RESEARCH PAPERS

E-LEARNING IN HIGHER EDUCATION: FOCUS GROUPS AND

SURVEY AMONG STUDENTS IN CENTRAL EUROPE

By

MARKO TUŠEVLJAK * LUCIJA MAJCEN ** LARA MERVAR ***

TAISIYA STEPANKINA **** BARBARA ČATER *****
*-**** Graduate, Faculty of Economics, University of Ljubljana, Ljubljana, Slovenia.
***** Associate Professor of Marketing, Faculty of Economics, University of Ljubljana, Ljubljana, Slovenia.

ABSTRACT
Despite a great deal of time and energy went into digitalisation of the world around us, education has been lagging
behind. A question therefore arises to what extent higher education institutions should introduce e-learning as part of
their programmes. The purpose of this study is to add to the body of knowledge on e-learning by examining perceptions
and intentions of students regarding e-learning. There are two broader research objectives pursued in order to achieve
the purpose. The first objective is to identify students' knowledge and perception of e-learning, along with their attitudes
and experience with it. The second research objective is to assess readiness of students to engage in e-learning and
determine their willingness to pay for it. This study uses mixed method research design. First, results of two focus groups
are reported, followed by results of survey on 104 respondents in a country of Central Europe. Results show that, students
are in general positively inclined towards e-learning and would be willing to take online courses. However, there are still
some reservations connected to it and the preference is towards the blended format. In spite of e-learning's European
roots, the majority of students do not want the full integration of Information Technology into the study process, meaning
that the traditional learning methods combined with IT are preferred.
Keywords: E-Learning, Distance Studying, Student Attitudes, Central Europe.

INTRODUCTION presented as a written work via paper letters. Now-a-days

Distance education is a worldwide used mode of studying the system did not change much, except that mails got an
both at higher and secondary education institutions. “e” prefix (Schlosser & Simonson, 2009). According to
Massachusetts Institute of Technology (MIT), Harvard and Aggarwal (2007), distance learning started more than 130
other top world universities provide e-classes as a part of years ago, while Jung, Wong, & and Belawati (2013) date it
non-curriculum activities both on native and specially even earlier - around 200 years ago. For example, in Union
elaborated platforms like edX (edX, 2016). Each program of Soviet Socialist Republics (USSR) already in 1926 more
or a course has different degree of e-learning integration than 37,000 of students were accepted to distance
into academic process. New York University, Northern programs to MSU (Distancionnoyeo brazovaniyebiloest'
Arizona University, University of Michigan, University of ibudet. Istoriya, 2016). In 1990s, distance learning
California (Berkeley) and lots of other worldwide known underwent metamorphoses and due to technological
educational institutions offer distance learning as a way to boom mutated in e-learning (Terho & Onnela, 2006). Today
obtain the university degree on both under- and three main forms of learning are distinguished: full-time,
postgraduate levels (Top Universities Offering Online part-time, distance education, and, additionally, e-
Degrees in Business, 2015). learning which is more a learning tool rather than a study
mode. In turn, different sources distinguish such forms of e-
In the 18th century students could get necessary
learning as network, online and blended form of studying
information in form of books and lessons, and pass exams

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(Gaevskya, 2012). In 2013, 13.1% of US students were of learning?

enrolled into exclusively distance learning courses (Fast (2) What are students’ attitudes towards e-learning?
Facts, 2016).
(3) What is the readiness of students to participate in e-
However, a lot of criticism follows distance education ideas. learning?
Among the problems associated with distance education
Research Objectives
generally and e-learning particularly, the most concerns
There are two broader research objectives pursued in order
are about evaluation of such study mode, talking both
to answer these research questions. First, based on
about its quality and quality of knowledge the students get;
empirical study involving students in higher education
the technological and legal aspects and followed by these
identify students' knowledge and perception of e-learning,
two concerns, the question about value of online (or on
along with their attitudes and experience with it. Second
distance) obtained diploma arises (Willems, 2013). Overall,
research objective is to assess readiness of students to
in Europe, the development of national strategies and
engage in e-learning and determine their willingness to
initiatives for e-learning in higher education varies and so
pay for it. This study uses mixed methods to obtain answers
does the implementation (Gaebel, Kupriyanova, Morais, &
to the research questions. First, results of two focus groups
Colucci, 2014). Faced with new generations of students
are reported, followed by results of survey on 104
and competition from worldwide, higher education
respondents.
institutions now-a-days face the need to integrate e-
learning into their programmes. The researchers also want This article is structured as follows: following a brief
to contribute to the discussion in the present Journal and discussion on e-learning a literature review results of some
add a view from a different side than for example previous studies on e-learning from different parts of the
Dimitriadou, Nari and Palaiologou (2012) examined world are presented. This is followed by exploratory
teachers' perspectives towards e-learning and found research into perceptions and intentions of students
positive attitude and intentions of use in the future. Radda regarding e-learning. Besides, the results of focus groups
and Mandernach (2012) tackled the doctoral online results of survey among students are discussed. In the end
education from the side of its major concern being that the implications, limitations and opportunities for future
online learning is not as effective or valid as traditional research are explained.
offline learning. To build on their findings the researchers Distance Education and E-Learning
planned to examine this issue among undergraduate and Schlosser and Simonson (2009, p.1) define distance
graduate students. education as “institution based, formal education, where
Purpose of the Study the learning group is separated, and where interactive
The purpose of this study is to add to the body of knowledge telecommunications systems are used to connect
on e-learning by examining perceptions and intentions of learners, resources, and instructors”. Thus, by distance
students regarding e-learning. The context of this study is learning two things are perceived: (1) it could be
Slovenia, a country in Central Europe that has an considered to be a general term to define all types of non-
established national strategy for enhancing e-learning campus (or not pure campus) learning, and (2) the majority
(Gaebel, et al., 2014). However, especially the largest of researches link their works to this term while talking about
universities have not yet incorporated e-learning fully into full-time, on-distance courses which can be finished
their programmes. without constant physical presence of a learner in a
campus or with his/her presence only during the exams
Research Questions
and after finishing which a learner obtains his/her
The main research questions of this study addresses are:
academic degree. The main difference between distance
(1) How do students perceive advantages and education and simple distribution of study materials is in a
disadvantages of e-learning compared to traditional way

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way both parties get the feedback in its structure and the National University of Distance Education in Spain was
variety of channels are used (Aggarwal, 2007). Distance founded, and in 1974, University of Hagen in Germany
education and open learning are two different opened its virtual doors. Apparently, students' habits slightly
approaches, according to Edwards (Schlosser & changed. When talking about e-learning development in
Simmonson, 2009, p. 6) who states that “open learning Europe, it must be pointed out that, comparing to USA and
shifts from mass production and mass consumption to a Australia, Europeans are less inclined to e-learning process,
focus on local and individual requirements”. Usually by due to the preference of face-to-face ways of
open learning are meant free courses available for communication in all social activities (Gogos, 2014).
anyone. However, completing them does not mean Still, survey done by European University Association in 2013
obtaining an academic degree. among higher education institutions (Gaebel, et al., 2014),
Then, e-learning can be defined as “a set of practices that showed that, in Europe, there is an interest in this type of
uses technology-aided interaction to create, provide and education process. Almost all institutions that were involved
enhance learning” (Rice & Gregor, 2016, p. 2-3). Distance in sample are engaged in e-learning, which is actually
education can be divided by clusters based on frequency quite surprising. Most common form (91%) of using it in a
of attendance of the educational institution by a learner, way of blended process, which means that they are
and the amount of feedback he/she gets and provides. E- integrating e-learning into traditional studying process.
learning can be distinguished by the degree of technology Even more surprising is that 82% of institutions are already
integration into the study processes none, blended and offering online learning courses, which is even a step
fully integrated. The last relates to such-called virtual further. The presence and level of development of e-
universities (which are “institutions involved as a direct learning, depend of course upon the nature of the field,
providers of learning opportunities to students and is using furthermore is mostly implemented in business and
information and communication technologies to deliver its management and rarely in law and arts. What is really
programmes and courses and provide tuition support” interesting here is that 249 involved institutions with different
(Ryan, Scott, Freeman, & Patel, 2013, p. 2) and online mission and vision share quite the same motives for
programmes which can be offered by traditional implementing it. Furthermore, costs reduction and gaining
universities within distance education initiatives. a profit are hardly ever stated as motives. Rather than that,
The present research is focused on attitude of students they value more effective way of teaching time and
towards e-learning with full integration of technologies and greater flexibility in learning provision. E-learning on the
low degree of physical presence at the educational other hand demands a high investment, but does not
institution. guarantee returns on short term which is a reason why there
should be provided a national strategy of e-learning in
Overview of The State of Distance Education and E-
order to support the idea of online process among
Learning
universities and encourage them to consider about
This section gives an overview of the presence and
implementing a certain form of e-learning (Gaebel, et al.,
development of distance education and e-learning
2014).
around the world. Included are Europe, USA, Russia, and
In USA
Asia as the countries with most students and potential.
United States joined the distance learning group in 1874
In Europe
with Illinois Wesleyan University which offered both Under-
In the 18th century, the post services are developed and got
and Postgraduate distance education programs, and in
m o r e a f f o r d a b l e, a n d, a s a c o n s e q u e n c e,
1999, Jones International University got government
“correspondence learning” appeared. 20th century gave
accreditation. Today such programs are widely offered in
new technologies, and in 1969, the UK Open University with
top ranked universities. However, there is a noticeable drop
distance learning programs was established. Then, in 1972,

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off in interest towards it (Adkins, 2016). The development learning programs with possibility of obtaining state
rate for self-managed e-learning in the United States (US) is degree. This was a big step, and till now MTI is considered to
presently negative at - 2.7%; this is the first run through in the be one of the major distance learning institutions
historical backdrop of the US e-Learning industry that established in Russia. Together with it, Moscow State
development has entered negative area. Incomes in the University of Economics, Statistics & Informatics (MESI) is an
US will drop from the $21.3 achieved to in 2015 to $18.6 important university giving possibilities for e-learning, as
billion by 2020 (The e-Learning Guild Releases 2015 Global well. It invests $10–20 million yearly to develop its study
e-Learning Salary & Compensation Report, 2016). programs (Tihomirov: Graduate of Online Universities in
The Research Institute of America found that, e-learning Great Demand all over the world, 2015).
increases standards for retention from 25% to 60% while Researches show a stable and high demand for e-learning
degrees of consistency of up close and personal learning and distance education in Russia (Distance Education has
are low in contrast: 8% to 10%. This is because with e- been, is and will be History, 2016). However, there are still a
learning understudies have more control over the learning lot of concerns connected to quality estimation and
procedure and in addition the chance to return to the validity of online obtained degrees – mostly from the
preparation as required (Gutierrez, 2016). The US e-learning students' side. In difference, employers show higher interest
market has entered into another stage portrayed by towards e-graduates: they consider that, such students
commoditisation and item substitution. The incongruity of a have necessary for the modern world skills. Some studies
commoditised business sector is that huge volumes of show, that, till 2022, there will be a big segregation between
items are sold, however the costs are falling. online and offline studies. Learning won't be based on
Commoditisation is likewise portrayed by the absence of memorising material anymore, people will put more effort
separation in items (Adkins, 2016). in self-education, and e-learning has good perspectives
Regardless of size, companies are increasing their use of e- from this point of view. As for the future, in October, 2015,
learning. However, 41.7% of global Fortune 500 Russian Ministry of Education claimed a possibility of
Companies already use some form of technology to train equalising the distance learning with the full-time study
their employees (The growth of Global E-learning: E- mode (Tihomirov: vypusknikionlajnvuzovnarashvatvovsem
learning! Magazine, 2013). International Business Machines mire, 2015).
Corporation (IBM) saved approximately $200 million after In Asia
switching to e-learning, according to Dave Evans. With Asian e-learning and distance education tradition is quite
online learning, companies can reduce costs related to new: a lot of the first open universities were established in
travel, hotel rentals, equipment, and instructors, just to 1970s. From the beginning, there was not a lot of attention
name a few (Adkins, 2016). paid to the quality of education provided by the new study
In Russia trend, until in between 1990 and 2005 when the national
Distance learning in Russia appeared in USSR times. First accreditation agencies were formed. In Asia, distance
programs were launched already in 1920s. The main education has remarkable growth. Asian learning market is
reason was to increase the overall national education probably the most abundant for different distance
level, especially for ex-peasants and their families. Already education forms: open universities (public and private),
in 1930, distance learning programs were introduced in virtual universities, online programs – everything is present
almost every state university. The form of learning did not here (Jung, et al., 2013). Asian countries governments pay
change much from those times: now-a-days distance much attention to e-learning: Singapore scales-up good
programs students also come to their universities and practices of e-learning among teacher community. Hong
institutes twice per year – to pass the exams. And in 2000, Kong government creates digital classrooms equipped
MTI got government accreditations for a variety of distance with wi-fi, while in Taiwan government is more focused on

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teaching technology, and for Beijing government, the learning and distance education. Each focus group
infrastructure for curriculum delivery is much more consisted of 10 participants. For both groups half of the
important, they provide digital resources and e-textbooks participants were male and half female, aged between 20
geared to school curricula (Kong, Looi, Chan, & Huang, and 26 years. In the domestic (Slovenian) group, 6
2016). In India, e-learning has become increasingly more participants were undergraduate students and 4 were from
popular due to higher digital literacy and in part due to graduate programmes, while in the foreigners group 9
governmental pushes made by Department of Electronics students were undergraduate and 1 was studying at the
and Information Technology (Why E-Learning Has a graduate level. 3 participants of this group were from South
Promising Future in India, 2016). As far as outsourcing goes Korea, 2 from Germany, 1 from Spain, 1 from France, 1
India is a one of the most popular destinations as they offer from Croatia, 1 from Czech Republic and 1 from China.
high flexibility and competitive pricing as well as highly The focus groups were followed by the e-survey. All
motivated workers mostly fluent in English and ready to participants, both for survey and focus groups, were
offshore the time zone differences (Too Many e-Learning selected by non probability sampling methods and
Companies In India – How To Find The Best? – e-Learning recruited through Facebook groups of the school. Before
Industry, 2015). conducting the survey, the questionnaire was tested on 12
Research Design respondents. Online survey was active for seven days and
This study uses mixed methods research to get insights into during that time,104 complete entries were recorded. The
attitudes of students at a business school in a country of majority of respondents were female (66.3%), with age
Central Europe. In mixed methods research, researchers distribution between 18 and 32 years (M = 21.74, SD =
combine elements of qualitative and quantitative 2.06). 71.1% of the respondents were domestic, while
research to get a broad and deep understanding and 28.9% were foreign students.
corroboration (Johnson, Onwuegbuzie & Turner, 2007). This Results
study combines focus groups and survey to get deeper Results of Focus Groups
understating of the research topic and also to
The focus groups revealed a divide among students by
quantitatively measure attitudes and intentions of the
experience with e-learning as the domestic, Slovenian
population under study.
students did not have any e-learning experience.
The population for this research is defined as all students Moderator of Slovenian group focused more on the
studying at the Faculty of Economics University of Ljubljana opinion and attitude about e-studying and not on actual
(hereinafter: FELU) in 2015/16. The FELU is the first and only experience since the respondents did not even have an
Triple Crown (holding EQUIS, AACSB and AMBA option to try it at FELU. However, the foreign group was
accreditations) international school in Slovenia and the asked about their own experience, expectations and
broader region. It is both a national leader and an opinions.
internationally recognised academic and research
As expected, the foreign students group experienced
institution in the fields of Business and Economics that
various platforms as Coursera, EBS, Kahoot!, Duolingo and
attempts to become perceived as the world-renowned
Megastudy. Most of them quickly responded to association
institution for the quality of its academic programmes,
with convenience, while some went deeper with specific
education and research achievements (About the FELU,
brands or tools in e- learning. Few thought that, e-learning is
2016). It is important to stress that, in Slovenia, students are
not effective at all. Speaking of convenience, the majority
not yet very familiar with e-learning, because there are not
was not fond of home studying and preferred faculty
many providers of it (Sulcic V. & Sulcic A., 2007).
environment as it provides less distractions. Minority shared
First, two focus groups were conducted in order to get opinion on home as less stressful and more relaxing
deeper insights about respondents' opinion towards e- environment in which they thrive. The next question was

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about reasons why would they take an online class. of time. Some of them feel too lazy to come to class, and
Majority, including also the bigger group of those who the others also feel they could use time to research and
preferred faculty to home, said that time convenience focus.
would be that factor. Those with more academic interest Generally, the students expect to receive an additional
added new information and the ability to re-listen could value from an online course. They want the quality and
improve their knowledge and therefore final grade. efficiency. Mostly, students would use e-learning in
The group agreed that, a variety of courses is a must and informatics/computer work field, and the foreign
that the infrastructure should allow for play, pause and languages. As the biggest disadvantage, all the
rewind controls of an interactive course that tracks progress respondents mentioned difficulties in self-discipline and
and has all the theory in one place. Next, the participants lack of socialisation. A minority of the group had an
were asked if e-learning should be conducted through an experience of e-learning, and they mentioned
app or a website, and they agreed that, probably the best gamification as a good way of students' engagement. The
solution would be to offer both. Further on they all agreed brands connected with e-learning that come to their minds
that, e-learning has a big advantage in organisation of a are Google, Cambridge, Coursera, Khan, MOOC, EdX,
course (time, place, lecture length, etc.,) but that there is Babbel, TedEx, Podcast, Coffee Break, RFI, French Podcast,
the disadvantage in form of a lack of human touch and and Speaking Russian. The students would be willing to pay
professors opinion or help. Based on the previous from 0 to up to 100 EUR for participation in an online course.
experience, everyone really liked gamification factor of e- Half of the students would like to take an exam online (they
learning, but some noticed issues with sound quality in perceive they can have additional help), and half of them
videos that were recordings of a class in session. Trying to would prefer a traditional, on-campus way. Almost, all the
put a price tag on an e-course proved to be more difficult students would like the courses shared in a form of apps or
as some were of an opinion that it should be included in the videos.
tuition, while others agree that, it should cost from 30 to 100 Almost, half of the participants believe online learning
EUR per subject depending on the length of the course. could extinguish classic lectures. Moreover, the opinion is
The group of international students remained divided when very split about the popularity of online courses at FELU.
discussing the possibility of taking exams at home versus However, more than half of participants would be
faculty. It should be noted that, few seemed to be a bit interested in taking such a course at FELU.
confused as most was concerned with (lack) of possibilities Results of Survey
of cheating instead of the exam taking itself. Finishing up
Based on the responses, 81.7% of students would be
the discussion, it was asked if this type of education could
prepared to enrol into an online course if it were possible,
eradicate traditional concepts of education, and just little
while 18.3% are still not open to it. Percentages are
over half of the group agreed, while the minority strongly
approximately the same for domestic and international
disagreed. Nevertheless, the respondents mostly agreed
students, while in survey domestic students were more
they would partake in e-learning class/program if FELU
open to e-learning as in focus groups. When asked about
decided to offer it.
the extent of using e-learning software, most respondents
The domestic students almost did not have any experience (29.8%) are in favour of blended learning and would use e-
in distance education or e-learning, so the majority of the learning software more than lectures (60:40 in favour of e-
respondents connected the word e-learning to the word learning); 25% would prefer their studies to be based solely
“online courses”. More than a half of the students on e-learning, 19.2% would use e-learning software as a
answered, they prefer to study at faculty because they can supplement activity together with traditional lectures, 18.3%
work harder in the environment. The reason why they would when a problem arose that they could not answer using
take a class online was mostly that it would spare them a lot lecture notes, and the rest (7.7%) would not use it at all.

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Statement M SD learning than domestic (Slovenian) students. Although

Time organization is easier with e-Studying 3.84 1.01 Slovenia is a country with an established national strategy
E-learning provides better grounds for repeating of lectures 3.80 1.04 for enhancing e-learning, and while smaller competitors
E-learning requires bigger self-control and discipline 3.59 1.15
have established e-learning programmes, the leading
E-learning is going to positively Influence the final grade 3.58 1.08
business school in the country still delivers its programmes in
a traditional way with lectures taking place at the school
E-learning is an effective replacement for classic studying 3.45 1.19
premises. Results show that, students are in general
Online obtained diploma is equal to traditional degree 3.25 1.17
positively inclined towards e-learning and would be willing
Table 1. Descriptive Statistics for Attitudes of Students
towards E-learning
to take online courses. However, there are still some
reservations connected to it and the preference is towards
Next, attitudes of students towards e-learning were
the blended format. While in focus groups foreign students
evaluated (Table 1). On average, students agreed most
seem to be more interested in distance learning
with the statement that time organization is easier with e-
opportunities than domestic, the difference did not show
studying (M = 3.84, SD = 1.01), and that e-learning
on a larger sample. What is also interesting is that in spite of
provides better grounds for repeating of lectures (M = 3.80,
e-learning's European roots, the majority of students do not
SD = 1.04). On average, they also agree that, e-learning
want the full integration of IT into the study process,
requires bigger self-control and discipline (M = 3.59, SD =
meaning that, the traditional learning methods combined
1.15), and that e-learning is going to positively influence the
with IT are preferred. Notwithstanding the gained data is
final grade (M = 3.58, SD = 1.08). However, when asked
qualitative, exploratory research shows this conclusion as
about the more general comparison with traditional way of
an overall tendency in Europe (Gogos, 2014).
studying their average agreement was a bit lower. Average
Research results provided an insight into attitudes and
agreement that e-learning is an effective replacement for
intentions of students in the context of Central Europe and
classic studying was 3.45 (SD = 1.19), while even lower was
are based on a non-representative sample, which is one of
agreement with statement that online obtained diploma is
the major limitations of this research. The findings obtained
equal to traditional degree (M = 3.25, SD = 1.17). On
should be verified on a larger representative sample.
average, domestic students expressed higher level of
However, the purpose at this stage was to get initial insights
agreement with all the statements than international
and understanding of students' perceptions and attitudes
students. However, these differences were not significant.
in the environment where e-learning is not very developed.
Further, the researchers wanted to examine at which level
The results are also context specific. The attitudes of the
(Undergraduate, Graduate, Doctoral) students perceive
students towards e-learning might vary depending on the
that e-learning is an appropriate mode of studying. Most
type of university and the region; the students which might
respondents (76.9%) indicated that, e-learning should be
have to travel a lot between home and university could be
used at the Undergraduate level, 58.7% see it appropriate
more inclined towards it.
at the Graduate level, while only 35.6% perceive e-
The school where research took place is in process of
learning as appropriate for the Doctoral studies. When
incorporating e-learning. For successful implementation
asked about how much they would be willing to pay for e-
another research should be conducted on students taking
learning per course, answers were very diverse, ranging
test courses in order to find out how students liked the online
from 0 to 2000 EUR, with mode being 0 EUR (14.4% of
materials (additional explanations in the forms of videos,
responses) and median 120 EUR.
puzzles and quizzes to practice for exam and so on). After
Discussion and Conclusions
that, the faculty could decide whether to introduce some
This study addressed attitudes and intentions of students courses in fully online form, or just keep the partially online
towards e-learning. Results of this research indicate that, courses. This blended way of conducting a class is a softer
international students have more experience with e-

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ABOUT THE AUTHORS

Marko Tuševljak graduated from FELU with major in Marketing. He has worked as a tutor for foreign business students developing a
deeper understanding of their needs. He spent last few years helping with brand development of hotels in Slovenia and Colombia.

Lucija Majcen graduated from FELU, majoring in Marketing. Her interests are Asian markets and doing business with China, that is
why she is learning Chinese. She is also part of tutoring team for foreign business students in Ljubljana.

Lara Mervar graduated from FELU with her major in Marketing. She is also interested in Tourism and Entrepreneurship. This year she
co- established an Association of female students of Business Sciences to encourage others in active study process and therefore,
better opportunities for future career.

Taisiya Stepankina graduated from FELU, majoring in Marketing. Her interests are Data Analysis and Internet Marketing. She works
on a student job as Internet marketer to integrate practical knowledge into the theoretical one and to develop her professional
skills in this area.

Dr. Barbara Čater is an Associate Professor of Marketing at FELU, where she also received her PhD in Business Administration. During
her doctoral studies she has spent three months at University of Nottingham (UK) and she completed her master study at Drury
University (USA). Her research on Business Relationships and Green Marketing Strategy has been published in several international
refereed Journals.

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