The use of Technology in Higher Education

Over the past few years technology has made a huge shift in the primary, secondary and higher education as well as to how students adopt these technologies for their course work. It is clear that British universities have realised the importance of adopting modern technology, as well as to increase their expertise and investing largely into virtual learning system, online learning management systems and providing the lectures rooms with the modern and latest technology. This in turn has enabled universities to becoming much more hands-on and in recognising the added value that these virtual and learning online systems that can make to the student learning experience better. There are many online resources, for example online reading material, journal databases access, lectures slides, discussion forums just to name a few.

Although, there are still large number of students who find the transition to higher education (i.e. universities) strenuous until they become accustomed to the academic language, the concept of independent learning and class room participation. The student experience is under developed in regard to adopting and using technology for educational purposes. For example, submitting an assignment online, using various learning management systems and virtual learning environments to name a few.

A number of students perceived the sole purpose of using the technology is to access the online media such as using social network, instant messaging and audio/video to name a few. In general, students have reported that depending on what training they have undergone or is available to them in adopting and using e-learning resources has had or will have a significant impact on their overall e-learning experience whilst studying at university either it’s being in a positive or negative way.

Additionally, many university students (i.e. academic literature) have also highlighted the complexity of adopting new learning styles and teaching methods all through the student’s studies. It is therefore, apparent that students still believe to some extent the best learning method is the traditional way of face-to-face learning and the delivering of lectures by academic staff in the conventional classroom environment. This enables the students to engage with other students and teachers as well as receiving prompt feedback if and when required.



Presentation at Inted Conference

I am presenting on ‘gender based e-learning experience’ on Monday 7th March in the International Technology, Education and Development Conference 2011. This conference will be held in Valencia, Spain from 7th March to 9th March 2011.

I have submitted a paper for the International Technology, Education and Development Conference 2011. This paper will be published in the conference proceeding and can be accessible from INTED website (digital library). This paper has been written by myself and Carmel’s. This paper has highlighted the gender based e-learning experience in the Pakistani universities. This paper has covered the resources provided by the universities to the students and their experiences of using these technologies in the education.

An overview of the conference paper

The purpose of this paper was to highlight the current e-learning experience in Pakistan for both male and female undergraduates within universities. There is no study (to date) has focused exclusively on ‘gender’ in the e-learning experience and how gender differences affect the development of e-learning and how these factors can be overcome to improve the overall experience in Pakistan. This paper has identified numerous factors that affect male and female undergraduates in their e-learning experience within the two universities in Pakistan. It has measured the extent to which these factors affect gender. The paper has concluded with a number of recommendations for improving e-learning and how these differences can be overcome.

The results have verified that there is great potential and scope for e-learning development in Pakistan. The analysis of the quantitative and qualitative data has highlighted several factors that affect both male and female undergraduates. However, the results have exposed a number of factors that tend to affect female students more than compared to their male counterpart. These factors identified ranged from lack of infrastructure, government support, and computer literacy to mention a few. From these results a number of recommendations have been made on how the e-learning experience in terms of gender could be improved for further university students within Pakistan.

This study has provided an insight into the e-learning experience within Pakistan focusing on gender differences regarding the use of e-learning. This paper contributes to knowledge by beginning to fill these gaps and addressing the need for additional work.

Overview of the conference

INTED2011 will be an International Forum for those who wish to present their projects and innovations, having also the opportunity to discuss the main aspects and the latest results in the field of Education and Research.
The general aim of the conference is to promote international collaboration in Education and Research in all educational fields and disciplines. The attendance of more than 500 delegates from 65 different countries is expected.

Two ISBN publications will be produced with all the accepted abstracts and papers that will serve as a database of innovation projects in Education and Research.

Keywords: Pakistan, e-learning, gender, education, experience

Presentation at ECEL 2010

I have submitted my first academic paper (gender based study for e-learning in Pakistan) for the European Conference on E-Learning (ECEL) 2010 and it’s been accepted for the conference preceding. This paper has published in the Electronic Journal of e-learning (EJEL). I have had an opportunity to attend the conference and give a presentation of my present at the conference. This conference was held atInstituto Superior de Engenharia do Porto, Porto, Portugal’ on 4th and 5th November 2010. I will upload my presentation along with audio recording.


The purpose of this paper was to highlight the problems affecting male and female students in e-learning in Pakistan. E-learning is not a new phenomenon in Pakistan. A number of studies have been carried out to assess the impact on e-learning. However, to date no study has focused specifically on ‘gender differences’ affecting the development of e-learning and how these factors can be overcome. This paper has identified a number of gender problems associated with e-Learning in Pakistan. It has measured the degree to which these factors affect male and female students. This paper has concluded with a number of practical recommendations for improving e-learning and how these gender differences can be overcome.


This comparative study has compared and contrasted an equal number of male (125) and female (125) school leavers (age 16) in ten (five girls schools and five boys schools) state schools in five different cities across Pakistan. The data was collected through 250 online completed questionnaires sent to school leavers through a survey software (SurveyMonkey). These matched samples were used to identify and explore the root causes affecting male and female students in e-learning development. This was followed by six in-depth semi-structured interviews (three male and three female students) in order to gain a comprehensive understanding as to why these various issues in the questionnaire disadvantaged the use and development of e-learning.


The results confirmed that there is a great scope for e-learning development in Pakistan. The findings showed a positive attitude among students regardless of their gender in consideration of using e-learning either currently or in the future. However, male students have tended to be exposed and encouraged more in the use and development of e-learning as compared to female students. Thus, a number of problems have disadvantaged many students from taking full advantage of e-learning and its benefits. The originality and the novelty of this paper is the distinctive methodological framework adopted. No other study (to date) has conducted a comparative study of male and female students in terms of e-learning development. There is only a limited amount of work available on e-learning and gender related factors, this paper therefore seeks to fill this gap and contribute to knowledge in the ICT sector.