EMPIRICAL OBSERVATION IN THE SEARCH OF STRATEGY FOR DEVELOPMENT OF E-LEARNING: CASE OF NATIONAL UNIVERSITIES IN UZBEKISTAN

Majority of universities in the world are implementing technology enhanced learning in order to improve education and help students to develop learning. Nowadays technology enhanced learning offers universities with all context of education and universities are trying to apply it. One such case is the TARCI (Tashkent Automobile and Road construction institute) in Uzbekistan that is subject of this project. The university’s current system is not reliable; also it is outdated in terms of its structure; and need to be replaced with e-learning system. In thisresearch study using a questionnaire as data collection techniques. This data collection was necessary as none of the interviewed individuals had experience with any e-learning systems. The analysis of the data shows positive attitude students for implementing an elearning system. This proposed system is based on NodeJS and Elgg software and it is believed to be a full scale elearning system that offers courses for students in TARCI. Through user requirements, the project comes up with a reliable e-learning system that will help the TARCI’s administration manage courses and monitor students’ progress. Hence therefore the collaboration between students and staff would be improved with developed e-learning system.


INTRODUCTION
Nowadays, using e-learning system in education is becoming, without doubt, more and more important learning method. E-learning system is being used in universities and in higher education, and also in organizations that look for accurate and continuous formation of their employees. One simple activity of this type of learning is the process of learning evaluation; it means to value the earned knowledge by the students. The evaluation is the movement for the student to verify the reached knowledge in the learning process. In a summary, the evaluation process allows the student to compare the acquired knowledge with the expected one in the formative action and thus to determine if the objectives have been achieved correctly.
The advent of e-learning is mainly due to the widespread use of ICT in education. Today, elearning has its own standards that are developed by Instructional Management System (IMS). E-learning has a Learning Management System (LMS), which consists of the tools for the creation, storage, use, educational content delivery and management in the multiplayer mode. The main thing that makes e-Learning unique is an opportunity of repeatedly usage of once created multimedia educational content, including online access in the real time. User not only observes the creative process of content creation, but also can participate in establishing learning process. E-learning creates educational content around the social networks, forums, and chat rooms.
E-learning allows converting the content of education, improving mobility and creative curricula and programs; it provides the possibility of designing and constructing a variety of tools for building professional competence. More and more universities world over are deploying e-learning system for the sake of improving learning process efficiency and student"s knowledge quality.
Great attention to the higher education in Uzbekistan is paid to the improvement of the educational system and training of qualified specialists. On the basis of the president's decree dated February 28, 1992, twenty-four new institutions of higher learning and their branches to train specialists for principle branches of the national economy were established.
Today there are 61 institutions of higher learning function in the republic, including 16 universities, 39 teacher training institutes, medical, technical, economic, agricultural, and other institutes. About 300 thousand students master 276 specialties there. The oldest higher Institutions in Uzbekistan are the National University named after Ulugbek, the Technical Institute (Polytecnical Institute). Since 1991 the number of higher educational institutions has increased by 30 %. New higher educational institutions have appeared: The University of World Economy and Diplomacy, Academy of State and Public Structuring, Academy of Armed Forces, Academy of Ministry of Internal Affairs. There are also few branches of foreign universities, such as Branch of Lomonosov Moscow state university, Russian University of oil and gas, Singapore university of management and others.
TARCI (Tashkent Automobile and Road Construction Institute) in Central Asia is the only institution of higher education in this area. Institute situated in the center of the capital of Uzbekistan. There are 4000 students who enter the institute every year, to obtain their bachelor's and master's degrees.
The main objective of this study is to explore ways to develop e-learning for national universities in Uzbekistan. Current study also made attempt to seek solutions for problems by answering following questions: 1. What is the current situation with learning process in national universities?
2. Which e-learning model is suitable for Uzbekistan universities?
3. How e-learning can benefit learners, practitioners and educational institutions within Uzbekistan?
In this research it is anticipated to employ a relevant research methodology to analyze the data. Obtained results will lead to suggestions for the development appropriate e-learning model that can benefit students and universities, which would in turn enhance learning process.
The study will concentrate on the e-learning in Uzbekistan universities analyzing e-learning system for Uzbekistan universities. It includes using "nodeJS" and "elgg" as Learning Management System (LMS) to analyze effective online learning web site for national universities.
Basically, there are two main objectives: 1.
Investigate the role of elearning system in education processes; 2.
Determine the current situation of learning process in Uzbekistan universities to determine and analyze suitable e-learning model for the universities.
Also, there is a practical problem, which current study will solve given that Uzbekistan is a country relatively new to e-learning practices. Thus, this research aims to provide a knowledge foundation work that brings following benefits : convenience and portability (reading, uploading, downloading materials at any time), flexibility (use most suitable tools for learning style), elimination geographical barriers to open up broader education options; 24/7 accessibility that makes scheduling easy and allows a greater number of people to attend classes.

SERVQUAL
The SERVQUAL service quality model was developed by a group of American authors, 'Parasu' Parasuraman, Valarie Zeithaml and Len Berry, in 1988. It highlights the main components of high quality service. The SERVQUAL authors originally identified ten elements of service quality, but in later work, these were collapsed into five factorsreliability, assurance, tangibles, empathy and responsiveness -that create the acronym RATER.
Businesses using SERVQUAL to measure and manage service quality deploy a questionnaire that measures both the customer expectations of service quality in terms of these five dimensions, and their perceptions of the service they receive. When customer expectations are greater than their perceptions of received delivery, service quality is deemed low.
In addition to being a measurement model, SERVQUAL is also a management model. The SERVQUAL authors identified five Gaps that may cause customers to experience poor service quality.

E-learning
It goes without saying that education is the best investment and a route to better life. New internet technologies made for the development of methods for delivery in education. E-learning was successfully implemented into the curriculum of many schools and colleges and as the result demonstrated how effective ICT use can be in supporting learning and teaching across a wide range of subject areas. If we look through the term "elearning" in Wikipedia it turns out that it belongs to European programs in the field of education and promotes the penetration of ICT in all learning systems and environments. E-learning is becoming leading in all fields of education and learning policy. It can be freely said that it has a great potential to change teaching and learning drastically. Notably, by developing capital infrastructure and providing quality interactive content ICT can transform institutions" delivery services. It can also be used in improving supporting teacher teaching and assessment. E-learning includes the fields of online learning, web-based training and technologydelivered instruction as well. It is a virtual world that stimulates students to take part in the educational process as they are involved in the activity of exploring and playing with the lessons material, communicating and cooperating with other students and teachers in performing several tasks such as description of electronic commerce issues that is the most attractive topic in the new information society. Usually traditional classes and seminars are focused on group learning whilst e-learning enables students self-paced and individual learning at home. These home based learning courses help students to arrange their time the way they want and take additional courses to learn or improve their skills if they find this necessary. E-learning differs from traditional courses as it provides wide range of exercises, animation, sound and testing that helps to keep student"s attention and interact in the teaching process effectively.
Benefits of e-learning to students, faculty and stuff cannot be overestimated. Access to learning materials at any time helps the student to refresh his memory and will never lose the course syllabuses. Elearning also enables trainee to fulfill requirements for a degree as it is an ideal tool for certification and his results and progress can be tracked. Lectures can use e-learning materials as lecture notes or presentations, syllabus, tutorial, assignments, quizzes, tests or exercises to support presentations with ancillary tools. E-learning increases education productivity and profitability, more over according to Charles Clarke"s paper "Foreword to Towards a Unified e-Learning Strategy" (July 2003) "E-learning has the potential to revolutionize the way we teach and how we learn. A great deal of progress has been made so far, but there is much more to do. E-learning can take us a further step forward. This is about embedding and exploiting technologies in everything we do, and getting ICT embedded across the curriculum for all subjects and in all pedagogues." What is e-learning? E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide learning, educational or learning material (Derek Stockley 2003). We can define e-learning as 'the use of technologies in learning opportunities'. This is a very broad definition but has been used in the context of the HEFCE (Higher Education Funding Council for England) e-Learning strategy:"The Government e-learning strategy defines e-learning as any learning that uses ICT. In embedding this strategy we want to ensure that there is confident use of the full range of pedagogic opportunities provided by ICT. For HE this will encompass flexible learning as well as distance learning, and the use of ICT as a communications and delivery tool between individuals and groups, to support students and improve the management of learning". (HEFCE elearning Strategy March 2005 p.5.).
Although electronic learning or shortly elearning is the term used to indicate any electronically assisted instructions it is mostly associated with instruction offered via computer or internet. But in many ways it is associated with ALT (advanced learning technology) that deals with both methodologies and technologies in learning by using networked and multimedia technologies.

E-learning vs. traditional education
"Once we free ourselves from the mental limits of viewing this technology as a weak sister to face-to-face synchronous education, the potentials to revolutionize education and learning become readily apparent" (Turrof, 1995). Although there is no finding to support an opinion that the best learning is traditional and the other models are inferior or less efficient such argument exists, but research shows that e-learning is at least as good as traditional education. E-learning doesn"t mean replacement of lectures or tutors it just enhances the learning process. To suit differing educational needs and aspirations of students universities must provide quality and flexibility. But it is clear that implication of increased workload requires proactive and effective management. Alongside this, transition to e-learning will inevitably lead to fundamental changes in the structure of traditional learning. And the problems associated with the change must be fully understood and taken into account before the transition-taking place. It is found that e-learning has positive effects not only on the student"s commitment to the learning process but on the creations a greater commitment on the students" part to learning. According to David Rashty (2001) the following table summarizes several opinions regarding the comparison between traditional learning and eLearning: The teacher usually talks more than the student The student talks at least as much as or more than the teacher

Learning Process
The learning is conducted with the whole class participating; there is almost no group or individual study Most of the learning process takes place in groups or by the individual student.

Subject Matter
The teacher conducts the lesson according to the study program and the existing curriculum The student participates in determining the subject matter; the studying is based on various sources of information, including web data banks and net-experts located by the student.

Emphases in the Learning Process
The students learn "what" and not "how"; the students and the teachers are busy completing the required subject matter quota; the students are not involved in inquiry-based education and in solving problems, but rather in tasks set by the teacher.
The students learn "how" and less "what"; the learning includes research study which combines searching for and collecting information from web data banks and authorities on the communications network; the learning is better connected to the real world, the subject matter is richer and includes material in different formats.

Motivation
The students' motivation is low, and the subject matter is "distant" from them.
The students' motivation is high due to the involvement in matters that are closer to them and to the use of technology.

Teacher's Role
The teacher is the authority The teacher directs the student to the information.

Location of Learning
The learning takes place within the classroom and the school The learning takes place with no fixed location

Lesson Structure
The teacher dictates the structure of the lesson and the division of time

Benefits of e-learning
"Good teaching is good teaching, no matter how it's done." The old adage still rings true, and e-Learning brings with it new dimensions in education. E-learning believes to be highly beneficial as promotes new entrants into the higher education market. E-learning solves many problems of traditional approach. The benefits of e-learning are stated in several e-leaning web sites.

Benefits for staff
Benefits for students Benefits for organization More effectively and efficiently managed and organized course materials; Encourage anytime-anyplace access to course materials; E-learning can be "on demand". It overcomes timing, attendance and travel difficulties; Reduce the need for certain administrative tasks (for example, making paper copies, marking tests, giving out course reminders); Provide self-directed and self-paced learning, allowing students to keep track of their own progress; More effective training. Studies indicate that trainees' retention rates are as much as 75% higher when using e-learning programs vs. traditional training methods; Ability to monitor student participation and progress, possibility of directed support and quickly advices, and options for making more effective use of staffstudent contact time; Increase opportunities for student participation, encouraging less confident students to take part; Less expensive training. Costs go down as the number of trainees' increases. This enables an organization to cost-effectively increase the number of personnel trained, leading to higher levels of employee satisfaction and superior company performance; Widen communication opportunities with students; Support different learning styles (using flexible learning materials); By using e-learning the course catalogue can be expanded; Help to change teachers' role from "knowledge provider" to "learning facilitators", promoting self-directed learning; Promote student engagement (using interactive learning materials), improving learner motivation and satisfaction; Implemented correctly, it can reduce some of the cost associated with education; Reduce large-group teaching and increase time spend with small groups or individuals; Enhance opportunities for collaborative group work; Support the development with flexible learning materials; Improve communication with course tutor and teaching assistants;

RESEARCH METHODOLOGY
Research methodology is a scientific way to get the data with the purpose and usefulness. Type of the research methods used is quantitative research. This quantitative research method sees reality / phenomenon / phenomena that are causal. This method is used to examine the population or a particular sample, the sampling technique is generally done at random, data retrieval using research instruments, quantitative data analysis or statistic in order to test the hypothesis that has been established. Types of quantitative research methods used is descriptive method. The purpose of descriptive research is to describe systematically the facts and the properties of a given population in a factual and accurate.
Stages of the study consisted of five (5) steps, as follows:

Define Variables and Dimensions to be Measured
The variable is a concept that has a variation in value. The variables to be measured to determine the quality of the e-learning by using ServQual is:  Independent Variable (X) = website content (X1), reliability (X2), responsiveness (X3), empathy (X4), e-learning quality (Y);

Creating and Spreading Questionnaire
In quantitative research, there are three methods of data collection, interviews, questionnaires and observation. In this research, using a questionnaire. Questionnaire method is a technique of data collection conducted by providing the questions or written statement to the respondent. While the measurement technique used is the Likert Scale. This scale is used to measure

RESULTS PROCESSING DATA OF THE QUESTIONNAIRE ANALYZING THE RESULTS PROCESSING DATA OF QUESTIONNAIRES DRAW A CONCLUSION
attitudes, opinions, and perceptions of a person or a group of social phenomenon. The 5 point of Likert Scale is the most common scale. Making the questioner shall refer to the variables and dimensions have beendetermined. Furthermore, the questionnaires distributed directly to the respondents selected with due regard to the characteristics and methods of sampling in accordance with conditions on the ground.
For every choice answers of respondents were scored as shown in Table 3.2 below: Strongly agree 5

Results Processing Data of the Questionnaire
Data were analyzed direct result of spreading questioner, then do the analysis process by using software R Programming. Further processing results can be processed using statistical models with descriptive analysis.

Descriptive Data Analysis
Descriptive data analysis is used to measure the Mean average of respondents' answers. Description of data to be presented include the value of Mean (M), Median (Me), Modus (Mo) Standard Deviation, the ideal Mean value and the ideal Standard Deviation value. To calculate the ideal Mean value and the ideal Standard Deviation value use the following formula: Besides that, it also presented a frequency distribution table. To determine the tendency of respondents to the research variables grouped by three rankings (Suharsimi Arikunto, 2006), namely: 1. Grouped of High Level All respondents who had scores as much as the average score plus 1 standard deviation upward (> Mi + 1 SDi).

Group of Medium Level
All respondents who had scores between the average score minus 1 standard deviation and the average score plus 1 standard deviation (between Mi -1 SDi to Mi + 1 SDi).

Group of Low Level
All respondents who had lower scores than average score of minus 1 standard deviation (< Mi -1 SDi).

Classical Assumption Test
Classical assumption is test that conducted before multiple regression analysis test. 98 W= (∑ i=1 n α i χ ( i ) ) 2 ∑ i=1 n ( χ i -χ &OverBar; ) 2 where: χ i = are the ordered random sample values α i = are constants generated from the covariances, variances and means of the sample (size n) from a normally distributed sample.

Multicolinierity Test
Multicolinierity test used to test whether the regression model have a correlation between independent variables [Ghozali2011]. A good regression model should be free of multicolinierity. It performed by looking at the value of Variance Inflation Factor (VIF) from each independent variable. In regression is said there have a multicolinierity if value of VIF > 10.
To determine the value of VIF is used the following formula: VIF= 1 1-R k 2 where R k 2 is the multiple coefficient of correlation.

Autocorrelation Test
Autocorrelation test is used to test whether in the linear regression there is a correlation between the confounding error in t period with confounding error in t-1 period. If there is an correlation means that it have autocorrelation. One of the assumptions that must be met of equation regression models are free of autocorrelation. To determine whether there is a correlation in this research is used a Durbin-Watson test (dWTest) with following formula: dW = ∑ t=2 T ( e t -e t-1 ) 2 ∑ t=1 T e t 2 where: T = number of observations e t = residual for period t To decide whether there is autocorrelation or not, follow the provisions of the following: dW < dL= It has positive autocorrelation (+) dL < dW < dU= Inconclusive dU < dW < 4-dU= There is no autocorrelation 4-dU < dW < 4-dL= Inconclusive dW > 4-dL= It has negative autocorrelation (-)

Heteroskidastity Test
Heteroskidastity test used to test whether the regression model occurred inequality residual variance from one observation to another. The test is performed by using Breusch-Pagan test. It can be used to determine the existence of spatial heterogeneity. The test statistic for the Breusch-Pagan test, which has a chi-square distribution is calculated as: BP chi-square test = n x R resid 2 with k degrees of freedom where: n = the number of observations R resid 2 = R 2 from a second regression of the squared residuals from the first regression on the independent variables k = the number of independent variables The level of trust that taken is 95% which is understood as the level to which a 95% value of the sample will represent the value of a population where the sample came from. The significant value of 95% is 0.05. Criteria for the heteroscedasticity in a regression model is if pvalue < 0.05. If p-value > 0.05 then the research can be continued.

Multiple Regression Analysis
Regression analysis is one of statistical data analysis techniques are often used to examine the relationship between several variables and predict a variable [Kutner2004]. Regression menu on R programming is a tool used to measure the effect of independent variables on the dependent variables and predict the dependent variable using independent variables. If the dependent variable associated only with one independent variable, then the resulting regression equation is simple linear regression. If the dependent variable is associated with more than one independent variable, the regression equation is linear multiple linear regression.

Required Analysis
General

Correlation Coefficient (r/R)
Correlation coefficient is the coefficient used to determine the relationship between variables X and Y, the condition is: 1. If r = 0 or close to 0, then the relation is very weak or no relationship at all. 2. If r = +1 or close to +1, then strong and direct relationship. 3. If r = -1 or close to -1, then the relationship is strong and not unidirectional.

Coefficient of determination (r2/R2)
Coefficient of determination is a coefficient used to determine how much the independent variable (X) affects the dependent variable (Y). The coefficient of determination range is from 0 to 1.

Standard Error of Estimate
Used to determine the accuracy of estimation equations. It can be used to measure the size of the standard error of estimate (the smaller value of his guilt then the higher the accuracy)

Hypotheses Test
Hypotheses used in this research is associative hypotheses. Associative hypotheses are allegations of whether there is a significant relationship between two or more variables. Hypotheses testing is used to determine whether there is an influence between independent variables with the dependent variable. It begins with simultaneous hypothesis testing (F), partial hypotheses test (T) and the coefficient of determination.

Coefficient of Determination Test
Coefficient of determination test is used to determine how much the independent variables have an influence on the dependent variable. To determine the coefficient of determination value is used the following formula: kd= r 2 x100% where: kd = Coefficient of determination r = Coefficient of correlation

F Test
Simultaneous test (F test) was conducted to see the effect of the independent variable on the dependent variables simultaneously.
To determine the value of F is used the following formula: F= R 2 /k ( 1-R 2 ) /( n-k ) where: R 2 = Coeficient of determination n = Number of samples k = Number of independent variables 3. T Test T test (partial) was conducted to see the effect of the independent variables to the dependent variable partially. To determine the value of T is used the following formula: T= r n-2 1-r 2 where: r = Coefficient of correlation n = Number of samples

Analyzing the Results Processing Data of Questionnaires
Analytical results from the processing of questionnaires is a target that would be the purpose of achieving the level of quality of existing information systems. The end result can be expressed in a numerical value that reflects the interests of the variables and dimensions in user satisfaction performance. Determination of the value of these results are based on the gap between expectations and satisfaction received today. Value negative gap means a lower than expected.

Variable and Variable Operational Research
In the research, should have a good measuring tool. This measure is usually referred to as the research instrument. Research instrument is a tool used to measure the natural and social phenomena being observed. Specifically, it is named as a research variable.
There is one variable used in this research, the independent variable. The independent variable is the variable that affects or is the cause of the change or the emergence of the dependent variable.
The independent variable is the data obtained from the factors contained in the End User Computing Satisfaction method to determine user satisfaction of the students in Uzbekistan.
Operational variables used in this research are presented below in Table3.4:

Empathy
The instructor is genuinely concerned about the students(EMP1) 1-5 The instructor understands the individual needs of students(EMP2) 1-5 The instructor has the student's best long-term interests in mind(EMP3) 1-5 The instructor encourages and motivates students to do their best(EMP4) 1-5

Responsiveness
The instructor quickly and efficiently responds to student needs(RES1) 1-5 The instructor is willing to go out of his or her way to help students(RES2) 1-5 The instructor always welcomes student questions and comments(RES3) 1-5

E-learning quality
Responsiven ess

Reliability
Web site content The web site uses audio elements properly(WSC1) 1-5 The web site uses video elements properly(WSC2) 1-5 The web site uses animations/graphics properly(WSC3) 1-5 The web site uses multimedia features properly(WSC4) 1-5 The web site provides useful information(WSC5) 1-5 The web site provides accurate information(WSC6) 1-5 The website provides high quality information(WSC7) 1-5 The information on the web site is relevant to me(WSC8) 1-5

E-learning quality
Your perception of the overall quality of the instruction you get from online learning is (poor-excellent) (eLQ1) 1-5 The instructional web site seems to be up to date(eLQ2) 1-5 The instructional web site works well(eLQ3) 1-5 The instructional web site has clear instruction(eLQ4) 1-5

Variable, Definition and Attribute
In this section will explain the variables that are used together with their explanations and the attributes.

Reliability
Refers to the ability to provide the promised service accurately and reliably.
Realizes non-functional requirements used to evaluate the performance of a system Responsiveness The willingness to help users and provide proper attention.
Has a positive association with students' perceptions of elearning quality. Empathy Includes the care and individual attention to the users.
Has a positive association with students' perceptions of elearning quality.

User Satisfaction
The attitude of a user to the computer system (s)he employs in the context of his/her work environments Has a positive association with students' perceptions of elearning quality.
Web Site Content Can be defined as the presentation and layout of information and functions that capture the overall firm presence and its public image, and is assumed to affect how a customer perceives web service quality.
Has a positive association with students' perceptions of elearning quality.
E-learning quality The student needs to make decisions and learn from the consequences Has a positive association with students' perceptions of elearning quality.