papel de educacion de linea en la construcción de imagen de marca.pdf

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Role of Online Education in BuildingBrand Image of Educational InstitutionsPapel de la educacin virtual para desarrollar la marcade instituciones educativas

Parikshat S. Manhasi

Received: August 28, 2011Accepted: December 18, 2011

bstractIn this article we try to present the general impression that online learning/real time virtual learning conveys. The myriadinterpretations of online education are depicted elaborately along with its advantages and influence on various stakeholders.The disadvantages of online education reveal their apparently po tent drawbacks, which are then trailed by opposing views.These view s give con crete justifications against the so-called shortcomings ofonlinelearning and enlist the techniques usedto tackle them.Besides of what online education does for students, learners and tutors at large, it also confers some potential by -products,such as helping buildastrong brand image of educational institutions that offerit Although educational institutions worldwideare employing online learning resources to create a brand image for them selves, a well-worn discussion has to be mooted tounderstand the implications of their usage.Keywords Online education, E-leaming, brand image, educational institutions, real time virtual learning.ResumenEn este artculo nos proponemos presentar la impresin general que el aprendizaje virtual/tiempo real del aprendizaje adistancia transmite. Las miles de interpretaciones sobre la educacin virtual se describen esmeradamente junto con susventajas e influencias sobre sus diversos actores/participantes. Las desventajas de la educacin virtual revelan sus apa-rentemente grandes inconvenientes, las que luego son expuestas por las opiniones contrarias. Estas opiniones ofrecenjustificaciones concretas en contra de los llamados defectos del aprendizaje virtual y se apoyan en las tcnicas que usanpara enfrentarlos.Aparte de lo que la educacin virtual hace con los estudiantes, aprendices y tutores en general, tambin trae como con-secuencia algunos resultantes poderosos, como es ayudar a construir una imagen slida de la institucin educativa que laofrece. Aunque las instituciones educacionales en el mundo estn empleando recursos virtuales de aprendizaje para crearuna imagen de marca propia, un muy conocido debate se plantea para entender las implicaciones de su uso.Palabras clave Educacin en lnea, E-leaming, imagen de marca, institucin educativa, educacin virtual en tiempo real.

1. Associate Professor of he Business School TBS), and Coordinator of Global Understanding Course, University of Jammu,Jammu,Tawi, India. .


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7 Joumal of Economics, Finance and Administrative Science June 2012

I N T R O D U C T I O N

Online Education is synonymous to distance leamingor e-leamirig and is referred to as such as opposed tothe orthodox mode of leaming. In this leaming optionstudents are not obliged to attend classes; they do nothave to study by listening to the teachers face to faceand scribbling do wn w hat they hear without interaction,making a statement or exchang ing a few wo rds. Onlineeducation is a student-oriented fashion o f leaming. If weare to gauge its efficiency by the yardsticks o f flexibility,group co ncurrence, self-paced leaming and the rest, thenonline-leaming has no parallel. How it is a befittingsubstitute for traditional education systems is accountedfor in a thread-bare discussion in this article.

In the present scenario, education and leaming dras-tically shift from traditional method to technologicalfiamework. The role of technology and the educationalinstitutions imply that technological m edium s are ableto build up their educational institutions as well as theirmeans for providing the education as a global brand.The main idea behind the educat ional prac t ice is E-L eamin g and, with the advent of online mediums,numerous educational researchers and practitionersinvestigated the various aspects of leaming such aslearning strategies, leaming environments, leamingmotivation, conceptual development as well as cogni-tive development and cogn itive growth during leaming.Liaw, Huang & Chen (20 07) focus on the use of Infor-mation Technology and the Intemet as a teaching andleaming tool which is rapidly expanding into today'sleaming environments, where online leaming deliversa broad array of solutions that enhances kno wledge andperformance using Intemet technologies. According toManhas (2010), the competition is so high that no or-ganization, be it management schools or other institu-tions, can exist without innovative ideas and, of course,everyone is using electronic tools for su rvival.

Th informa t ion and communica t ion sys tems ,whether networked or not, serve as specific media toimplement the leaming process. The term will still mostlikely be utilized to reference out-of-classroom andin-classroom educational experiences via technology,even as advances continue in regard to devices andcurriculum. E-leaming is essentially the computer and

network-enabled transfer of skills and knowledge. E-leaming applications and processes include Web-basedleaming, computer-based leaming, virtual classroomopportunities and digital collaboration. Content is de-livered via the Internet, intranet/extranet, audio orvideo tape, satellite TV, and CD-ROM. It can beselfpaced or instmctor-led and includes media in the formof text, image, animation, streaming video and audio.Abbreviations like CBT (Computer-Based Training),IBT (Intemet-Based Training) or WBT (Web-BasedTraining) have been used as synonyms to E-leaming.Today on e can still find these terms being used, alongwith variations of E-leaming such as eleaming, Eleam ing,and eLeaming.

Developments in intemet and multimedia technolo-gies are the basic enabler of E-leamin g, with co nsulting,content, technolo gies, services and suppo rt being identi-fied as the five key sectors of the E-leaming industry(Nagy, 2005). Thus, online leaming has started and isgaining popu larity in many universities in recent years.For example, most of the universities in Malaysia useonline leaming to supplement regular campus instruc-tion (Ibrahim, 2002).

It is plain to observ e that researchers are in comp leteagreemen t that one of the key attributes of company,if not the key attribute, is the brand image. In addition,establishing a strong brand im age is indeed a powerfulway of developing market power, which consequentlyhelps to create a tight control over its position within themarket. Due to barriers to entry, a rounded marketingplan should focus on all aspects of the marketing mix;this also helps to retain a consistent con sumer interest.On som ewhat similar lines this research helps to gaugethe reaction of the general public towards online educa-tion and its impact/contribution in building brand imageof educational institutions. We know that in today'scompetitive world educational institutions also needto have a positive brand image in order to attract thebest students and retain the best talent.

LITERATURE REVIEW

Online education can be defined as an approach to teach-ing and leaming that utilizes Intemet technologies to

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Vol. 17,N32 Manhas:Role ofOnline ducation inBuilding rand Image of Educational Institutions

comm unicate and collaborate in an educational context.This includes technology that supplements traditionalclassroom training with web-based components andlearning environments where the educational processis experienced online (blackboard.com).Online Education is a multi-tier pyramidal frame-work that is tailor-made for those galaxies of studentswho yearn for flexibility, leverage, self-paced learningin this can't-breathe-a-second way of living. Many starkflaws of traditional educational system take a heavytoll on students who , due to sundry comm itments, suf-fer dearth of time, money and energy to comply withthe run-of-the-mill and stringent schedules of conven-tional mod e of learning. One gets incited to appreciatethe student-focused benefits endowed by Online Educa-tion that is entirely elusive in the orthodox method ofeducation. In fact, in the domain of Online Educationthe focus shifts from a brick and mortar institution toa congenial abode for the students or any place of theirchoice which is conducive to their comfort, morale andproductivity and where they can lend ample focus totheir work withou t being drifted off-track. Simply put,student-oriented education turns out to be the norm inOnline learning. With the manifestation of Internet,Online Edu cation is also marching along side it, remov -ing barriers while imparting higher education to itsstxidents with mo re emph asis on global interaction andlatest expansion of knowledge (Rafi, 2010).

Online learning is a form of distance learning-form alstudy in which teacher and learner are separate in timeand space (Smith & Blom eyer, 2005). Distance learning,where the bulk of instruction is offered via computerand the Internet, is called online learning (EC, 2000).It is, somehow, similar to e-leaming. Tavangarian et.al (2004) stated that E-leaming comprises all formsof electronically supported leaming and teaching. TheWeb becomes a virtual leaming space where k nowledgeis shared and collaboration happens, not only betweenthose who are geographically dispersed, but also amongthose who work on similar ideas at different times andcontribute to that knowledge creation. (Scagnoli, 2005).Thus,online leaming has started and is gaining po pularityin many u niversities in recent years. For instance, m ostof the universities in Malay sia use online leam ing to su-pplement regular campus instmction (Ibrahim, 2002).

In the past, competition used to be somewhat res-tricted to limited geograp hic areas such as nations andpossibly continents. But since then, the average ofstudents who go abroad to study is about less than 2%(Rosina, Poe & Manhas, 2008). According to Manh as(2009), the main reason for this small percentage iscost: it is expensive, and beyond the means of moststudents, to study abroad for one year or one semester.Other inhibiting factors include comprehension aboutstaying in a culture where one does not know the lan-guage and where one cannot have the comforts of hom e,long distance from home, safety factor (especially after9/11), fear of illness (such as S AR S), etc. Itis ,therefore,important for the schools / institutions to bring edu ca-tion to the doorstep of the students.

Online education grants effortless access to assis-tants, which permits the founding of a consortium ofintellectuals for the purposes of intellectual ex change,collaboration, collective thinking, and socialization.Here, faculty is no longer limited by geographicalborders.

In the background of online leaming's influence,Kyong-Jee Kim and Curtis J. Bonk (2010) have laidthree stark conclusion s derived after a series of rigoroussurveys. These are:

Given the demand for online leaming, the. plethora of online technologies to incorporate

into teaching, the budgetary problems, and theopportunities for innovation, they argue that on-line leaming environmen ts are facing a perfecte-storm, litiking pedagogy, technology andleamer needs.

Given the rapid growth of online education andits importance for postsecondary institutions, itis imperative that institutions of higher educa-tion provide quality online programs.

Given that many leamers expect to receive somesort of training and support ft-om their institu-tions to be ready for online teaching, collegesand universities need to consider how they willrespond to these needs.

A conclusion can be draw n from these points that thedawn of online leaming is simmering and as it barges



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into the long dominated field of formal education, aperfect e-storm is in the making, with various institu-tions gearing up for its welcome.

The advantages and disadvantages of online educa-tion are detailed by Manhas (2009) as follows:

dvantagesEducation,Flexibility,Reduced Overall Expenditure,New Educational Ventures,Group Concurrence,Self-paced leaming.Transparency,Intemet,Asset to People with a Challenge.

isadvantagesLessened Peer to Peer Lea mingTechnophobiaTechnological H iccups

Although on-line learning / education can be amaterials-rich and stimulating lea ming situation, it canalso be a socially impoverished and lonely leamingsituation. Whether leaming is on-line or not, the processof establishing a sense ofa community of leamers is achallenge in any classroom. Different studies supportsevera l researchers apprehensions of the va lue ofelectronic communities: that on-line leaming is morelikely to produce social isolation than connectivity.Furthermo re, some of the main barriers in the operationof effective online leaming and global communicationcan be the following:

cultural and environ men t prob lem; teaching style differences; problem s of languag e and seman tics; technical prob lems relative to platforms,

operating systems and lack of standardinterfaces.

To come to terms with the underlying point offi-iction in its univ ersal a ccep tanc e, there is a need tocritically examine the online education scenario andunderstand its impact on bran image of higher educa-tional institutions. At this juncture, one query arises:

do the advantages and disadvantages of online leamingconsolidate its efficacy position against the odds? Withthe threadbare discussion we have had, two implica-tions can be drawn: I) some eamestly support it; and,2) some vehemently denounce it.But it defeats us to come to a conclusion whetherthe arena of online education is a breeding ground forinnovation or a mine-field. Therefore, to lay a solidfoundation for our argumentation, a study was plannedbased on a research done by Manuela Milani (2008).Milani grounded her research on quality perceptionin order to evaluate the efficacy of online educationand side by side understand the potential im pact of thecultural factor on the developing scenario of virtualeducation.

Brand is commonly referred to as the name, term,design, symbol, or any other feature that identifies oneselle r s good /service as distinct from tho se of othersellers (Aaker, 1 996). The concep t of brand image hasbeen very significant to consumer behavior since the195O s. sAaker and Keller (1990) argue, and confirmedin Hsieh s study, that, brand image has been consideredan important part of a firm s mark eting prog ram, n otonly because it serves as a foundation for tactical mar-keting mix issues but because it also plays an integralrole in building long term b rand-equity. Earlier defini-tions of brand image are presented in broad terms byDobni (1990) who put forward other authors under-standing of brand image. Indeed, such definitions allconcur , echoed by the words of Levy (197 8) w hostated that brand image is a constellation of ideas inpeo ple s minds that sum up their knowled ge of thebrand and their approach towards it. Another contem-porary understanding of brand image was put forwardby Hsieh (2002), who felt that building a brand imagebased on the identified benefit-based image dimensionsconsisted of a set of benefit brand associations. Thishelped consu mers understand with clarity what a brandcan do for them symbolically, economically, sensorialor as a utility. But perceptions of brand or brands imageshould not be taken to represent a brands market posi-tion (Manhas, 2010).

From these definitions, a clear trend is appearingwith regard to the perception of brand image with keyfigures around the mid-nineteen hundred s, supporting a



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collective view that an individual takes in a collaborationof ideas that the compan y puts forward as a representa-tion of themselves. This allows them to draw a clearconclusion of a company from a few certain pointswhich strike a cord with the individuals.

RESEARCH METHODOLOGYAn on-site survey was conducted and the total samplesize of our survey was 600 (see Table 1). Actually,the questionnaires were distributed to 700 students;however only 600 were usable. Some of the respon-dents submitted incomplete questiormaires and hencewere discarded; some did not return their question-

naires. Participants included 140 students of GlobalUnders tanding Course . All of them were re turnedsince the questionnaire was administered during classhours. Forty of them were incomplete and thereforediscarded. Data was not collected ft^om students whoenrolled but did not complete the course. Further 560questionnaires were distributed in the state of Jammu& Kashmir; 500 students responded and returned thedocument. The high percentage of response rate canbe attributed to the fact that the questionnaires weredistributed during class hours.

A stratified random sampling method was used toselect the respond entsft omvarious institutions. Table2 depicts the complete demographic profile of the re-sponden ts. The total sample was distributed am ong three

Table 1.SamplingTableand ParticipantsRespondents Questionnaire Distributed Questionnaire Received Response Rate(in percentage)Global Understanding Course (GUC)Degree Colleges

14056 0

100500

71.4289.28

Table 2.Socio Demographic Profile of Respondents

VariableGender

MaleFemale

Age (in years)20 & Below21-3031-4041-5051 & above

EducationPrimary schoolSecondary schoolHigh school

Bachelor's DegreeMaster or Doctorate DegreeAnnual Household Income (in INR)

Less 30,00030,000 - 50,00050 ,000-100 ,000100,000 & above

Percentage61.938.123.133.317.016.39.92.43.5

15.951.626.332.116.329.021.8

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regions of the state: Jammu, Kashmir and Ladakh. Ineach region, the educational institutions we re selectedrandomly, and in each educational institution studentswere also selected on random basis.

STATISTICAL TECH NIQU E USEDFactor nalysisOver the years several different techniques have beenused to assist researchers in understandin g the percep -tion of the respondents. The primary techniques areFactor Analysis, Discriminant Analysis, Mu lti-attributeCompositional Models and Mu ltidimensional Scaling.Each has advantages and disadvantages (Green & Rao,1972; Huser & Koppelman, 1979). Several articlesdiscuss and demonstrate the use of factor analysis(Huser & Urban, 1977; Huser & W isniewski, 1979;Hub er & Holbrook, 1979). Usually, the input data con-sist of a three-dimensional matrix of subjects' ratingsof objects on a variety of attributes. The advan tages offactor analysis are that both subjective and objectiveattributes can be used and that the dimensions of theproduct space are relatively easily determined fromfactor loadings.Huse r and Koppe lman (1979) conc lude tha ta t t r ibute-based techniques such as fac tor ana lys isand discriminant analysis provide better measures ofconsumer perceptions than similarity techniques suchas multidimensional scaling if the set of attributes isreasonably complete. In addition, these authors showthat factor analysis is typically better than discriminantanalysis. They also suggested that factor analysis per-forms better than any other technique with respect toboth predictive ability and interpretability. Therefore,factor analysis was used to study the responses of therespondents.

RESULTSDescriptive StatisticsInformation regard ing the awareness about online learn-ing methodologies, usage of it by various educational

institutes, usage of the same by various respo ndents wascollected and it was found that 84 % of the respondentswere aware of the online methodologies being employedand their usage. At any given point of time they hadused the same for their work/studies. Only very fewof the targeted audience claimed that they hardly everput them to use. Those who used it habitually hadcomputers at home and hence could avail it anytime.In contrast to the chronic users, the occasional usageswere due to the lack of a personal computer at home.Around 80% of the respondents felt that the educationalinstitutions should em ploy them and, in fact, accordingto the headm asters of various institutions, who we re partof sample size, they also reflected that the same werebeing initiated in their institutions too .

The Kaiser-Meyer-Olkin test (KMO) and Bartlett'stest of Sphericity were also applied on the collecteddata. Kaiser-Meyer-Olkin measure of sampling ade-quacy tests whether the partial correlations amongvariables are small or no t. The results on Table showedthat value of KMO is 0 876 and, according to the cri-terion suggested by Kaiser (1974), the result for ourvalue of KMO =0 876 is Meritorious . Thus, KM OStatistic suggests that we have sufficient sample sizerelative to the numb er of items /attributes in our sca le.The significance Level (Sig) for Bartlett 's test ofSphericity (1355 84.65 ), for the 15 attribute/ item Cor-relation m atrix, was highly significant (p


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Table 3.KMO and Bartlett s TestKaiser-Meyer-Olkin M easure of Sampling AdequacyBartlett's Test of Sphericity

Table 4.Exploratory Factor Analysis

FactorsI. Perceived Benefits Factor

a. Self-paced leamingb.Unpleasant conventional mode of leamingc. Differently abled studentsd. Upgradation of subject mattere. Online delivery methodsf Individual progress plans

II.Access Factora. Cost effectiveb.No geographical boundariesc. Flexibility in education systemd. Interaction with stu dents/teach ers worldwidee. Branded University degree available at door step

III. Technical Know How Factora. Use of computerb.Constant up gradation of knowledgec. Efficient integrated systemd. Awareness of technologies

Total Variance

876Approx. Chi-Square 135584.6DfSig.

Factor Loading Eigen Value0.640.860.90 897 8790.910.860.910.870.730.810.950.940.810.73

6 528

2.947

2.27

1050

Variance41.444

21.347

15.436

78.22

Communalities 534 796 8450.810 835 855

0.830.812 832 558 722

8870.901 765 , 645

Delivery Methods, 6) Individual progress plans. Thefactor loading s ranged fioni 0.64 to0.91,with IndividualProgress Plan bearing the highest factor loading (0.91)and Self-paced leam ing the lowest(0.64).These respon-dents primarily suppo rted the following benefits beingderived out of the Online Education System.:Self-paced leaming

Initiated and directed by leamer On dertiand availab ility Sense of equality

Unpleasant conventional mode of leaming No documentation Reduced leaming time

Differently abled students Rema in at one location to access variety of

coursesUpgradation of subject matter

Expert knowledge Consistent delivery

Online delivery methods Automated classes accommodating many

students in one session Interpersonal breath (peer groups)

Individual progress plans Leam at own place Expert knowledge



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The Access Factor consists of five attributes, whichare the following: 1) Cost effective, 2 ) No geog raphicalboundaries, 3) Flexibility in education system, 4) In-teraction of students/teachers worldwide, 5) BrandedUniversity degree available at door step. The factorLoading s ranged f rom 0.73 to 0.91 , with No geo-graphical boundaries reaching the highest factor load-ing (0.91) and Interaction of students/teachers world-wide scoring the lowest factor loading (0.73). Accesswas one of the major factors, which contributed torespondents to support the online leaming p rocess; theyfelt that universities that provide it have an enhancedbrand image than academic institutions that do notproviding it . The basic reasons that supported eachattribute were:Cost effective

Pay less per credit hou rNo geographical boundaries

Sharing kno wledg e across borders Accessibility to remo te locations

Flexibility in education system Leamin g not bound to day/night Does not hamper occupation Imparted through net Comfort with hom e No financial constraints

Interaction of students/teachers worldwide Value leaming Student centered teaching approaches Branded University degree available at door

stepThe Technical Know H ow Facto r consists of the four

following attributes:1 Use of computer, 2) Constant upgradation of know ledge, 3) Efficient integrated system,an d4 Awareness of technologies with a factor loadingsrange from 0.73 to 0.95. Use of Computer obtainedthe highest factor loading (0.95) and Awareness oftechnologies received the lowest factor loading (0.73).Respo ndents w ere primarily referring towards the easeof use of the online leam ing system . They supported itbecause of following reasons:

Use of computer Increase career prospect Enhance leaming experience

Constant up gradation of kno wledge Interactive sessions Variety of viewp oints

Efficient integrated system 24/7 Accessibility to course material Just in Time metho ds to access evaluate

progress Acco mm odate different leaming styles Awareness of technologies

CONCLUSION AND IMPLICATIONSThe research presented here has attempted to providean insight into the issue of online education and how itcan enhance the brand image of educational institutions.Throug h this research w e have been able to identify theunderlying factors on which students' perceptions aredeveloped , which can be of imm ense use for educationalinstitutions. By looking at the results of factor analysisit was noted that there are three prominent factors thataffect online education, ah-eady mentioned.

Online education has gained acceptance because ofthese factors; hence, it has become highly imperativefor the educational institutions world wide to employit and enhance their brand image and marketability inthe eyes of the students. The relevance towards buildingeffective brand image of educational institutions seemsobvious, and the three prominent factors (PerceivedBenefits Factor, Access Factor, Technical Know HowFactor) as given by the respondents are important tobe recognized in this matter. Regard ing the perceptionof the educational institutions by the respondents, theperceived benefits factor is of particular interest. ThePerceived Benefits Factor and the image perceptionaccording to type of information source lead to brandbuilding. Th us, it is imperative for educational institu-tions to provide th e benefits so derived out of this study,like Self-paced leamimg. Unp leasant conven tional mo deof leaming. Differently abled students, Upgradation

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of subject matter. Online delivery methods. Individualprogress plans, in order to enhance their brand imageamongst the student community.

This study reveals that the respond ents' highly em -pathie interest in the factors identified in our study wa sa key reason for their preference for certain edu cationalinstitutions and their educational programs. The findingssugge st that if these factors are present in the educationalinstitutions, they can act as positive push factors forchoosing educational institutions for study. Thus, thepopularity of an educational institution and its brandimage can be judged by the number of students optingfor programs in that educational institution.

Besides w hat online education does for the students,leamers and tutors at large, it confers some potential by-products which makes it more vital than ever. With theheady up rise in inflation, oil crisis and global warming,everybody has begun to scrimp and save. Companiesacross sectors are t ightening their belts by adoptinginnovative init iatives such as minimizing travel costsof executives by opting for video-conferenchig, experi-menting with work-^om-home proposals. Similarly,the majority of the higher education institutions haverealized tha t in order to build stron g brand v alue of theirinsti tutions they have to adopt the concept of online-leaming /online education. This online education optionenables the stakeh olders, especially students, to extractinformation from different types of sources anytime,anyw here. A conclusion can be drawn fiom these pointsthat the dawn of online leaming is simmering and, asthey barge into the long dominated sphere of formaleducation, a perfect e-storm is in the making, withvarious institutions opening their doors to it.

There is currently no way to match this result with theviewpoint of students who did not respond to the surveyor officially withdrew from the course before the endof the semester. Another major limitation was that thesam ple size of this study was limited to the students ofstate of Jamm u Kashmir. It is suggested that a similarstudy should be conducted with more varied samplesize from across the various cities of India.

From its beginning, the online medium has had agreat scope in delivering the education and providingthe flexibility to working professionals. In this study,after consulting the l i terature, we identif ied threefactors, which may be less relevant in this geog raphicallocation as compared to others in developed econom ywhere onl ine resources are ful ly funct ional . Thec o n t r i b u t i o n o f o n l i n e m e d i u m i n b u i l d i n g t h eeducational brand image mostly in westem world isoutstanding. But, as far as developed economies areconcerne d, the trend of delivering the online e ducationis less in use and , hence, this concept shou ld be exploredmore extensively. The study of the percept ion ofstudents regarding the usage of online education, andhow it affects the brand va lue of educational institutions,should be considered as one of the areas for futurestudy. The immediate implications of this researchextend into the realms of both research and practice.We need to conduct m ore elaborate studies to determinethe relevance of online education in today 's ch angingeducational scenario and how it impacts the brandimage of the educational institutions. In fact, we needto identify if online leaming systems attract the studentsor act as deterrents.

LIMITATIONS ANDRECOMMENDATIONS FOR FUTURESTUDYEvery research study has some certain l imitations andthis study is no exception. They mainly were t ime,f inancial and geographical const raints . The majorlimitation was that it only took into consideration theviews of the students who responded to the survey.



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