1. Assignmenton
Relevant Literature Review
Submitted to:
Dr. SaminaLuthfa
Assistant Professor
Department of Sociology
University of Dhaka
Date of Submission: 11.01.2015

2. Group no. : 15
Course name: Research Methodology
Course no. : 361
TITLE:
“Usage of Technology and Quality of Higher Education
in University of Dhaka.”
List of Group Members:
Name of Group Members Roll
1. NADIA AYMAN 67
2. MD. WAJADUL ISLAM 43
3. MD. RAFIQUL ISLAM 37
4. TASHLIMA AKTER 87
5. SWAPAN SARKAR 57
6. SHAFI ULLAH MD. NASIM 48
7. ABDULLAH AL MUJAHID 75

3. Contents
Part I. Literature Reviewon“Adoptionof educational technology tenyears
after setting strategic goals:A Canadian university case”
General Topic………………………………………………………………………………………………....1
Variables………………………………………………………………………………………………………….1
Research Questions………………………………………………………………………………………...2
GeographicalLocation……………………………………………………………………………………..3
Research Method…………………………………………………………………………………………….3
Findings of the Study……………………………………………………………………………………….4
Limitation by My Perception…………………………………………………………………………....5
Strength by My Perception……………………………………………………………………………….6
Part II. LiteratureReview on“Mega-universities andKnowledge Media:
Technology Strategies for Higher Education”
General Topic…………………………………………………………………………………………………….8
Variables…………………………………………………………………………………………………………….8
Research Questions……………………………………………………………………………………………8
GeographicalLocation………………………………………………………………………………………..9
Research Method………………………………………………………………………………………………..9
Findings of the Study………………………………………………………………………………………...10
Limitation by My Perception………………………………………………………………………………11
Strength by My Perception…………………………………………………………

4. Literature Review on
“Adoption of educational technology ten years after
setting strategic goals: A Canadian university case” by
George Zhou & Judy Xu
General Topic:
This study collects information regarding what experiences, perspectives, and
expectations university instructors have for professional development and seek a
solution to promote a wider, more in depth use of technology. It explores the
interplay between instructors' concepts of teaching and use of technology, and
searches for the best solutions to help them use technology more effectively. This
article have indicated that there exist numerous barriers against university
instructors adopting educational technology and more studies are necessary to help
develop solutions.
Variables:
There are three types of variables found in this research. They are:
1. Dependent variable: All instructors and students including faculty members
and sessional instructors at the University of Alberta participate in this
research are dependent variables.
2. Independent Variable: Adoption of educational technology remains
independent variable in this research.

5. 3. Intermediate variables: There are three types of factors influencing the
adoption of technology at universities which plays the role of intermediate
variable. They are:
i. Technical factors,
ii. Individual factors and
iii. Organizational factors.
Research Questions:
1. Resident/ non-resident:
2. Age:
3. Sex:
4. Education:
5. Rank:
6. Contact number of the interviewee:
7. Questions related to the university instructors' concept of teaching:
a. What are the uses of student centered teaching approaches?
b. What are the importance of teaching goals relative to teaching subject
content?
c. What are the perspectives of teaching?
d. How are the Criteria for teaching success?
8. Questions related to use of technology:
a. Is there any experience in using computers for Studying? For how long you
have the experiences?
b. Do you feel comfort with the use of computers?
c. How are you expertise in using a variety of computer tools (Web searching/
browsing, PowerPoint, Spreadsheets, Database, Webpage creation/ editing/
publishing, Photoshop, WebCT, Blackboard, etc.)?
d. Do you agree or disagree with following statements:
 Students communicate better with the instructor and classmates
 Students are better able to manage their learning
 Students can learn the material more easily or thoroughly

6.  Faculty is better able to present more complex material
 Faculty can spend more time with individual students
 Faculty can spend less time lecturing
 Faculty can spare time from teaching for research
e. What are the barriers in using computers (lack of instructors, time, tools,
experiences, rewards etc.)?
f. What are the sources for computer users acquiring computer skills for
teaching?
g. What are the sources where computer users gained pedagogical knowledge
for using computers?
Geographic Location:
This research was conducted at the University of Alberta, a large, prestigious
university located in western Canada and enrolling over 35,000 students. In its
vision statement, the university aims to "become indisputably recognized,
nationally and internationally, as one of Canadian's finest universities." The
mission of the university is stated to "serve our community by the discovery,
dissemination and application of new knowledge through teaching and research."
Research Method:
In this research, researchers basically used Qualitative method. All instructors
including faculty members and sessional instructors at the University of Alberta
were invited to complete an online survey. The survey used Likert scale, ranking,
yes/no, fill-blank, and open ended questions to assess instructors' concept of
teaching and collect information about their use of computer technology. It had 30
questions, but most of them included multiple components. Participants were asked
to provide a total of 111 responses. The survey was piloted with a small number of
instructors before being administered widely. It took approximately 30 minutes to
finish.

7. The survey consisted of three parts. The first part assessed university instructors'
concept of teaching from four different aspects. The second part focused on
instructors' current use of computers, expertise in computer technologies, perceived
impacts of computers on teaching and learning, factors influencing their use of
computers, barriers to the use of computers, experiences and preference in
professional development. The third part collected demographic information. At
the end of the survey, a couple of open ended questions provided participants with
an opportunity to give more detailed feedback on any topic covered in the survey.
Five focus groups were conducted with voluntary participants from different
Faculties, to collect qualitative information for an in depth understanding of the
topics covered in the survey. These five interviewees came from Faculties of
Science, Business, Medical Science, Agriculture and Education respectively. Each
interview lasted about one hour. Focus group discussions and interviews were
recorded and transcribed by a research assistant for analysis.
The quantitative survey data were analyses with SPSS software. Both quantitative
and qualitative analyses were validated by at least two researchers.
Findings of the Study:
Past studies indicates that adoption of technology has positive influences on
learning process in higher education. According to an Australian journal "Adoption
of educational technology ten years after setting strategic goals: Canadian
university case", computer based educational technology has the potential to
improve teaching practices in higher education. Studies have indicated that there
exist numerous barriers against university instructors adopting educational
technology. Educational technologies serve our community by the discovery,
dissemination and application of new knowledge through teaching and research.
Several plan in higher education defined e-learning as teaching and learning
through information and communications technologies that may include, but are
not limited to, the following: presentation technologies (e.g. Power point), the
internet, video conferencing, email, disciplinary software, learning management
systems and educational games. It believes that e-learning has direct relationship

8. with two major university themes, namely improving the quality of undergraduate
experience and focusing on the teaching and research continuum. E-learning offers
possibilities for active teaching and learning processes despite large class sizes,
increased access to teaching and research information. Earlier studies identified the
lack of training as one of the main barriers to use of computer technology. Later
studies continue to advocate the importance of professional development for
helping university instructors adopt technology. Participants were asked about how
comfortable they were with the use of technology in teaching. Among the
computer users group, 78% felt comfortable, 17% felt somewhat comfortable, and
only 5% did not feel comfortable.
However two aspects need to be considered for the use of technology in Higher
education which promote or enhance higher education. Firstly, the university needs
to modify its reward system so that it will better recognize the effort and
scholarship of using computers in teaching. Secondly, an effective channel needs
to be found to deliver to instructors’ positive evidence and successful cases
concerning the use of computers and technology.
Limitations by My Perception:
1. Lack of support to help instructors uses technology. Approximately 15% of its
instructors had started using computers in teaching when the strategic plan was
formed.
2. Exist of technical factors includes variables like access to technology, technical
support, etc.
3. Access of individual factors include the available time that university
instructors can spend in learning how to use technology, their tolerance of
possible failures in using technology, and their beliefs in the effectiveness of
technology in enhancing teaching and learning.
4. Access of organizational factors, such as a technology strategic plan,
administrative support, professional development, and an incentive policy,
could influence the adoption of technology.

9. 5. The limited number of available supplementary materials and web engaged
activities may be one reason for this; an important reason comes from an
instructor's concept of teaching.
6. Unknown of how to use technology with pedagogical effectiveness.
7. Lack of training as one of the main barriers to use of computer technology.
8. Hardware or software is unstable and always breaks down.
9. There is no recognition from the university or department administration for
using computers in teaching.
10.Insufficient time to develop instruction that uses computers.
11.No reward from the university or department administration for using
computers in teaching.
12.Limited research literature that shows significant improvements in learning as a
result of using computers.
Strength by My Perception:
1.E-learning offers possibilities for active teaching and learning processes despite
large class sizes, increased access to teaching and research information, and
facilitating collaboration with local and remote instructors and researchers.
2. Computer based educational technology has the potential to improve teaching
practices in higher education.
3. During the past ten years, several organizational units including the e-learning
group at the Computing and Network Services, Academic Technologies for
Learning at the Faculty of Extension, and Arts Resource Center at the Faculty of
Arts, were set up to promote the use of technology by providing technical support,
professional development workshops, and instructional design services.
4. Three types of factors influencing the adoption of technology at universities:
technical factors, individual factors, and organizational factors.
5. Web enabled supplements provide students with access to course related
materials they would otherwise not have the opportunity to study.

10. 6. Web engaged activities provide students with information processing tools and
promote higher order thinking.
7. Information dissemination uses of course web pages were far more common
than web enabled supplements or interactive activities
8. Technology may make content delivery more efficient and less expensive,
9. To triangulate the survey data, five focus groups were conducted with voluntary
participants from different Faculties, to collect qualitative information for an in
depth understanding of the topics covered in the survey.
10. More and more instructors have started to use technology and become familiar
with it.
11. A web link for the online survey was sent through an automatic email dispatch
program to approximately 2500 email addresses.
12. Male instructors, younger instructors than 35 years old, and associate
professors are slightly over-represented in the sample as a model of random
selection.
13. Approximately 90% participants reported that they used computer technologies
in teaching (computer users) while 10% did not use computer technologies other
than word processing and email tools (non computer users).
14. Approximately 52% of the computer users had used computers in their
teaching careers for more than five years, 36% between two and five years, and
12% less than two years.

11. Literature Review on
“Mega-universities and Knowledge Media:
Technology Strategies for Higher Education”_ by
John S. Daniel
General topic:
This study mainly discusses about the methods of education and learning with
reference the mega universities in implication of technology and media networking
in different fields of education sectors around the world.
Variables:
In this study, technological impact is independent variable and the mega
universities and conventional universities are dependent variable. Because, recent
education system is mainly technology oriented. Especially, the students of mega
universities use new technology to increase their competitive advantages in the
wider context of changing competitive environments.
Research Questions:
1. Address:
2. Age:
3. Sex:
4. Education:
5. Rank:
6. Contact number of the interviewee:
7. What is the empirical influence of new technology for the developing
knowledge capacity over the quality of education in the mega universities?
Is the main question of this study?

12. 8. May mega universities have significant and growing international law?
9. What is the role of new technology on the mega universities?
10.How to apply the new technology on these institutions?
11.Is it possible the implication of new technology on these institutions at all?
Geographical Location:
This is a thesis in the Department of Education for the Degree of Master of Arts
(Educational Technology) at Concordia University located in Montreal, Quebec,
Canada. It is conducted by John S. Daniel and published by National Library of
Canada. This thesis contributes to the most important educational phenomenon, the
development of distance learning in the last twenty years and the challenges it now
faces. In 1995, among some fifty public institutions around the world dedicated the
distance education, there were ten large tertiary-level institutions with enrollments
of over 100,000 a year. Their combined enrollments exceeded two millions
registered students.
Research Method:
This study employs a variety of method to match the different types of analysis
required. This research has been measured by qualitative variable in which we can
see the impact of technology in higher education of mega universities around the
world. The world educators should aim to develop the potentiality of people and
meetings this challenge will require most cost -effective method for education and
training. The lower unit costs of these mega universities, compared to the
conventional class room based universities have impressed policy makers.
Absolute size is more an appropriate measures than size of relative to population.
Some argue that the convergence of computing, communications and the cognitive
science has produced technologies whose potential in education is superior, in
qualitative manner.

13. Findings of the study:
1. It focuses on the strength and weakness of these systems drawing on porters
approach to the competitive advantages of organizations.
2. Distance education is the instructional method which brings educational
attainments and acquisitions of skills and training.
3. Correspondence education has a contribution to create students centered learning
system in the modern multimedia distance education
4. New technology has brought about remote class room teaching systems through
audio and video conferencing.
5. The remarkable database and the documentary resources of the International
center for distance learning had helped to carry out a series review of the mega
universities and the open universities.
6. The objectives of this study is the advancement and dissemenation of learning
,knowledge by teaching and research, by a diversity of means such as brodcasting
and technological devices appropriate to higher education ,by coresspondence
tuition and residential courses ,seminars in other relevant wayes and by a diversity
of means including the use of any communication technology.
7. Mega universities change their teaching and support systems with the help of
implementing technological strategy.
8. Distance education has evolved with two generation, correspondence courses
and multimedia packages but, knowledge media represent a third generation that
support the open learning which enriches the distance education by giving students
rapid communication with the people and learning resources of the academic
community.
9. Distance teaching universities can be cost- effective in comparison with the
conventional universities.
10. Mega universities have a prominent role in the national higher education
strategy and national policy in each country.

14. 11. This imperative research gives special significance to a successful alternative
instructional technology that has yielded the economics of scale associated the
mass production of industry.
12. The separation of institution and student in both time and space requires the use
of media communications for increasing knowledge and education.
13. Remote-classroom system (distance education) has found it necessary to
modify conventional classroom (correspondence education).
14. The sole purpose of using audio-visual media is to enhance the learning
registered students, it is better to make them available as an audio cassettes and
video cassettes.
15. Distance education included only the possibility of occasional meetings for
didactic and socialization purposes.
Limitations by my perception:
1. It is very large research there may be the existences of biasness in the research.
2. As it is a worldwide research it includes many more mega universities over the
world.
3. It is also an expensive research these might be the existence of time, money,
information loss.
4. As it needed a large number of people so there might be any fault in selecting
its sample.
5. It focused only upon technology but mega universities were not developed only
by the contribution of technology.
6. Since, the Mega universities have large number of students so it is difficult to
bring out a good result.
7. Despite the dramatic technological developments in the twentieth century there
are few instances where alternative approaches to an education and training
have reduced costs.
8. The scarcity of physical resources may limit the quality of the material
environment in which many people live.

15. 9. There is no greater access to internet, satellite and terrestrial broadcasting for
TV or Radio.
10. Mega universities are large and complex institutions.
11. It is difficult to use TV, which is expensive and does not reach students in rural
areas.
12. in some countries, cultures is unfavorable for distance learning.
13. University trained peoples who could act as tutors are also in short supply,
especially in rural area.
14. Low social recognition of distance education as the major obstacle for
implementing distance education.
15. The weakness of remote-classroom systems is that students are still constrained
by obligation of attendance at a set time and place.
16. The major perceived weakness of correspondence education is the extent and
immediacy of interaction.
17. Poor reliability of the computer network in local study center.
18. In most areas, the mega universities will seek to be leader in the application of
technology rather than developers of the technology itself.
Strength by my perception:
1. New technologies lead to distance teaching institutions to serves to students
beyond their national boundaries.
2. Many mega universities enroll thousands of students outside their own
countries; they are the part of the global enterprise of education and training.
3. Satellites could transmit video signals to remote class room network.
4. Mega universities use media with multiple objectives and mind.
5. Ordinary working people could study part time from home.
6. Remote class room approach is it’s potentials for interaction between students
and teachers and between students.

16. 7. Governments created their mega university for increasing access to higher
education at low cost.
8. As the cost of telecommunications decline remote class room teaching will be
an increasing viable option even where numbers are small.
9. Class room instructors believe they can adapt they can adapt relatively easily to
the demand of teaching over video or video link.
10. Video transmissions are described as tools of motivation which break down
geographical isolation.
11. Video transmissions are described as tools of motivation which break down
geographical isolation.
12. Average cost- per students is decreases very slowly.
13. Technological developments have reduces the entry barriers to distance
education so that economics of scale are no longer always pre-requisite.
14. Many mega universities have privileged access to communications facilities.
15. Distance education has evolved as a function of time, place, and technology.
16. The developments of telecommunication produce a new interest in the remote
class room method of distance education.
17. The key strength of correspondence study is its flexibility for both students and
institutions.
18. Mega universities have interrelationship with institutions like BBC.