internship r06

DO GOOGLES E-LEARNING APPS AND SOCIAL NETWORKING

WEBSITE ENHANCE LEARNING AND KNOWLEDGE OF COLLEGE AND UNIVERSITY STUDENTS IN BANGLADESH. A

CASE STUDY ON GOOGLE BUS BANGLADESH.

by

Syeda Momeka Munawar ID: 1130006

An Internship Report Presented in Partial Fulfillment of the Requirements for the Degree Bachelor of Business Administration

INDEPENDENT UNIVERSITY, BANGLADESH

January 2015

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DO GOOGLES E-LEARNING APPS AND SOCIAL NETWORKING WEBSITE ENHANCE LEARNING AND KNOWLEDGE OF

COLLEGE AND UNIVERSITY STUDENTS IN BANGLADESH. A CASE STUDY ON GOOGLE BUS BANGLADESH.

by

Syeda Momeka Munawar ID: 1130006

has been approved

January 2015

________________________

Mr. Iftekhar Mahfuz

Senior Lecturer

School of Business

Independent University, Bangladesh

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Table of Contents:

Pages List of Tables & Diagrams------------------------------------------------------------------------------------------------- 4 Executive Summary --------------------------------------------------------------------------------------------------------- 5 1. Introduction-------------------------------------------------------------------------------------------------------------- 6-7 1.1 Aims of the Research-------------------------------------------------------------------------------------------------- 7 2. Problem Statement------------------------------------------------------------------------------------------------------ 8-9 2.1 Research Objective---------------------------------------------------------------------------------------------------- 8 2.2 Nature of the Study----------------------------------------------------------------------------------------------------- 8 2.3 Variables----------------------------------------------------------------------------------------------------------------- 9 3. Literature Review------------------------------------------------------------------------------------------------------ 9-11 3.1 Definition of E-learning-------------------------------------------------------------------------------------------- 9-10 3.2 Enhanced Learning--------------------------------------------------------------------------------------------------- 11 3.3 Knowledge Sharing--------------------------------------------------------------------------------------------------- 11 4. Hypothesis----------------------------------------------------------------------------------------------------------------- 12 4.1 Research Hypothesis------------------------------------------------------------------------------------------------- 12 4.2 Conceptual Framework ---------------------------------------------------------------------------------------------- 12 5. Research Methodology---------------------------------------------------------------------------------------------- 13-14 5.1 Research Objectives-------------------------------------------------------------------------------------------------- 13 5.2 Scope of the Study---------------------------------------------------------------------------------------------------- 13 5.3 Quantitative Research------------------------------------------------------------------------------------------------ 14 5.4 Population Sample of the Research--------------------------------------------------------------------------------- 14 6. Data Collection------------------------------------------------------------------------------------------------------------ 15 6.1 Survey Analysis------------------------------------------------------------------------------------------------------- 15 7. Data Analysis & Discussion--------------------------------------------------------------------------------------- 15-34 7.1 Data Analysis for Hypothesis 1: Enhanced learning-------------------------------------------------------- 15-25 7.2 Data Analysis for Hypothesis 2: Broadens Knowledge----------------------------------------------------- 25-34 7.3 Limitations of Research---------------------------------------------------------------------------------------------- 34 8. Conclusion------------------------------------------------------------------------------------------------------------ 34-35 9. Recommendation--------------------------------------------------------------------------------------------------------- 35 10. Appendix-------------------------------------------------------------------------------------------------------------- 36-37 10.1 Questionnaire Sample------------------------------------------------------------------------------------------- 36-37 11. Bibliography------------------------------------------------------------------------------------------------------------- 38

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List of Tables & Diagrams: Page

1. Profile Of 200 Respondents-------------------------------------------------------------------------------------------- 15 2. Frequency Table- Would you say your personal skill with Internet and computer is excellent. --------------16 3. Frequency Table- Without the use of Internet I feel I would be unable to study as efficiently as I do now. ---------------------------------------------------------------------------- 16 4. Frequency Table- Apps allow higher retention of content----------------------------------------------------------17 5. Frequency Table- Social networking website and e-learning apps provides useful and relevant content for learning. --------------------------------------------------------------------- 17 6. Frequency Table- Do you think Google apps and Google Plus will help you learn? --------------------------18 7. One-Way ANOVA-------------------------------------------------------------------------------------------------------18 8. One-Way ANOVA-------------------------------------------------------------------------------------------------------19 9. Reliability- Item Statistics---------------------------------------------------------------------------------------------- 20 10. Reliability- Inter-Item Correlation Matrix---------------------------------------------------------------------------- 20 11. Reliability- Inter-Item Covariance Matrix--------------------------------------------------------------------------- 21 12. Reliability- Item-Total Statistics-------------------------------------------------------------------------------------- 21 13. Reliability- Item-Total Statistics-------------------------------------------------------------------------------------- 22 13.1 Reliability- Reliability Statistics-------------------------------------------------------------------------------- 22 14. Regression- Model Summary----------------------------------------------------------------------------------------- 23 15. Regression- Model Summary------------------------------------------------------------------------------------------ 23 Diagram 1- Number of college and university students who believe Google apps and Google Plus will help them learn. ------------------------------------------------------------------------------------- 24 16. Frequency Table- I believe e-learning apps and social networking website allows knowledge sharing.--- 25 17. Frequency Table- Reduces information over-load while learning as you can choose your own pace to study. --------------------------------------------------------------------------- 26 18. Frequency Table- E-learning apps and social networking website has allowed me to gain knowledge about topics that I didnt know about before I started using the Internet. ----------------- 26 19. Frequency Table- Do you think Google apps and Google Plus will help you broaden your knowledge? ----------------------------------------------------------------------------------- 27 20. Frequency Table- I believe Internet has allowed me to gain information and knowledge at the click of a finger. ------------------------------------------------------------------------------------ 27 21. One-Way ANOVA------------------------------------------------------------------------------------------------------ 28 22. One-Way ANOVA ----------------------------------------------------------------------------------------------------- 28 23. Reliability- Item Statistics---------------------------------------------------------------------------------------------- 29 24. Reliability- Inter-Item Correlation Matrix---------------------------------------------------------------------------- 30 25. Reliability- Inter-Item Covariance Matrix---------------------------------------------------------------------------- 30 26. Reliability- Item-Total Statistics--------------------------------------------------------------------------------------- 31 27. Reliability- Item-Total Statistics--------------------------------------------------------------------------------------- 31 27.1 Reliability- Reliability Statistics--------------------------------------------------------------------------------- 32 28. Regression- Model Summary------------------------------------------------------------------------------------------ 32 29. Regression- Model Summary------------------------------------------------------------------------------------------ 32 Diagram 2- Percentage of college and university students in Bangladesh who believe Google apps and Google Plus helps them broaden their knowledge. ------------------------------------------------- 33

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Executive Summary This research report was commissioned to determine if Googles e-learning apps and social networking website Google Plus enhances learning and knowledge of College and University students in Bangladesh. Internet has evolved the life of every individual who has access and knowledge of the Internet, it not only shapes our daily lives, but it has a significant impact on our educational lifestyle as well. Bangladesh has seen a rapid growth in the usage of Internet all over the country. Thus, through this research we can begin the preliminary step to understand the benefits of Internet in the minds of the youth of this developing, but promising country-Bangladesh. The findings of this research were collected directly from students in Bangladesh who have participated in training workshops of Google Bus Bangladesh. The aim of Google Bus Bangladesh is to educate half a million college and university students of Bangladesh about the power of using Internet for education. They aim to educate the students about how they can use Googles e-learning apps and social networking website Google Plus as resources to support learning, and to grow their pool of knowledge by collaborating these tools in their everyday life. In total 200 college and university students filled up a quantitative questionnaire, out of which there were 100 college students and 100 university students. After inputting their answers in SPSS frequency tables, ANOVA test, Cronbachs alpha and r-square data were analyzed to prove the two hypothesis of this research correct. It was found by the final outcome of the Cronbachs alpha that hypothesis 1 which was Using Google Apps and Google Plus for educational purposes enhances learning for college and university students was proven to be 72.7% reliable, and hypothesis 2 which was Knowledge of university and college students broadens when they use Internet to incorporate Google apps and Google plus in their education. was proven to be 90.8% reliable. Moreover, it was found that students believed more that Googles e-learning apps and social networking website Google Plus helps them broaden their knowledge more than it helps them enhance their learning. This was deduced because the F value of hypothesis 1 was marginally stronger when compared to the F value of hypothesis 2. Therefore, it was found that college and university students believe that Internet allows them to learn and incorporate e-learning apps and social networking website to their education which enhances both their knowledge and learning. This is why it is highly recommended that colleges and universities in Bangladesh should take advantage of Internet so that they can both adapt and incorporate such educational apps and social networking website in their respective courses. This is recommended because it was found after conducting this research that college and university students believe that these tools help enhance their learning and they also believe that these tools broadens their pool of knowledge.

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Research Title:

Do Googles e-learning apps and social networking website enhance learning and knowledge of College and University students in Bangladesh. A case study on Google Bus

Bangladesh.

1. Introduction

The aim of this research study is to find a relationship between Internet and the learning process of college and university students in Bangladesh. The Internet has existed since the year 19691 and today it is responsible for accelerating the flow of information in a matter of a second from one part of the world to another. Internet has given birth to the phenomenon of globalization; which has changed how people search for intellectual capital such as knowledge and learning in the 21st century. Internet has evolved the life of every individual who has access and knowledge of the Internet, it not only shapes our daily lives, but it has a significant impact on our educational lifestyle as well. Todays modern society is a result of continuous development of information and communication technologies that has virtualized the learning and teaching process for students in many ways. Students including many in developing countries like Bangladesh are using various forms of search engines, e-learning apps, and social networking websites such as Google+ to learn and increase their pool of knowledge. An unknown author once said Give a person a fish and you feed them for a day; teach that person to use the Internet and they wont bother you for weeks.2 Students who have access and literacy to use the Internet have information at the tip of their fingers, this allows them to multiply the rate at which they learn and grow their knowledge. Unlike the traditional approach of learning through books, or by gaining knowledge from a classroom teacher in an educational institution students are now able to take advantage of the information pool available through the Internet, where they can also create, deliver and share information with each other. Thus, creating a dynamic environment online for students all over the world and making learning process more interactive and effective for them. Bangladesh is a country moving towards a future by following the slogan Digital Bangladesh. The developing country has seen a rapid growth in mobile usage in the past few years. Moreover, in 2013 Internet users in Bangladesh increased by thirty three million.3 This change has occurred as a result of living in an environment where the Internet is accessible, immediate and highly accepted by consumers especially since the introduction of 3G Internet services on mobile phones. Thus, through this research we can begin the preliminary step to understand the benefits of Internet in the minds of the youth of this developing, but promising country. It will help us understand whether the youth use the Internet to educate themselves, by broadening their knowledge and whether they use Internet to participate in interactive and virtualized learning. 1 "Internet Society." Brief History of the Internet. N.p., n.d. Web. 17 Dec. 2014. 2 "Internet Quotes (World Wide Web, Social Media, Blogs, E-mail, Twitter, Etc)." Internet Quotes (World Wide Web, Social Media, Blogs, E-mail, Twitter, Etc). N.p., n.d. Web. 19 Dec. 2014. 3 Rafiqul Islam Azad (31 May 2013). "33 million Internet users in Bangladesh". The Independent (Dhaka: Independent Publications Limited). Retrieved 15 July 2013.

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1. 1 Aim of Research: This research is solely focused on finding out if Googles e-learning apps and social networking website help enhance learning and knowledge of college and university students. This research was conducted by collecting data from students in Bangladesh who have participated in training workshops of Google Bus Bangladesh. Google has launched its largest project in Bangladesh with the countrys information communication technology (ICT) ministry called Google Bus Bangladesh and their aim is to educate half a million college and university students of Bangladesh about the power of using Internet for education. They aim to educate the students about how they can use Googles e-learning apps and social networking website Google Plus as resources to support learning, and to grow their pool of knowledge by collaborating these tools in their everyday life.

The scope and results of this research will be limited to the e-learning apps and social networking website introduced to students during the Google Bus Bangladesh training sessions and they are as follows:

Google Hangout- Video Conference app; which allows 10 people to videoconference and chat together. It also allows screen sharing, and users can watch YouTube videos with all the members in the conference.

Google Drive- Students can create, store, and access documents, presentations, spreadsheets and forums all online.

YouTube- Aids with e-learning via channels such as Khan Academy, Tedx etc.

Google Plus- Social networking website which not only helps you to get feedback on your presentations and work, but it is a platform from where students and teachers can get new ideas.

Google Communities- Create communities to share interests and education materials. Such as open up a community page for students in science club of a particular school.

Thus, the e-learning apps and social networking website mentioned above will be used as indicators to deduce whether students in colleges and universities in Bangladesh find these particular apps and social networking website helpful when it comes to enhancing learning and broadening their knowledge.

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2. Problem Statement

2.1 Research Objective:

First: Investigate students perception on the current e-learning systems offered by Googles apps and social networking website.

Second: Do the students believe using social networking websites and e-learning apps enhance knowledge?

Third: Do the students believe using social networking websites and e-learning apps improve learning?

Fourth: Identify students perception towards adopting social networking website as an e-learning platform.

Fifth: The required skills perceived by students that are required to use social networking websites and e-learning apps

2.2 Nature of the study:

This research will be carried out using casual research methods. Since this is a very new concept in Bangladesh, and no other research study of this exact form has been conducted before which is why for a deeper understanding it is important that the research follows a quantitative approach. No previous data is available related to this research topic, especially because Google Bus Bangladesh is a unique and new program to take place in Bangladesh. Moreover, we want to discover whether e-learning apps and social networking website enhance knowledge and learning for college and university students, which is why a correlation bi-variant study is important. It is a correlation bi-variant study because we will be studying the effect of two variables that occur together, without implying that one variable causes the other to change when it comes to using e-learning apps and social networking website.

Type of Research:

Quantitative Research Casual Research (As we will test the relationship between the dependent and independent variable) Bi-variant Study (As one dependent variable does not effect the other dependent variable)

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2.3 Variables:

Dependent Variable 1- Learning

Whether learning is enhanced by the use of Internet. As students use e-learning apps and social networking websites to improve their learning.

Dependent Variable 2- Knowledge

Whether students knowledge is broadened by the use of Internet. As students use e-learning apps and social networking website to broaden their knowledge.

Independent Variable- Internet (Usage of e-learning apps and social networking website)

Using Internet allows students to access e-learning apps and social networking website to enhance their learning and to broaden their knowledge.

Moderating Variable (MV)- Acceptance of e-learning apps and social networking websites by individual students.

This has an effect in the relationship of the IV and the DVs, which we have taken into consideration for the study. Since, if certain students do not desire to use Internet to air their education it affects their experience with such e-learning tools

3. Literature Review

A couple of research papers of established writers have been used to gain a better understanding of the variables regarding this research, which include: e-learning, learning and knowledge. However, since this is the first time that a study of this particular nature is being conducted in Bangladesh, it was not possible to find any research paper specific to Googles e-learning tools. Moreover, research on e-learning in Bangladesh is extremely limited; which is why we were unable to find more detailed information and findings regarding these topics from experts. If these researches were available this would have helped us gain more knowledge, which could have made our research design more practical.

3.1 Definition of E-learning: E-learning is primarily defined as the process of learning via computers over the Internet and intranets Hall and Snider (2000). Hall and Snider further explained that e-learning is also referred to as web-based training, online training, distributed learning or technology for learning4. It is the collection of knowledge distributed and facilitated by electronic means such as laptops, PCs, smart mobile phones, and tablets. This particular form of learning depends on the availability and usability of networks such as Internet via Wi-Fi or any other form of network that provides Internet services, computer devices and other smaller learning devices such as cell 4 Hall, B., & Snider, A. (2000) Glossary: The hottest buzz words in the industry. E- Schreiber, D. A., & Berge, Z. L. (1998).

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phones. Moreover, e-learning provides digital knowledge and according to Ticoll, Lowy & Kalakota (1998) e-learning is more economically feasible for people from various backgrounds and for large number of people as information is readily available to them in near real time5. Additionally Urdan & Weggen (2000) identified the knowledge-based economy, the paradigm shift in the way education is viewed and delivered, and huge knowledge gaps as significant trends that have given rise to e-learning. In addition they mention that the second largest sector of the U.S economy is the $772 billion education industry. The increase in complexity and velocity of the work environment brought about by technological changes are also major issues that have increased the demand for e-learning6. Mcrea, Gay & Bacon (2000) has said that the rapid development and changes of new technologies has facilitated a shift from the industrial to the knowledge era; which is another reason for the increased demand and usage of e-learning7. Moreover, according to Hall (2000) e-learning is self-paced, it is much more flexible, less expensive and it also reduces travel time8 as one can sit at home instead of going to the library to do their research. Moreover, it also reduces information over-load while learning as the learner can choose their own pace to study. Urdan & Weggen (2000) added that a higher retention of content through personalized learning is possible because technology-based solutions allow more room for individual differences in learning styles in contrast to traditional learning in classrooms. Furthermore, they highlighted that there is improved collaboration and productivity among students as the online environment offers case studies, story-telling, demonstrations, role-playing, and simulations among other tools. Along this line, Urdan and Weggen also commented that online training is less intimidating than instructor-led courses. Online learning, they say, is risk free environment that supports trying out new things and making mistakes9. E-learning does not only value planned learning but also recognizes the value of the unplanned and self- directed learning by an individual which maximizes incidental learning of that individual and thus, improving their performance. One way to consider the future of knowledge management and e-learning is to think of the partnering as an internal mini-economy where individuals are rewarded when their knowledge, or content, is used by others. This provides individuals with incentive to contribute and use their own knowledge and that of their peers. For example collaborative forums used in e-learning such as threaded discussion boards enable learners to share information. When people use e-learning systems, there is potential for them to enjoy their experience, as most e-learning products provide chats room, message boards, and entertainment functions, all of which may provide enjoyment and lead to concentration and engagement in users. Therefore, e-learning has gained its popularity for many reasons, and it also encourages people to share their personal pool of knowledge with the rest of the world. Consequently this action increases the quality of information available on the Internet as more and more people share their knowledge with the rest of the world.

5 Tapscott, D., Lowy, A., & Ticoll, D., & Kalakota, R. (1998). Joined at the bit: The emergence of the e-business community. In Tapscott, D., Lowy, A., & Ticoll, D., & Klym, N. Blueprint the digital economy: Creating wealth in the era of e-business. New York: McGraw Hill.

6 Urdan, T. A., & Weggen C. C. (2000). Corporate e-learning: Exploring a new frontier. WR Hambrecht + Co.

7 McCrea, F., Gay, R. K., & Bacon, R. (2000). Riding the big waves: A white paper on B2B e-learning industry. San Francisco: Thomas Weisel Partners LLC.

8 Hall, B. (2000). How to embark on your e-learning adventure: Making sense of the environment. E-learning, January-March.

9Urdan, T. A., & Weggen C. C. (2000). Corporate e-learning: Exploring a new frontier. WR Hambrecht + Co.

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3.2 Enhanced Learning: According to our conventional understanding of the term education many of the following may not be considered as educational such as computers and other aspects of Information and Communication Technologies (ICTs) which allow children and young people a wide variety of activities and experiences that can support learning, yet many of these transactions do not take place in traditional educational settings. We all learn all of the time; that much of learning is dependent on the tasks and surroundings we find ourselves in; and we then transfer our learning and facts from one experience to another. This much was true before computers. However, in recent years ICTs have changed both the scope and the nature of this learning, setting up new opportunities for learning, new kinds of skills, as well as offering different ways of learning traditional knowledge. Eastmond (1995) indicated that prior learning experience, among other factors, is important for students to adjust to online learning10. Being knowledgeable about technologies and knowing how to use them is the key to online learning outcomes. This is because if one is not familiar with the basic functions of Internet, or with the functions of certain apps they would not have a pleasant experience for which their learning capabilities would be harmed. Additionally online learners can be motivated by a sense of mastery and community; which are two elements that support personal power. While a sense of mastery involves acquisition of skills for participation in the electronic classroom, a sense of community is the feeling of belonging to a supportive group of individuals working together to make meaning, to provide support for and challenge one another, and also to learn to value the contributions of oneself and others. Overall, learning styles, attitude towards using technology, online learner skills and online interaction and communication are some important factors that need critical consideration when planning, designing and implementing an e-learning system.

3.3 Knowledge Sharing:

Knowledge has emerged as a key research area from a broad and deep field of study on technology transfer and innovation. The literature identifies five primary contexts that can affect such successful knowledge and they are sharing implementations, including the relationship between the source and the recipient, the form and location of the knowledge, the recipients learning tendency, the sources knowledge-sharing capability, and the broader environment in which the sharing occurs. Developing countries obtain industrial technologies mainly from the industrialized world, and their main technological problem, at least initially, is to master, adapt, and improve on the imported knowledge and equipment. Unlike the sale of a good, where the transaction is complete when physical delivery has taken place, the successful transfer of technology can be a prolonged process, involving local learning to complete the transaction. (Ellerman, Denning & Hanna, 2001; Knowledge for Development, 1998; Social Development Group, 2002; Prusak, 1999)11. While communication of knowledge is important, it is the processes through which knowledge is shared that determine whether organizational learning occurs and, therefore, whether a knowledge- sharing process was a success. There many factors that can motivate others to share their knowledge with others as mentioned.

10 Eastmond, D. V. (1995). Alone but together: Adult distance study through computer conferencing. New York: Basic Books. 11 Ellerman, D., Denning S. and Hanna, N. (2001). Active learning and development assistance, Journal of Knowledge Management, 5, 2: 171- 179.

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4. Hypothesis 4.1 Research Hypothesis:

Hypothesis 1- Using Google Apps and Google Plus for educational purposes enhances learning for college and university students.

Hypothesis 2 Knowledge of university and college students broadens when they use Internet to incorporate Google apps and Google plus in their education.

4.2 Conceptual Framework:

IV= Internet (Using Google Apps & Google

Plus)

=Broadens Knowledge

1

DV=Enhances Learning

2

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5. Research Methodology

Research Title: Do Googles e-learning apps and social networking website enhance learning and knowledge of College and University students in Bangladesh. A case study on Google Bus Bangladesh. 5.1 Research Objectives:

First: Investigate students perception on the current e-learning systems offered by Googles apps and social networking website.

Second: Do the students believe using social networking websites and e-learning apps enhance knowledge?

Third: Do the students believe using social networking websites and e-learning apps improve learning?

Fourth: Identify students perception towards adopting social networking website as an e-learning platform.

Fifth: The required skills perceived by students that are required to use social networking websites and e-learning apps.

5.2 Scope of the Study: The scope of the study includes the study of the influence and usage of Internet on enhancing learning and knowledge of college and university students in Bangladesh, and the impact and influence of Googles e-learning apps and social networking website in enhancing learning and broadening knowledge of these students. This research proposal began with an introductory section whereby it was stated that the prime objective of this research was to find out if using Googles e-learning apps and social networking website enhances learning and broadens knowledge for university and college students in Bangladesh. Quantitative methods of research seemed to be appropriate for the situation since, no previous research has been conducted on this same research topic before. Which is why secondary data is not available for this research.

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5.3 Quantitative Research: The quantitative research will be conducted through a questionnaire formed using the likert scale where the sample population will score using the following format: 1 being Strongly Agree, 2 being Agree, 3 being Neither Agree Nor Disagree, 4 being Disagree, and lastly 5 being Strongly Disagree. The target audience for the questionnaire will be the college and university students who attend the Google Bus Bangladesh training sessions; these students will be from different colleges and universities in Dhaka, Bangladesh. This is limited to the capital city of Dhaka, as Google Bus Bangladesh will not be conducting its training sessions outside Dhaka until early next year, and due to the deadline of this research report the sample population will all be students of Dhaka. However, many of these students originally come from various cities outside Dhaka, which is why they were chosen to represent the country as a whole. Moreover, the data from this survey will be put through SPSS software to get an appropriate result; which will be statistically analyzed in the following sections of this research report. This particular survey method was chosen because it is more convenient to collect data from 200 students minimum and because this quantitative survey method is easier to administer and cheaper to conduct. 5.4 Population Sample of the Research: In total the population of this study consisted of 200 students, from two different colleges and two different universities in Dhaka, Bangladesh. For the purpose of this study 50 students were randomly selected from each college and university when they attended the workshop for Google Bus Bangladesh. 50 students were selected from Adamjee Cantonment College, 50 students from Dhaka City College, 50 students from East West University and lastly 50 students from International University of Business Agriculture and Technology (IUBAT) were selected to complete the questionnaire. The researcher had personally made sure that the samples were collected from colleges and universities that had both male and female students, which is why the sample consisted of both the genders even though for this specific research study gender was not considered as an important variable to answer the research question. However, having both male and female respondents makes the data more reliable. Many of these students originally come from various cities outside Dhaka, which is why they were chosen to represent the country as a whole. The respondents will be both male and female, and their age will be vary between 15-26. These students completed a training session about Googles e-learning apps, and social networking website where they learned how these tools can enhance their educational life. Right after they were asked to fill up the questionnaire, which meant that they had an instant recollection of whether, they feel these e-learning tools enhance their learning and broaden their knowledge. This is to the advantage of this study, as time lapse will not affect their responses.

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6. Data Collection 6.1 Survey Analysis: Table 1:

Profile Of 200 Respondents

Demographic Characteristics

Frequency Percentage %

Gender Male Female

110 90

55 45

Educational Level College Undergraduate

100 100

50 50

The data was collected from a total of 200 college and university students who are currently studying in Dhaka, Bangladesh. Out of which 100 students were from colleges and 100 students were from universities. The respondents were asked to fill up questionnaire, which had two parts, and the results from the questionnaires were inputted in SPSS software for the purpose of the analysis and finding part of this research report.

7. Data Analysis & Discussion 7.1 Data Analysis for Hypothesis 1: Enhanced learning The following tables were generated using SPSS software by inputting the values received from Part A of the questionnaire, which is attached in Appendix 112. For the purpose of this report frequency table, ANOVA test, Cronbachs alpha and finally the r square value were used to prove hypothesis 1 correct.

Hypothesis 1- Using Google Apps and Google Plus for educational purposes enhances learning for college and university students.

12 Appendix 1

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Frequency Table

In total five questions out of total 10 from part A of the questionnaire were selected by the researcher to represent the overall findings from the frequency tables.

Table 2:

According to the frequency table above 48.8% of the students strongly agreed that their personal skill with the Internet and computer is excellent. Additionally only 5% of the students strongly disagreed when asked if their personal skill with the Internet and computer is excellent. Table 3: According to the frequency Table 3 48.8% of the students believe that without using the Internet they would be unable to study as efficiently as they do now, whereas only 5% of the students strongly disagreed to this question. Thus, majority of the students believe Internet to be a key component for efficient learning.

Would you say your personal skill with Internet and computer is excellent.

Frequency Percent Valid Percent

Cumulative Percent

Valid Strongly Agree 98 48.8 49.0 49.0

Agree 52 25.9 26.0 75.0

Neither Agree or Disagree 26 12.9 13.0 88.0

Disagree 14 7.0 7.0 95.0

Strongly Disagree 10 5.0 5.0 100.0

Total 200 99.5 100.0

Missing System 1 .5

Total 201 100.0

Without the use of Internet I feel I would be unable to study as efficiently as I do now.

Frequency Percent Valid Percent Cumulative Percent


Agree 52 25.9 26.0 75.0


Disagree 14 7.0 7.0 95.0


Total 200 99.5 100.0

Missing System 1 .5

Total 201 100.0

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Table 4:

According to frequency Table 4 48.8% of the respondents strongly agreed when asked if Google apps allow higher retention of content when they use these apps for their education. Only a minimum 5% strongly disagreed which indicates that majority of the students believe that when they are able to personalize their learning process using these Google Apps they are able to remember the content they learn more when compared to traditional ways of learning. Table 5: Out of 200 respondents 48.8% of the students agreed that social networking website and e-learning apps such as Google Plus and Google Apps provides useful and relevant content for learning. Only a minimum 5% of the students said that they believe e-learning apps and social networking website does not provide useful and relevant content for learning.

Apps allow higher retention of content



Agree 52 25.9 26.0 75.0


Disagree 14 7.0 7.0 95.0


Total 200 99.5 100.0

Missing System 1 .5 Total 201 100.0

Social networking website and e-learning apps provides useful and relevant content for learning.

Frequency Percent Valid Percent

Cumulative Percent


Agree 52 25.9 26.0 75.0


Disagree 14 7.0 7.0 95.0


Total 200 99.5 100.0

Missing System 1 .5

Total 201 100.0

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Table 6: Out of 200 respondents 48.8% students claimed that they were excellent users of Internet and computer, and it can be deduced that 74.6% of the respondents strongly agreed that Google apps and Google Plus helps them learn. From this we can deduce that even the 25.8% (74.6-48.8) respondents who did not claim to be excellent users of Internet and computer believed that despite their lack of expertise with Internet and computer that Google Apps and Google Plus were helpful tools for learning. This highlights the fact that out of all the respondents who took part in the Google Bus Bangladesh workshop 74.6% of the students believed that Google Apps and Google Plus would help them learn. Moreover, the 25.8% of the respondents who have had less experience with these apps and social networking site or have little knowledge about the Internet believed that Google Apps and Google Plus would be helpful learning tools as a result of their participation in the workshop.

One-way ANOVA

Table 7:

Do you think Google apps and Google Plus will help you learn?


Valid Yes 150 74.6 75.0 75.0

No 50 24.9 25.0 100.0

Total 200 99.5 100.0 Missing System 1 .5

Total 201 100.0

ANOVA

Sum of Squares Df Mean Square


Between Groups 204.167 151 1.3529

Within Groups 64.853 48 1.35

Total 269.020 199


Between Groups 204.167 151 1.3529


Total 269.020 199

apps and social networking website helps me and my classmates complete our group projects more efficiently.

Between Groups 204.167 151 1.3529


Total 269.020 199

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Table 8:

The level of significance was 5%. This means that the assumed error outliers would be a maximum of 5% on either side of the graph. The numerator is computed by measuring the variance of the means and if the true means of the groups are identical then this is a function of the overall variance of the data. However, if the null hypothesis is false and the means are not all equal, then this measure of variance will be larger. The denominator is an average of the sample variances for each group, which is an estimate of the overall population variance (assuming all groups have equal variances).

Each sum-of-squares is associated with a certain number of degrees of freedom (df, computed from number of subjects and number of groups), and the mean square (MS) is computed by dividing the sum-of-squares by the appropriate number of degrees of freedom. These can be thought of as variances. The square root of the mean square residual can be thought of as the pooled standard deviation. In the table above the F ratio is the ratio of two mean square values.

In conclusion the results of the one-way ANOVA supports hypothesis 1, which is Using Google Apps and Google Plus for educational purposes enhances learning for college and university students. The test was formed with 200 students participating in realizing if e-learning apps and social networking website enhances learning. It can be stated that the null hypothesis is true as the ratio is around 1. The assumption of the F score is such that as long as the ratio is around 1 (range 0.8-1.5), it can be deduced that the hypothesis is proven to be correct. Since, the result of this f value is 1.3, it can be concluded that e-learning apps and social networking website enhances learning

ANOVA

F Sig.


Between Groups 1.330 .0500





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Reliability

Table 9:

Mean: The average result from the 200 respondents was 1.25; which means that the respondents mostly answered in either (a) Strongly agreed which had a designated score of 1 or (b) Agree which had a designated score of 2. Standard Deviation: The deviation of the answers from the mean was only 0.43, which means that the error levels of the data collected, was considerably low. Table 10:

Item Statistics Mean Std. Deviation N


1.2500 .43410 200


1.9300 1.16269 200


1.9300 1.16269 200

Inter-Item Correlation Matrix


Without the use of Internet I feel I

would be unable to study as

efficiently as I do now.

apps and social networking website helps me and my classmates complete our group projects more

efficiently.


1.000 .871 .871


.871 1.000 1.000


.871 1.000 1.000

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Table 11:

Table 12:

Item-Total Statistics

Scale Mean if Item

Deleted Scale Variance if

Item Deleted Corrected Item-Total Correlation


3.8600 5.407 .871


3.1800 2.420 .991


3.1800 2.420 .991

Inter-Item Covariance Matrix


Without the use of Internet I feel I would be unable

to study as efficiently as I do

now.

Apps and social networking website helps me and my classmates complete our group projects more

efficiently.


.188 .440 .440


.440 1.352 1.352


.440 1.352 1.352

22

Table 13:

Table 13.1

It is found that the final outcome of the Cronbachs alpha reliability test denotes that hypothesis 1 is 72.7% reliable. Cronbach's alpha is a measure of internal consistency that is, how closely related sets of items are as a group. Usually a 50% or above alpha value is considered to be in support of the hypothesis or the test measures. Here, the alpha value is 72.7%, which means that the test is highly reliable and it further supports the results from the ANOVA test of hypothesis 1 to be true. In conclusion the results from the Cronbachs alpha which is 72.7% supports hypothesis 1 to be true.


Squared Multiple Correlation Cronbach's Alpha if Item Deleted


. 1.000


. .727


. .727

23

Regression

Table 14:

Table 15:

R-squared is a statistical measure of how close the data are to the fitted regression line. It is also known as the coefficient of determination, or the coefficient of multiple determinations for multiple regressions. R-squared is defined as the percentage of the response variable variation that is explained by a linear model. That is, R-squared is the fraction by which the variance of the errors is less than the variance of the dependent variable.

It is called R-squared because in a simple regression model it is just the square of the correlation between the dependent and independent variables. The r of 87.1% here explains that learning clearly rises in very high proportion with the increase in usage of e-learning apps and social networking website. The higher value of R square further supports the statement made by R. However, it is better explained using the adjusted R square. The adjusted R2 is smaller than R2 and is the best estimate of the degree of relationship in the underlying population. Moreover, a high adjusted R square is value of 75.8%, further supports hypothesis 1 to be correct. Thus, it can be said that using Google Apps and Google Plus for educational purposes enhances learning for college and university students.

The above results from Table 1-Table 15 is summarized below:

Respondents results were categorized in the frequency table

Using the table, ANOVA test was conducted which resulted in supporting hypothesis 1. The F value was 1.3, which is highly acceptable to be correct. Thus, proving hypothesis 1 to be correct.

The Cronbachs alpha reliability test was done, which generated results in favor of the results found in the ANOVA test. A 72.7% reliability result is high considered to support the hypothesis.

Model Summary

Model

R R Square Adjusted R

Square Std. Error of the Estimate

1 .871a .759 .758 .21368

a. Predictors: (Constant), apps and social networking website helps me and my classmates complete our group

projects more efficiently. b. Dependent Variable: I believe Internet has allowed me to gain information and knowledge at the click of a finger.

Model Summary

Model

Change Statistics

R Square Change F Change df1 df2 Sig. F Change

1 .759 1.330 151 48 .0500

24

Finally, the R-square value of 75.9% ensured the accuracy of the hypothesis as the correlation was found to positively strong.

Therefore, after conducting 200 questionnaires, and after analyzing results from the SPSS it can be concluded that hypothesis 1 which is Using Google Apps and Google Plus for educational purposes enhances learning for college and university students. is proven to be true. In other words college and university students who took part in Google Bus Bangladesh workshop believed that using Google Apps and Google Plus for educational purposes enhances their learning.

Diagram 1:

Number of college and university students who believe Google apps and Google Plus will help them learn

To further support hypothesis 1 of this research paper a histogram was conducting using the results from the last question in Part A of the questionnaire. The last question in part A of the questionnaire was Do you think Google apps and Google Plus will help you learn? Out of a total of 200 college and university students 150 students said that they either strongly agree or agree to this question. The remaining 50 respondents said that they either neither agree or disagree, disagree, or strongly disagree when asked if they think Google apps and Google Plus will help them learn. The students who strongly agreed or agreed to this question were put in one category of those respondents who said yes to this question and the rest 50 students who answered either neither agree or disagree. disagree, or strongly disagree were put in a category of students who answered

25

no to this particular question. This is how the frequency results were used to represent the number of students who believe Google apps and Google Plus will help them learn, and vice versa.

In conclusion, 75% of the college and university students out of the 200 respondents who participated in the Google Bus Bangladesh workshop believed that Google apps and Google Plus will help them learn and only 25% of the students believed that Google apps and Google Plus will not help them learn. Therefore, it can be stated that majority of the students believe that Google apps and Google plus enhances learning for college and university students in Bangladesh. Thus, the overall results are in favor of hypothesis 1 of this report.

7.2 Data Analysis for Hypothesis 2: Broadens Knowledge The following tables were generated using SPSS software by inputting the values received from Part B of the questionnaire, which is attached in Appendix 113. For the purpose of this report frequency table, ANOVA test, Cronbachs alpha and finally the R-square values were used to prove hypothesis 2 correct.

Hypothesis 2 Knowledge of university and college students broadens when they use Internet to incorporate Google apps and Google plus in their education.

Frequency Table

In total five questions out of total 10 from part B of the questionnaire were selected by the researcher to represent the overall findings from the frequency tables. Table 16:

I believe e-learning apps and social networking website allows knowledge sharing.



Agree 54 27.0 27.0 83.0

Neither Agree Nor Disagree 18 9.0 9.0 92.0

Disagree 10 5.0 5.0 97.0


Total 200 100.0 100.0

According to the frequency table above 56% of the students strongly believe that e-learning apps and social networking website allows knowledge sharing. Additionally only 3% of the students strongly disagreed and said that they do not believe e-learning apps and social networking website allows knowledge sharing. Therefore, more than half of the respondents believed that Google apps and Google Plus allows knowledge sharing. 13 Appendix 1

26

Table 17:

56% of the respondents strongly agreed that using e-learning apps and social networking websites for educational purposes actually reduces information over-load while learning because they can choose their own pace while studying. Out of the population sample used to conduct this study only 3% of the respondents said they do not feel that e-learning apps and social networking website reduces information over-load as a result of choosing their own pace while studying. Thus, majority of the respondents believe that Google apps and Google Plus allows them to reduce information over-load while learning as a result of choosing their own pace while studying. Table 18:

According to the frequency table above 56% of the students strong agreed that e-learning apps and social networking website has allowed them to gain knowledge about topics that they didnt know about before they started using the Internet for educational purposes. Out of all the respondents only 3% of the students strongly disagreed to this question. Therefore, more than half of the students believe that e-learning apps and social networking website such as Google Plus help them gain knowledge about topics that they werent aware of prior to using these apps and social media platform.

Reduces information over-load while learning as you can choose your own pace to study.



Agree 54 27.0 27.0 83.0


Disagree 10 5.0 5.0 97.0


Total 200 100.0 100.0

E-learning apps and social networking website has allowed me to gain knowledge about topics that I didnt know about before I started using the Internet.



Agree 54 27.0 27.0 83.0


Disagree 10 5.0 5.0 97.0


Total 200 100.0 100.0

27

Table 19:

In total 56% of the respondents strongly agreed that Google apps and Google Plus helps them broaden their knowledge. While only 3% of the respondents believed that Google apps and Google Plus does not broaden their knowledge. The results in Table 19 clearly indicate that more than half of the respondents believe that Googles e-learning apps and social networking website actually help them broaden their knowledge. Thus, supporting hypothesis 2 of this research report.

Table 20:

The table above illustrates that 75% of students are gaining more knowledge from the Internet as they believe that Internet has allowed them to gain information and thus, knowledge at the click of a finger.

Do you think Google apps and Google Plus will help you broaden your knowledge?



Agree 54 27.0 27.0 83.0


Disagree 10 5.0 5.0 97.0


Total 200 100.0 100.0

I believe Internet has allowed me to gain information and knowledge at the click of a finger.


Valid yes 150 75.0 75.0 75.0

no 50 25.0 25.0 100.0

Total 200 100.0 100.0

28

One-way ANOVA Table 21:

ANOVA

Sum of Squares df Mean Square


Between Groups 130.667 123 1.06


Total 208.320 199


Between Groups 130.667 123 1.06


Total 208.320 199

The numerator is computed by measuring the variance of the means and if the true means of the groups are identical then this is a function of the overall variance of the data. But if the null hypothesis is false and the means are not all equal, then this measure of variance will be larger. The denominator is an average of the sample variances for each group, which is an estimate of the overall population variance (assuming all groups have equal variances).

Each sum-of-squares is associated with a certain number of degrees of freedom (df, computed from number of subjects and number of groups), and the mean square (MS) is computed by dividing the sum-of-squares by the appropriate number of degrees of freedom. These can be thought of as variances. The square root of the mean

Table 22:

ANOVA

F Sig.





29

square residual can be thought of as the pooled standard deviation. Finally the F ratio is the ratio of two mean square values.

The one-way ANOVA resulted in support of the hypothesis 2. The test was formed with 200 students participating in realizing if e-learning apps and social networking website broadens knowledge. It can be stated that hypothesis 2 which is Knowledge of university and college students broadens when they use Internet to incorporate Google apps and Google plus in their education. is true as the ratio is around 1 (range 0.8-1.5). The assumption of the F score is such that as long as the ratio is around 1, it can be deduced that the hypothesis is proven to be correct. Since, the result of the above F value illustrated in Table 22 is 1.173, it can be concluded that e-learning apps and social networking website broadens knowledge of university and college students.

Reliability

Table 23: Item Statistics

Mean Std. Deviation N


1.2500 .43410 200

I believe e-learning apps and social networking website has allowed students to acquire new skills via internet very easily.

1.7200 1.02315 200


1.7200 1.02315 200

Mean: The average result from the 200 respondents was 1.25 which means that the respondents mostly answered in either (a) Strongly agreed which had a score of 1 (b) Agree which had a score of 2. Standard Deviation: The deviation of the answers from the mean was only 0.43, which means the error levels of the data collected, was considerably low.

30

Table 24:

Table 25:

Inter-Item Correlation Matrix

I believe Internet has allowed me to gain information and knowledge at

the click of a finger.

I believe e-learning apps and social

networking website has

allowed students to acquire new skills via internet very

easily.

E-learning apps and social networking website has allowed me to gain knowledge about topics

that I didnt know about before I started using the Internet.


1.000 .792 .792


.792 1.000 1.000


.792 1.000 1.000

Inter-Item Covariance Matrix

I believe Internet has allowed me to gain

information and knowledge at the click of a finger.

I believe e-learning apps and social

networking website has allowed students to acquire new skills

via internet very easily.

E-learning apps and social networking website has allowed me to gain knowledge about topics that I didnt

know about before I started using the Internet.


.188 .352 .352


.352 1.047 1.047


.352 1.047 1.047

31

Table 26:

Table 27:


Squared Multiple Correlation Cronbach's Alpha if Item Deleted


. 1.000


. .726


. .726


Scale Mean if Item Deleted

Scale Variance if Item Deleted Corrected Item-Total Correlation


3.4400 4.187 .792


2.9700 1.939 .982


2.9700 1.939 .982

32

Table 27.1

It is found that the final outcome of the Cronbachs alpha reliability test denotes that hypothesis 2 is 90.8% reliable. Cronbach's alpha is a measure of internal consistency that is, how closely related sets of items are as a group. Usually a 50% or above alpha value is considered to be in support of the hypothesis or the test measures. Here, the Cronbachs alpha value is 90.8%, which means that the test is highly reliable and it supports the results of the ANOVA test thus, highlighting the fact that hypothesis 2 is proven to be true. Table 28:

Respondents results were categorized in the frequency table

Using the table, ANOVA test was conducted which resulted in supporting the hypothesis. The F value was 1.17, which is highly acceptable to be correct, which proved my hypothesis 2 to be correct.

The Cronbachs alpha- reliability test was done, which resulted in favor of the ANOVA result. A 90.8% reliability result is high enough to support the hypothesis.

Finally, the R-square value of 62.7% further ensures the accuracy of hypothesis2 as the correlation was found to be positively strong.

Model Summaryb

Model

R R Square Adjusted R

Square Std. Error of the Estimate

1 .792a .627 .625 .26570

a. Predictors: (Constant), I believe e-learning apps and social networking website has allowed students to acquire new skills via internet very easily. b. Dependent Variable: I believe Internet has allowed me to gain information and knowledge at the click of a finger.

Table 29:

Model Summaryb

Model

Change Statistics

R Square Change F Change df1 df2 Sig. F Change

1 .627 1.173 123 76 .050

33

Diagram 2:

Percentage of college and university students in Bangladesh who believe Google apps and Google Plus helps them broaden their knowledge.

To further support hypothesis 2 of this research paper a pie chart is used to display the responses from the last question in Part B of the questionnaire. The last question in part B of the questionnaire was Do you think Google apps and Google Plus will help you broaden your knowledge? Out of a total of 200 college and university students 56% students said that they strongly agree 27% said that they agree to this question, 9% of the students said that they neither agree nor disagree, 5% of the students straight away disagreed and finally only 3% of the students said that they strongly disagree. These results were used from the frequency table generated in SPSS for this particular question.

In conclusion, 56% of the college and university students out of the 200 respondents who participated in the Google Bus Bangladesh workshop strongly believe that Google apps and Google Plus will help them broaden their knowledge. Therefore, it can be stated that more than half of the students strongly believe that Google apps and Google plus broadens knowledge for college and university students in Bangladesh. Thus, the overall results are in favor of hypothesis 2 of this report.

In conclusion the results from the SPSS proved hypothesis 2 to be marginally stronger than hypothesis 1. However, both the hypothesis are proven to be correct as described in the data analysis and discussion section above. The hypothesis is usually proven to be correct when the F-ratio is near one. The closer the F ratio to 1, the more accurate will the hypothesis. In hypothesis 1 the F value is 1.33, whereas in hypothesis 2 the F value is

34

1.17. Since, the F ratio of hypothesis 2 is more closer to 1 when compared to hypothesis 1 we can state that the ANOVA test of hypothesis 2 is stronger. In order to support this statement, it was found that the final outcome of the Cronbachs alpha reliability test denotes that hypothesis 2 is 90.8% reliable whereas, hypothesis 1 is only 72.7% reliable.

Therefore, in conclusion after analyzing the data above it can be deduced that both the hypothesis is correct, but when compared hypothesis 1 hypothesis 2 has a higher accuracy. Hence, we can conclude that college and university students in Bangladesh believe that e-learning apps and social networking website such as Google Apps and Google Plus broadens student knowledge more when compared to enhancement of learning.

7.3 Limitations of Research: Firstly, the questionnaire was filled up by a total of 200 students only, in order for the researcher to reach a stronger conclusion a larger sample size could have been used. Moreover, students from more than two colleges, and two universities should have been asked to participate in the survey, as the lack of diversity of the students affects the reliability of the results collected. Additionally, if it was possible students from all around major cities in Bangladesh should have been surveyed in order to derive to a more reliable and stronger conclusion from the results. Since, the sample size was limited to only 200 respondents it was a huge limitation for the researcher as these 200 students cannot be used to represent all the students in Bangladesh. Moreover, this is the first time the workshops of Google Bus Bangladesh has taken place in Bangladesh, which is why secondary data was not available for the researcher to use during this study. Lastly, in order for the conclusions of this research to be strongly the researcher should have asked all the participants of Google Bus Bangladesh workshop to fill up the questionnaire instead of using a limited sample of only 200 students.

8. Conclusion

After surveying 200 college and university students who participated in the workshop of Google Bus Bangladesh it was found that majority of the students believe that when Internet allows them to use Googles e-learning apps and social networking website both their learning and pool of knowledge is enhanced. In conclusion the results from the SPSS proved hypothesis 2 to be marginally stronger than hypothesis 1. However, both the hypothesis are proven to be correct as described in the data analysis and discussion section above. In hypothesis 1 the F value is 1.33, whereas in hypothesis 2 the F value is 1.17. Since, the F ratio of hypothesis 2 is more closer to 1 when compared to hypothesis 1 we can state that the ANOVA test of hypothesis 2 is stronger. In order to support this statement, it was found that the final outcome of the Cronbachs alpha reliability test denotes that hypothesis 2 is 90.8% reliable whereas, hypothesis 1 is 72.7% reliable. However, both the hypothesis was proven to be correct. Firstly the findings concluded that majority of the college and university students believe that using Google apps and Google plus for educational purposes enhances their learning, secondly, they also believe that their knowledge broadens when they incorporate these tools in their education. Thus, proving that Google apps and Google Plus are actually perceived to be helpful for education by majority of the students. This is why it is suggested that more students around the nation get exposure to the power of Internet so that they can not only learn to use these tools, but so that they can also learn how to use these tools efficiently in order to incorporate

35

them in their studies. Everyday the world seems to get more and more competitive for new graduates searching for ways to stand out of the huge pool of job applicants; this is why in order to stand out of the crowd students need to learn how to use Internet for their personal benefit. Like every coin, the Internet has two sides as well, but the positive sides of the Internet surpasses the negatives sides, this is why the youth need to be taught how to use Internet to learn and broaden their knowledge exponentially. Hence, educational institutions and the Government of Bangladesh should encourage initiatives such as Google Bus Bangladesh because it exposes students to the endless benefits of the Internet which in the long run will help them use this powerful tool efficiently and thus, Internet will serve as a ladder for their success in this fast moving and competitive world.

9. Recommendations

The results of this research clearly highlights the fact that most of the college and university students who were used as the sample population believe that e-learning apps and social networking website such as Google Apps and Google Plus benefit them when they use these tools for education purposes. This is why it is recommended that colleges and universities in Bangladesh should take advantage of Internet so that they can both adapt and incorporate such education apps and social networking website in their respective courses. Moreover, it will be more beneficial if students are exposed to using e-learning apps and social networking website for education at an earlier stage such as in middle school and high school. This will be beneficial because students would be familiar with the benefits of these tools from an earlier stage thus, making them more efficient when using these tools for educational purposes. Additionally the government of Bangladesh could make Internet available to all colleges and universities and make it mandatory for students to at least use Internet for course works. Overall, since Internet is an extremely powerful tool teachers should encourage their college and university students to participate in more training workshops such as Google Bus Bangladesh so they can learn to use various e-learning apps for their educational purposes. Therefore, initiatives such as Google Bus Bangladesh training workshops should be highly encouraged by both the government, and teachers and this can be done by exposing the youth of Bangladesh to training workshops that teach them how to use e-learning apps and social networking website for their educational purposes.

36

10. Appendix

10.1 Questionnaire sample

38

11. Bibliography

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4 Hall, B., & Snider, A. (2000) Glossary: The hottest buzz words in the industry. E- Schreiber, D. A., & Berge, Z. L. (1998).

5 Tapscott, D., Lowy, A., & Ticoll, D., & Kalakota, R. (1998). Joined at the bit: The emergence of the e-business community. In Tapscott, D., Lowy, A., & Ticoll, D., & Klym, N. Blueprint the digital economy: Creating wealth in the era of e-business. New York: McGraw Hill.


7 McCrea, F., Gay, R. K., & Bacon, R. (2000). Riding the big waves: A white paper on B2B e-learning industry. San Francisco: Thomas Weisel Partners LLC.

8 Hall, B. (2000). How to embark on your e-learning adventure: Making sense of the environment. E-learning, January-March.


10 Eastmond, D. V. (1995). Alone but together: Adult distance study through computer conferencing. New York: Basic Books.

11 Ellerman, D., Denning S. and Hanna, N. (2001). Active learning and development assistance, Journal of Knowledge Management, 5, 2: 171- 179.

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