A case study is a research approach applied to investigate a specific phenomenon within a real-life context and is employed to provide answers for questions [127]. For the aim of this thesis, knowledge has been generated from experimental studies, to explore and investigate the main research questions in chapter 1. A number of case studies were conducted, to collect feedback from students. This was
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done, e.g., in order to gather information from students regarding their perceived acceptance towards the different types of e-learning systems. The chosen research methods to collect data for this study were: survey (questionnaire) [128], interviews [129] and focus groups [130] methods, to achieve the thesis objectives. These methods are further described below.
3.3.1 Questionnaires
The questionnaire method is categorised under the quantitative and qualitative data research methods. That is, it can be used to generate quantitative data (i.e., numbers) and qualitative data (i.e., via open questions). The questionnaire is one of the most commonly used methods in technology acceptance research [131]. The questionnaire method is ‘a set of fixed format, self-report items that is completed by respondents at their own pace’ [128]. In the questionnaire, the researcher determines a sample to collect quantitative data by questionnaire. Then, the researcher statistically analyses the data, to draw conclusions [132]. There are various advantages of using a questionnaire. The questionnaire can be employed to investigate broad areas of topics and samples, to assess or explain any generalised aspects [133]. It is more economical and practical than other methods, such as interviews. It can be sent by mail or email, or it can be posted online inexpensively in a short period of time [134]. The outcomes of the questionnaires can generally be rapidly and effortlessly calculated by either an investigator or using a software package. In this thesis, the researcher used the questionnaire because quantified data can be utilised to compare different types of e-learning systems. Additionally, the researcher is female. Females are not allowed to enter the men’s campus in Saudi Arabian universities because the separation of genders is obligatory and the classes for each gender are in separate buildings (see more discussion in Chapter 5). The questionnaire could be distributed by the investigator or by any number of persons. Therefore, the researcher utilised the questionnaire, and it was given to the staff in the men’s campus at the University of Taibah.
3.3.2 Interviews
Interviews are ‘discussions, usually one-on-one between an interviewer and an individual, meant to gather information on a specific set of topics. Interviews can be conducted in person or over the phone. Interviews differ from surveys by the level of structure placed on the interaction’ [129]. There
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are three types of interviews. The first type of interview is the structured interview, which is predetermined and standardised. The conversations include specific questions, and the answers are usually close-ended. The second type of interview is the unstructured interview, which is not predetermined and standardised. Unstructured interviews are open-ended conversations. The third type of interview is the semi-structured interview. In this type, the investigator ‘has a list of questions on fairly specific topics to be covered, often referred to as an interview guide, but the interviewee has a great deal of leeway in how to reply’ [135]. In this thesis, the investigator used semi-structured interviews at the end of the empirical study, to attain additional insight into the students’ perceptions of the different types of e-learning systems (Chapter 4).
3.3.3 Focus Groups
The focus groups method is classified under the qualitative data research method. Focus groups are ‘dynamic group discussions used to collect information’. Focus groups are a method of group interview, where the dependence is on the communication within the group, which discusses a topic given by the investigator, to produce detailed information from several people, rather than a personal opinion. Focus groups can be used as a main technique, or with other methods (such as questionnaire or interviews) for data collection, to gain more information in the research. Researchers can use focus groups at any stage of their study, such as at the preliminary or exploratory phases of a study, or programme of activities development, or evaluation. Focus groups have been used for several aims. For example, they encourage new ideas and perceptions for both the investigator and the participants, allow gaining knowledge or impressions about the product, collect general data about a specific topic, produce new hypotheses for future research opportunities and define what further research implements may be valuable for development information gathering [130]. Focus groups have many advantages. For example, focus groups can save time, when compared to several one-to-one interviews. They are useful for gaining in-depth data about individual and group opinions, perceptions, and feelings. They provide the chance to search for clarification [129].
In this thesis, focus groups were used after the running of the experiment, to confirm and clarify the outcomes of the surveys. They were implemented as a small-group discussion, guided by a researcher.
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They were used to learn more about students’ perceptions on different types of e-learning systems. The researcher started by providing clear explanations about the purpose of the group. Participants (students) were encouraged to feel free to converse openly. Students were encouraged by the researcher to not only express their own attitudes toward different types of e-learning, but also respond to other members, and to questions asked by the researcher, to offer a depth and variety to the discussion that would not be obtainable through surveys (see Chapter 3).