Data types

There are primarily two kinds of data types that the researcher can use- secondary and primary. This research will utilise both primary and secondary data.

3.6.1 Secondary data

Secondary data is existing data that can be used for the research with any modifications if required. Secondary data, quite useful that the researcher can make use of existing data, thus minimising his/her data collection efforts. Secondary data is quite commonly used in the medical field and in other studies where it is logically not possible for the researcher to collect the first-hand data. For example, every few years governments around the world carry out cohort studies surveying almost every household in the respective countries. This is a large scale data, publicly available, mostly for free. It is logistically and financially not possible for any researcher to collect such large-scale data for any research and in such cases, using this secondary data is extremely useful.

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Interesting, however, it can be argued that almost all research uses secondary data to a certain extent in their research in the form of a literature review. Existing literature is a form of secondary data, as it provides insight into the subject domain under study; and forms the focus of most studies. This research utilises secondary data in forms of literature on subjects such as e-learning, challenges of e-learning, the role of technology, interactivity in e-learning, learning theories, service quality models etc. Existing literature on these subjects was collected and analysed in order to carry out an extensive literature review which informed the researcher of the key themes in the subject area. It was also used to identify the research gaps and corresponding research problem. The primary focus of this research is to study how delivery modes, language and interactivity effect the quality perception of e-learning. Extensive literature is available on these pedagogical aspects in e-learning as well on quality dimension. However, no research was found which empirically tested the link between pedagogy and quality perception of e-learning systems. This research gap was identified through an extensive review of the existing literature only. Based on the findings of the literature review, a conceptual framework was developed (Ali et al, 2017).

3.6.2 Sampling for secondary data

Secondary data was used for qualitative research in this research. In line with qualitative methods, a combination of theory-based, convenience, and purposeful sampling strategies were adopted (Miles and Huberman, 1994). The sampling involved the research articles with keywords “e-learning”, “challenges in e-learning,” “barrier of e-learning,” “effectiveness of e- learning”, “e-learning quality”, “service quality” and “e-learning content”. E-learning is about using the online material for learning and in this respect, this research is naturally aligned with the use of existing research for learning about different aspects of the research.

Reliability of sources was a concern. In order to overcome this, only high ranking journals were included. Using this approach allowed the researcher to find information from well referenced and well-renowned authors.

3.6.3 Primary data

Primary data is the data collected by the researcher himself for the purpose of the research. In this respect, the researcher has complete control over the data collection process. For example, the researcher can decide when and where to collect the data from, who will be the participant and how much data will be collected. Since the researcher is best aware of the data requirements of the research, his/ her control over the data collection process means that the data collected is high quality (Saunders et al., 2011). The researcher can use one or more data collection tools

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from the range of data collection tools available including but not limited to questionnaire surveys, interviews, focus groups, observations, participation, etc. Since the data collected is specific to the research, it is more relevant to the context of the study. This research will use questionnaire surveys as primary data collection instruments. These are discussed in detail later in this chapter.

3.6.4 Quantitative and Qualitative Research Methods

Research methodology is the overall strategy used for the collection and analysis of data. It has a strong link with the research philosophy (Dainty, 2008). Research methodology involves developing a strategy for collection and analysis of data. It mainly derives from the philosophical paradigm: If the researcher believes in the existence of the truth/reality, the best approach is to use the quantitative methodology in order to establish the reality. If the author believes in multiple realities, then use of qualitative methodology is most suited to understand all the perspectives of reality (Fellows and Liu, 2008). When the researchers believe in single reality, but multiple perspectives of that reality, then mixed methods are used first to establish the reality using quantitative methods and then understanding the different perspectives of that reality using qualitative methods (Fellows and Liu, 2008).

Research methodology can be broadly categorised as being qualitative and quantitative but a third category, mixed methods, which is a combination of qualitative and quantitative methods also exists. Quantitative research is often deductive in that it begins with an existing theory /hypothesis which is tested in the context of the research (Creswell, 2009). On the other hand, qualitative research is often inductive in that they are generally not preceded by existing theory/framework (Creswell, 2009). In another definition of quantitative research, Creswell states that quantitative research is a term that examines phenomena by collecting numerical data that are analysed by the use of mathematical-based methods. This type of research, as Hittleman (2002) expand, is characterised by the use of statistical analysis.

Qualitative research is open-ended and offers the researcher the ability to explore without limitations, however, this can also lead to ambiguity and lack of clarity on what the data is trying to reveal. In such cases, the qualitative research can provide divergent results and may fail to answer the question (Kothari, 2008). For example, in interviews, different individuals may express completely contradictory views leading to the researcher having ambiguous

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findings. On the positive side, a limited number of respondents may be sufficient to reveal rich insight into the phenomenon the researcher is trying to understand.

Quantitative methods are generally used when there is a large amount of data is available for statistical analysis. It helps in generalising the findings. One of the key benefits of quantitative data is ease of collection of data and analysis. Since the data is objective, it is easy to verify the data and even the findings, i.e. different researchers, using the same sample should arrive at similar findings. Quantitative research can lead to accurate findings, but the accuracy can depend on the sample size. However, quantitative research may not be suitable to explore phenomenon with little prior insight and is often limited in scope. Quantitative research is often used when generalisation of findings is required while qualitative research is often useful when the context of the study is important.

This research adopts a quantitative approach in part as quantitative methods are considered useful in e-learning research. One of the fundamental reasons for using quantitative methods is to determine whether members of a population share common characteristics. Use of quantitative approach can also inform elements of research that are used for general descriptions and statistical analysis. Quantitative research is appropriate for measuring both attitudes and behaviours and can be used to determine relationships between people and things (Chappell, 2000).

In this research, quantitate method is used to formulate an understanding of students’ perceptions about e-learning quality in relation to ‘service’, ‘system’ and ‘information’ aspects delivered in an e-learning system.