensitive topics or illegal activity (e.g. sexual activity, drug use)? X
7. Are drugs, placebos or other substances (e.g. food substances, vitamins) to be administered to the study participants or will the study involve invasive, intrusive or potentially harmful procedures of any kind? X
8. Will tissue samples (including blood) be obtained from participants? X
9. Is pain or more than mild discomfort likely to result from the study? X
10. Could the study induce psychological stress or anxiety or cause harm or negative consequences beyond the risks encountered in normal life? X
11. Will the study involve prolonged or repetitive testing? X
12. Will the research involve administrative or secure data that requires permission from the appropriate authorities before use? X
13. Is there a possibility that the safety of the researcher may be in question (e.g. in international research: locally employed research assistants)? X
14. Does the research involve members of the public in a research capacity (participant research) X
15. Will any of the research take place outside the UK? x 16. Will the research involve respondents to the internet or other visual/vocal methods where respondents may be identified? X
17. Will research involve the sharing of data or confidential information beyond the initial consent given? x
18. Will financial inducements (other than reasonable expenses and compensation for time) be offered to participants? X
Research that may need to be reviewed by NHS NRES Committee or an external Ethics Committee 19. Will the study involve recruitment of patients or staff through the NHS or the use of NHS data or premises and/or equipment? X
20. Does the study involve participants age 16 or over who are unable to give informed consent? (e.g. people with learning disabilities: see Mental Capacity Act 2005). X
Instructions for all students
You must complete this form BEFORE you are entitled to commence your primary data collection
The form must be sent to your Course Tutor for approval
Your approved ethics form must be included in your final submission as part of your appendices. This is a University required and if the ethics form is not included your work may not be marked
If you have any questions or concerns regarding your research please contact your supervisor in the first instance.
Instructions for supervisors:
Please check the appropriate boxes. Even if the student has answered ‘no’ to all questions in Section 3, the study should not begin until all boxes have been checked and the form counter-signed.
The student has been made aware of the University’s Code of Good Research Practice and relevant professional codes of conduct
FORMCHECKBOX The topic merits further research
FORMCHECKBOX The student has the skills to carry out the research
FORMCHECKBOX The participant information sheet or leaflet is appropriate (where applicable)
FORMCHECKBOX The procedures for recruitment and obtaining informed consent are appropriate (where applicable)
FORMCHECKBOX Comments from Supervisor/Course Tutor: FORMTEXT      Approved
Supervisor/Course Tutor:
I confirm that work as described will be carried out in full conformity to all ethical standards and any additional professional requirements.
Name (please print):
Signed:
Date: