A study on use of the internet by the teachers and students of surkhet campus (education)..

A STUDY ON USE OF THE INTERNET
BY TEACHERS AND STUDENTS OF
SURKHET CAMPUS (EDUCATION)
Rajan Kumar Kandel
Teaching Assistant
English Education
Surkhet Campus (Education)
Tribhuvan University, Nepal
<kdlrajan.k@gmail.com>
1Rajan Kumar Kandel

Photo 1 : Surkhet Campus (Education), Library and
Instructional Buildings
Rajan Kumar Kandel 2

Organization of the Paper
The organization of the paper is as follows:
Section 1: Introduction to the Study
Section 2: Research Methodology
Section 3: Result
Section 4: Discussion of Findings
Section 5: Implications of the Findings
Section 6: Conclusion

Introduction to the Study
• The Internet is a worldwide system of interconnected
computer networks.
• It is the world's largest computer network that links
computer terminals together via wires or telephone lines
in a Web of networks and shared software.
• The Internet technology has influenced pedagogy and
developed far reached implications in educational
institutions.
• Different commercial Web browsers (like Google) are
used to retrieve documents or Web pages stored in the
Web sites and display them on any computer screen in a
simple manner for those who want to use it.

• At least we can say that the Internet began with the first
connection of two computers, although we do not know exactly
when and where that occurred..
• “The first message sent over a computer network was supposed
to be "login", but it was truncated to "lo" by a system crash. In
one sense this was appropriate, "Lo!" being short for "Lo and
behold!" It took an hour to bring the system back up before
"login" could be transmitted from UCLA to Stanford.” Banks (2008,
p. 4)
• While education is expanded in traditional classrooms, the growth
of education utilizing distance learning, particularly the Internet-
based classroom must be continued (Kupczynski & Hooper, 2006).
• The Internet has made teaching learning easier, affordable, and
comfortable

1.1: Surkhet Campus (Education)
• Surkhet Campus (Education) was established in 2029 B. S. in
Nepalgunj and was formally transferred to Surkhet formally
on 24th Ashadh 2040 (Introductory Booklet, 2069BS).
• It is a leading Unitary Constituent Campus of Category "A"
of Tribhuvan University, the eldest and densely populated
university of Nepal established in 1959.
• The campus owns its own fully furnished ICT lab equipped
with 31 computers and well managed E-library having 20
computers connected with 512 kbps capacity Internet ( line
that is dedicated and non-interrupted permanent line), six
multi-media projectors, and eight ICT friendly classrooms
managed and furnished comfortably.

• Almost all the administrative sections are equipped with
computers with the Internet connection.
• It owns three power generators for power back up in the
case of power cut.
• Most of the teaching staff are ICT literate and 20 percent of
them are ICT skilled persons.
• Some of the teachers have already attended online teacher
training courses launched from home and abroad, using e-
mail, Skype, Nicenet, Blackboard, Wiki, Blogs, Dropbox, and
other Internet tools. They are authorized members of
national and international professional organizations and
access of national and international peer reviewed journals.
• One third of the administrative staff of the campus are ICT
literate and 20 percent of them are ICT skilled.

Programmes of Surkhet Campus (Education)
B.Ed. Level
Nepali Education
English Education
Health and Physical Education
Mathematics Education
Population Education
Economics Education
Educational Planning and Management
Geography Education
History Education
Political Science Education
Early Childhood Development Education
Science Education
Information Communication and
Technology Education (ICTE)
Note: The campus runs One Year B. Ed.
Programme in all subjects except ICT and
Science Education.
M. Ed. Level
Educational Planning and
Management
Curriculum and Evaluation
Education
Nepali Education
Health Education
English Education
Population Education
Mathematics Education
Note: The campus has started to deliver
Curriculum and Evaluation Education,
Nepali Education, and Health Education
subjects through ODL mode recently.

1.2 : Statement of the Problem
• In many cases ICT has been used to replicate existing teaching
trends by improving presentation quality by an online
repository of course by adding some additional features
enabling learners to access materials whenever they choose
(Krkup & Krikwopod, 2005).
• Teachers and students of Surkhet Campus (Education) seem
to have been using the Internet for different purposes but
they are facing difficulties while using it.
• The campus owns ICT infrastructures and ODL programme
but purposes, prospects, potentialities, willingness, and
problems in using the Internet the teachers and students
have not been explored.
• In such context, it was an urgent need to study it minutely

1.3 : Objectives of the Study
• General objective :
-To investigate the context of the Internet use
in Surkhet Campus (Education).
• Specific objectives :
-To find out the percentage of teachers and
students using the Internet in Surkhet
Campus (Education).
-To examine the purpose, locate their
problems, and enlist their perceptions in
the Internet use.
-To suggest some pedagogical implications.Rajan Kumar Kandel 10

1.4 The Hypothesis of the Study
• Hypothesis I:
Many teachers and students of Surkhet Campus (Education) do
not use the Internet owing to their personal or institutional
problems.
• Alternative Hypothesis:
Many teachers and students of Surkhet Campus (Education) use
the Internet in spite of their personal or institutional problems.
• Hypothesis II:
Most of the teachers and students of the campus have not
browsed or explored the Internet for academic purpose.
• Alternative Hypothesis:
Most of the teachers and students of the campus have browsed or
explored the Internet for academic

1.5 Justification of the Study
• The study is a novel reference and a milestone in the
field of using the Internet in educational institutions
in Surkhet district and particularly in Surkhet Campus
(Education).
• It helps the concerned authorities and stakeholders to
think about solving problems of teachers and
students.
• The study shows the vivid picture of the campus in
use of the Internet.
• The study also informs the campus administration
about the perception of the teachers and students in
use of the Internet.
• It is further meaningful in the context that the
campus owns ICT infrastructures and ODL
programme. Rajan Kumar Kandel 12

1.6 Limitations of the Study
• A survey study conducted using questionnaires to
teachers and students of Surkhet Campus (Education)
owing to the constraints of time and budget, the research
has the following limitations:
• The scope of the study was limited to Surkhet Campus
(Education) only.
• The study was concentrated to the Internet use by
teachers and students of the campus in the record at the
time of study.
• The sample selection of the students was done in the
classroom excluding the absentees.
• Difficult to collect information regarding use of new
technology because the respondents were hesitated to
inform what they were/are not practicing well or much
perfect at.

2 : Research Methodology
2.1 : Sources of data
• Primary source of data : Opinions regarding the issue
were collected from 37 teachers and 258 students.
• Secondary source of data : Books, journals, research
articles and dissertations related to the study.
2.2 : Population of the study
• Total students of Surkhet Campus (Education) and full
time teachers of the campus were the population of the
study. At the time of the study (2070 Jestha) 4,637
students were enrolled in the campus and there were 61
full time teachers working/teaching in the campus.

2.2 Sample of the Study
• More than 60% of full time working teachers were selected
randomly (using fishbowl draw) as sample for the study.
Among 37 teachers selected as the sample, 3 were female
and 34 were male.
• 258 students were selected using stratified proportionate
random sampling method (to represent students from all
subjects and both sexes).
• More than 5% of B. Ed. students of both morning and day
shifts studying different subjects and 10% of M. Ed.
students studying different subjects were selected
proportionately from different subjects and shifts using the
lottery to ensure the random selection.
• The detailed description of the sample of students selected
for the study is presented below.

B. Ed. Students
• Nepali Education
• English Education
• Health and Physical
Education
• Mathematics
Education
• Population
Education
• Science Education
(Day Shift Only)
• Others (Economics Education
,Ed. PM Education, Geography
Education, Political Science
Education, and History Education)
• Information and Communication
Technology Education (ICTE)
(Morning Shift Only)
• One Year B. Ed. (Morning
Shift Only)
Year Morning Shift Day Shift Total
Girls Boys Girls Boys
First 8 2 9 7 26
Second 8 2 10 6 26
Third 7 2 7 5 21
Grand
Total
23 6 26 18 73
Year Morning
Shift
Day Shift Total
First 3 4 2 4 13
Secon
d
3 4 1 3 11
Third 2 4 1 4 11
Grand
Total
8 12 4 11 35
Year Morning
Shift
Day Shift Total
First 3 1 3 3 10
Secon
d
3 1 3 3 10
Third 4 2 3 3 12
Grand
Total
10 4 9 9 32
First 1 3 - 2 6
Second 1 4 - 2 7
Third 1 3 - 2 6
Grand
Total
3 10 - 6 19
First 1 1 1 3 6
Secon
d
1 - 1 2 4
Third 1 - 1 1 3
Grand
Total
3 1 3 6 13
Year Day Shift Total
Girls Boys
First 3 6 9
Second 1 6 7
Third 1 2 3
Grand
Total
5 14 19
First - - 2 7 9
Second - - 2 4 6
Third 1 1 - 1 3
Grand
Total
1 1 4 12 18
Year Morning Shift Total
Girls Boys
First - 1 1
Second - 1 1
Third - 1 1
Grand
Total
- 3 3
Girls Boys Total
- 2 2

M. Ed. Students
• Nepali Education
• Health and Physical
Education
• English Education
• Population Education
• Education Planning and
Management Education
• Mathematics Education
• Curriculum Education
Girls Boys
First 4 6 10
Second 3 4 7
Grand
Total
7 10 17
Girls Boys
First 2 2 4
Second 1 1 2
Grand
Total
3 3 6
Girls Boys
First 1 2 3
Second 1 1 2
Grand
Total
2 3 5
Girls Boys
First 1 3 4
Second 1 2 3
Grand
Total
2 5 7
Girls Boys
First 1 2 3
Second - 2 2
Grand
Total
1 4 5
Girls Boys
First - 2 2
Second - 1 1
Grand
Total
- 3 3
Girls Boys
First - 1 1
Second - - -
Grand - 1 1

2.4 Description of Research Instrument
• A set of questionnaire (consisting of 20 + 1 items) to teachers
and students each were used to elicit use of the Internet,
purposes, problems, and everything else about it as a research
tool.
• Almost same items were included to the teachers and
students except two items (item no.14 & 16). Questionnaire to
the students included one more item asking them whether
they enjoyed filling up the questionnaire form (to which all
said ‘Yes’).
• Twelve of the items consisted of only one correct response
and 8 items one or more alternatives as the potential
responses
• The questionnaires were administered with introduction of the
study, its purpose and confidentiality of their responses.Rajan Kumar Kandel 18

…contd
• The respondents were assured that their responses would
not be used elsewhere and identity be disclosed at any cost.
• To ensure reliability and effectiveness of the Instrument the
questionnaire was pilot tested on five teachers and 20
students of the campus after they were examined by two
experts.
• The questionnaire was administered personally in their
classes to the students and individually to the teachers to
ensure the excellent (100%) response rate as well to avoid
any misunderstanding while responding to the.
• The detailed of the questionnaire asked to the teachers and the
students are appended in a MS word file along with the crude
responses to each of them by the respondents.

2.5 Data Analysis Procedures
• The data collected from the respondents were coded
using tables separately. Sex wise comparison was made
among the teachers and shift wise, subject wise, and sex
wise comparison was made among the students about
use of the Internet. Frequency and percentage were
calculated accompanied by descriptive analysis of the
responses. The general view of all the respondents was
acquired by using percentiles, graphs, and tables. The
responses of the teachers and the students were also
compared and analyzed in each items separately to
observe their exposure, frequency, practice, problems,
and limitations of their Internet browsing both for
academic and non-academic purposes.

3. Result
• The result of the analysis and interpretation of each
items/issues asked are presented in the tables and charts
below:
• Table1. Use of the Internet by the Students and the
Teachers
Students Teachers
B. Ed. Students M. Ed. Students Grand
Total
Morning Shift Day Shift Total Morning Shift (Only)
Girls Boys Girls Boys Girls Boys Total
Yes 35.41% 74.35% 25.49% 53.94% 46.72% 26.66% 51.72% 43.18% 46.12% 78.37%
No 64.58% 25.64% 74.50% 46.05% 53.27% 73.33% 48.27% 56.81% 53.87% 21.62%

Use of the Internet by the teachers
and students can also be presented in
the following charts:
78.37%
21.62%
Teachers
Yes No
46.12%
53.87%
StudentsYes No

Table2. Frequency of the Internet Use
Students Teachers
Total
Everyday 2.08% 15.38% 1.96% 7.89% 6.54% 6.66% 10.34% 9.09% 6.97% 24.32%
Two to three days a
week
10.41% 33.33% 7.84% 9.21% 13.55% 13.33% 6.89% 4.54% 12.01% 27.02%
Once a week 14.580% 15.38% 5.88% 15.78% 36.84% 0% 17.24% 15.90% 13.56% 8.10%
Once every two
weeks
2.08% 0% 1.96% 7.89% 3.73% 0% 3.44% 2.27% 3.48% 2.70%
Once a month 4.16% 10.25% 7.84% 13.15% 9.34% 6.66% 13.79% 11.36% 9.68% 16.21%

Among the Internet users, this chart
shows the frequency of their use
31%
35%
10%
3%
21%
Teachers
15%
26%
30%
8%
21%
Students
Everyday
Two to three days a week
Once a week
Once every two weeks
Once a month

Frequency of the Internet use by the
teachers and students is shown in the
following chart
0.00% 20.00% 40.00% 60.00% 80.00%
Teachers
Students
24.32%
6.97%
27.02%
12.01%
8.10%
13.56%
2.70%
3.48%
16.21%
9.68%
Everyday Two to three days a week
Once a week Once every two weeks
Once a month

Amount of time spent on the Internet
in one seating
• Table3. Amount of Time Spent on the Internet
Students Teachers
Total
Less than one hour 25% 25.64% 9.80% 22.36% 20.56% 26.66% 27.58% 27.27% 21.70% 21.62%
One to two hours 8.33% 41.02% 15.68% 26.31% 22.42% 0% 24.13% 15.90% 21.31% 48.68%
Three to five hours 0% 7.69% 0% 5.26% 3.27% 0% 3.44% 2.27% 3.10% 5.40%
More than five
hours
0% 0% 0% 0% 0% 0% 0% 0% 0% 2.70%

Time spent on the internet can also be
shown in the following chart
0.00% 20.00% 40.00% 60.00% 80.00%
Teachers
Students
21.62%
21.70%
48.68%
21.31%
5.40%
3.10%
2.70%
0%
Amount of the Time Spent on the Internet
Less than one hour One to two hours
Three to five hours More than five hours

Learning of the Internet Use
• The table below explains how the
respondents learned to use the Internet.
• Table4. Learning of the Internet Use
Students Teachers
Total
Coaching by
friends/ family
members
27.08% 28.20% 11.76% 27.63% 23.83% 13.33% 24.13% 20.45% 23.25% 40.54%
Other institutions 12.50% 43.58% 11.76% 31.57% 24.76% 20% 20.68% 20.45% 24.03% 10.81%
On your own 16.66% 28.20% 5.88% 5.26% 12.14% 0% 3.44% 2.27% 7.36% 10.81%
Attending formal
classes in campus
0% 7.69% 0% 1.31% 1.92% 0% 6.89% 4.54% 2.32% 23.43%
Others... 2.08% 5.12% 5.88% 9.21% 6.07% 6.66% 6.89% 6.81% 5.42% 0%

The chart given below shows the source
of learning/ tutor of the respondents
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teachers
Students
40.54%
23.25%
10.81%
24.03%
10.81%
7.36%
23.43%
2.32%
0%
5.42%
Coaching by friends/ family members Other institutions
On your own Attending formal classes in campus
Others…

Where do the respondents use the
Internet from?
• Table5. Location of the Internet Use
Students Teachers
Total
At home 31.25% 46.15% 15.68% 31.57% 30.37% 26.66% 41.37% 36.36% 31.39% 62.16%
At campus 12.50% 15.38% 1.96% 7.89% 6.07% 0% 3.44% 2.27% 5.42% 29.72%
At friend's home 0% 20.51% 0% 10.52% 7.47% 0% 6.89% 4.54% 6.97% 18.91%
In cyber 0% 41.02% 15.68% 30.26% 24.76% 0% 17.24% 11.36% 22.48% 16.21%
Others... 2.08% 2.56% 5.12% 10.52% 5.60% 6.66% 3.44% 4.54% 5.42% 10.81%

The chart given below notifies the
location for the Internet use of the
respondents
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%120.00%140.00%
Teachers
Students
62.16%
31.39%
29.72%
5.42%
18.91%
6.91%
16.21%
22.48%
10.81%
5.42%
At home At campus At friend's home In cyber Others…

Device Utilized to Use the Internet
• Table6. Device Utilized to Use the Internet
Students Teachers
Total
On mobile 31.25% 5.28% 15.68% 34.21% 32.24% 26.66% 31.03% 29.54% 31.78% 35.13%
On desktop 14.58% 46.15% 13.72% 32.89% 26.63% 6.66% 20.68% 15.90% 24.80% 45.94%
On laptop 10.41% 20.51% 7.84% 6.57% 10.28% 0% 17.24% 11.36% 10.46% 48.64%
Others... 0% 2.56% 0% 11.84% 4.67% 6.66% 0% 2.27% 4.26% 0%

The chart below presents the devices
utilized by the respondents while using
the Internet
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%120.00%140.00%
Teachers
Students
35.13%
31.78%
45.94%
24.94%
48.64%
10.46%
0%
4.26%
On mobile On desktop On laptop Others

Use of the Free Wi-Fi Facility Available in
the Campus
• Table7. Use of the Free Wi-Fi Facility
Available in the Campus
Students Teachers
Total
Yes 0% 10.25% 0% 5.26% 3.73 6.66% 13.79% 11.36% 5.03% 35.13%
No 100% 89.74% 100% 94.73% 96.26% 93.33% 86.20% 88.63% 94.96% 64.86%

The condition of using the free Wi-Fi of
the campus is shown in the following
chart
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teachers
Students
35.13%
5.03%
64.86%
94.96%
Yes No

Reason of Not Using the Free Wi-Fi
Facility Available in the Campus
• Table8. Reason of Not Using the Free Wi-Fi
Facility Available in the Campus
Students Teachers
Total
No devices to use
the Internet.
35.41% 35.89% 50.98% 47.36% 43.45% 80% 31.03% 47.72% 44.18% 32.43%
No sufficient time. 12.50% 33.33% 17.64% 13.15% 17.75% 6.66% 27.58% 20.45% 18.21% 18.91%
The Internet is very
slow/ unstable.
2.08% 20.51% 0% 15.78% 9.81% 0% 17.24% 11.36% 10.07% 8.10%
Others... 70.83% 43.58% 43.58% 26.31% 41.12% 20% 10.34% 13.63% 36.43% 16.21%

The following chart indicates the
reason of not using the free Wi-Fi of
the campus
0.00% 20.00% 40.00% 60.00% 80.00%
Teachers
Students
32.43%
44.18%
18.91%
18.21%
8.10%
10.07%
16.21%
No devices to use the Internet No sufficient time
The Internet is slow/ unstable Others…

Visit of the Computer Lab or E-Library
of the campus for Using the Internet
or the E-library
• Table9. Visit of the Computer Lab or E-Library (for
using the Internet or the E-library)
Students Teachers
Total
Yes 0% 10.25% 3,92% 2,63% 3.73% 0% 13.79% 9.09% 4.65% 29.72%
No 100% 89.74% 96.07% 97.36% 96.26% 100% 86.20% 90.90% 95.34% 70.27%

The chart below shows the percentage
of the respondents’ visit of the
Computer Lab or the E-Library
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teachers
Students
29.72%
4.65%
70.27%
95.34%
Yes No

Reason of not Using the Computer
Lab and the E-Library (of the Campus)
• Table10. Reason of not Using the Computer
Lab and the E-Library (of the Campus)
Students Teachers
Total
Not interested 12.50% 5.12% 7.87% 7.89% 8.41% 0% 10.34% 6.81% 8.13% 8.10%
Problems in using
them.
10.41% 15.38% 29.41% 30.26% 22.89% 13.33% 34.48% 27.27% 23.64% 37.83%
Remains closed at
the appropriate
time
14.58% 15.38% 1.96% 14.47% 11.68% 13.33% 6.89% 9.09% 11.24% 16.21%
Not allowed to use
them.
20.83% 15.38% 17.64% 17.10% 17.75% 26.66% 6.89% 13.63% 17.05% 2.70%
Hesitated or afraid
of showing
incompetent
2.08% 28.20% 17.64% 21.05% 17.28% 46.66% 24.13% 31.81% 19.76% 5.40%
Others... 43.75% 28.20% 33.33% 26.31% 30.37% 6.66% 6.89% 6.81% 26.35% 16.21%

The chart below shows the reason of
not using the Computer Lab and E-
Library of the campus
0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%
Teachers
Students
8.10%
8.13%
37.83%
23.64%
16.21%
11.24%
2.70%
17.05%
5.40%
19.76%
16.21%
26.35%
Not interested problems in using them
Remain closed at the appropriate time Not allowed to use them
Hesitated or afraid of showing incompetent OthersRajan Kumar Kandel 41

Purpose of the Internet Use
• Table11. Purpose of the Internet Use
Students Teachers
B. Ed. Students M. Ed. Students Grand Total
To get general information. 27.08% 53.84% 17.64% 42.10% 35.04% 20% 37.93% 31.81% 34.49% 70.27%
To send and receive e-mails. 14.58% 46.15% 9.80% 17.1o% 20.09% 0% 17.24% 11.36% 18.60% 43.24%
For research purpose. 0% 2.56% 0% 0% 0.46% 0% 0% 0% 0.38% 40.54%
To download free software. 6.25% 25.64% 5.88% 7.89% 10.28% 0% 6.89% 4.54% 9.30% 18.91%
To access online newspaper. 22.91% 51.28% 7.84% 34.21% 28.50% 13.33% 27.58% 22.72% 27.51% 48.64%
For Skype conversation. 12.50% 12.82% 3.92% 9.21% 9.34% 0% 3.44% 2.27% 8.13% 24.32%
For social networking. 10.41% 41.02% 13.72% 22.36% 21.02% 13.33% 13.79% 13.63% 19.76% 32.43%
For chatting. 25% 48.71% 15.68% 30.26% 28.97% 26.66% 27.58% 27.27% 28.68% 37.83%
To get help in teaching and
learning.
8.33% 25.64% 9.80% 13.15% 13.55% 13.33% 24.13% 20.45% 14.72% 45.94%
For entertainment. 10.41% 25.64% 9.80% 25% 18.22% 26.66% 34.48% 31.81% 20.54% 32.43%
For online
education/studies/training.
0% 0% 1.96% 0% 0.46% 0% 0% 0% 0.38% 16.21
Others... 0% 0% 0% 2.63% 0.93% 0% 0% 0% 0.77% 5.40%

The respondents’ purpose of the Internet use
can also be shown in the chart below:
0.00% 100.00% 200.00% 300.00% 400.00% 500.00%
Teachers
Students
70.27%
34.49%
43.24%
18.60%
40.54%
0.38%
18.91%
9.30%
48.64%
27.51%
24.32%
8.13%
32.43%
19.76%
37.87%
28.68%
45.94%
14.72%
32.43%
20.54%
16.21%
0.38%
5.40%
0.77%
To get general information. To send and receive e-mails.
For research purpose. To download free software.
To access online newspaper. For Skype conversation.
For social networking. For chatting.
To get help in teaching and learning. For entertainment
For online education/studies/training. Others...Rajan Kumar Kandel 43

Use of the Social Networks (like Facebook,
Twitter, Skype, YouTube, etc.) for Teaching
and Learning Purpose
• Table12. Use of the Social Networks (like
Facebook, Twitter, Skype, YouTube, etc.) for
Teaching and Learning Purpose
Students Teachers
Total
Yes 8.33% 35.89% 9.80% 22.36% 18.69% 20% 20.68% 20.45% 18.99% 45.94%
No 83.33% 58.97% 84.31% 77.63% 77.10% 80% 79.31% 79.54% 77.51% 54.05%

Use of the Social Networks (like Facebook, Twitter,
Skype, YouTube, etc.) for Teaching and Learning
Purpose can be presented in the given chart
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teachers
Students
45.94%
18.99%
54.05%
77.51%
Yes No

Contents Browsed on the Internet
• Table13. Contents Browsed on the Internet
Students Teachers
Total
Materials related to
teaching and
learning.
10.41% 38.46% 7.87% 26.31% 20.56% 13.33% 20.68% 18.18% 20.15% 51.35%
Materials easy to
browse.
8.33% 12.82% 9.80% 17.10% 12.61% 13.33% 20.68% 18.18% 13.56% 18.91%
Materials that
entertain/ satisfy
18.75% 33.33% 13.72% 21.05% 21.02% 13.33% 20.68% 18.18% 20.54% 29.92%
Materials not
found elsewhere.
14.58% 30.76% 3.92% 13.15% 14.48% 6.66% 0% 2.27% 12.40% 40.94%

The materials browsed on the Internet
can be shown in this chart.
0.00% 50.00% 100.00% 150.00%
Teachers
Students
51.35%
20.15%
18.91%
13.56%
29.92%
20.54%
40.94%
12.40%
Materials related to teaching and learning. Materials easy to browse.
Materials that entertain/ satisfy Materials not found elsewhere.

. Use of the Course Related Materials Browsed and
Downloaded from the Internet in the Classroom
• Table14. Use of the Course Related Materials
Browsed and Downloaded from the Internet
Students Teachers
Total
Yes 10.41% 38.46% 9.80% 18.42% 18.22% 6.66% 24.13% 18.18% 18.21% 54.05%
No 79.16% 61.53% 9.19% 81.57% 79.43% 93.33% 75.86% 81.81% 79.84% 45.94%

Use of the course related materials browsed and
downloaded from the Internet is presented in the following
chart
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teachers
Students
54.05%
18.21%
45.94%
79.84%
yes No

Authenticity and Reliability of
Downloaded Materials in Teaching and
Learning
• Table15. Authenticity and Reliability of
Downloaded Materials in Teaching and Learning
Students Teachers
Yes 85.41% 76.92% 62.74% 59.21% 69.15% 60% 79.31% 72.72% 69.76% 75.67%
No 14.58% 23.07% 37.25% 40.78% 30.84% 40% 20.68% 27.27% 30.32% 24.32%

Authenticity and reliability of downloaded
materials in teaching and learning is shown in the
following chart
0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%
Teachers
Students
75.67%
69.76%
24.32%
30.32%
Yes No

Suitability/ Liking of the Downloaded
Materials in Classroom/ Learning
• Table16. Suitability/ Liking of the Downloaded Materials
in Classroom/ Learning
Students Teachers
Total
Yes 72.91% 87.17% 66.66% 71.05% 73.36% 66.66% 86.20% 79.54% 74.41% 59.45%
No 18.75% 12.82% 33.33% 28.94% 24.76% 33.33% 13.79% 20.45% 24.02% 27.02%

Suitability/ Liking of the Downloaded Materials in
Classroom/ Learning by the Teachers and the Students can
be Shown Below
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teachers
Students
59.45%
74.41%
27.02%
24.02%
Yes No

Uploading of the Reading/ Audio/ Visual
Materials onto the Internet
• Table17. Uploading of the Reading/ Audio/
Visual Materials onto the Internet
Students Teachers
Total
Yes 20.83% 58.97% 15.68% 35.52% 31.77% 13.33% 27.58% 22.72% 30.23% 40.54%
No 79.16% 41.02% 84.31% 64.47% 68.22% 86.66% 72.41% 77.27% 69.76% 59.45%

Uploading of the Reading/ Audio/ Visual Materials onto
the Internet by the Respondents is Presented in the
Following Chart
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teachers
Students
40.54%
30.23%
59.45%
69.76%
Yes No

Encouraging Aspect of the Internet
Use
• Table18. Encouraging Aspect of the Internet
Use
Students Teachers
It is easily available. 12.50% 30.76% 7.84% 14.47% 15.42% 0% 20.68% 13.63% 15.11% 27.07%
It is economical. 12.50% 23.07% 7.84% 17.10% 14.95% 6.66% 6.89% 6.81% 13.56% 5.40%
It helps to search
materials.
20.83% 56.41% 17.67% 34.21% 31.30% 20% 37.93% 31.81% 31.39% 70.27%
It saves time. 8.33% 23.07% 3.92% 13.15% 11.68% 6.66% 3.44% 4.54% 10.46% 18.91%
Others... 0% 2.56% 1.96% 6.57% 3.27% 6.66% 3.44% 2.27% 3.48% 2.27%

. Encouraging Aspect of the Internet
Use is Shown in the Chart Below
0.00% 20.00% 40.00% 60.00% 80.00%100.00%120.00%140.00%
Teachers
Students
27.07%
15.11%
5.40%
13.56%
70.27%
31.39%
18.91%
10.46%
2.27%
3.48%
It is easily available. It is economical.
It helps to search materials. It saves time.
Others

Empowerment in Teaching and
Learning by the Internet Use
• Table19. Empowerment in Teaching and
Learning by the Internet Use
Students Teachers
Total
Fully empowered. 0% 2.56% 0% 0% 0.46% 0% 3.44% 2.27% 0.77% 13.51%
Moderately
empowered.
2.08% 15.38% 3.92% 2.63% 5.14% 0% 3.44% 2.27% 4.65% 27.02%
Only to some
extent.
22.91% 35.89% 19.60% 19.73% 23.36% 60% 34.48% 29.54% 24.41% 29.72%
Fairly empowered. 10.41% 17.94% 1.96% 25% 14.95% 6.66% 10.34% 9.09% 13.95% 8.10%
Not at all. 41.66% 23.07% 66.66% 46.05% 45.79% 66.66% 41.37% 50% 46.51% 21.62%

Empowerment in Teaching and Learning by
the Internet Use is presented in the Chart
Below
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teachers
Students
13.51%
0.77%
27.02%
4.65%
29.72%
24.41%
8.10%
13.95%
21.62%
46.51%
Fully empowered. Moderately empowered.
Only to some extent. Fairly empowered.
Not at all.

Last Time of the Internet Use
• Table20. Last Time of the Internet Use
Students Teachers
Total
Today 2.08% 7.69% 1.96% 3.94% 3.73% 0% 10.34% 6.81% 4.26% 27.72%
Yesterday 10.41% 28.20% 3.92% 11.84% 12.61% 6.66% 10.34% 9.09% 12.01% 13.51%
Few days before 12.50% 17.94% 3.92% 10.52% 10.74% 6.66% 13.79% 11.36% 10.85% 62.21%
Few weeks before 4.16% 20.51% 1.96% 11.84% 9.34% 6.66% 10.34% 9.09% 9.30% 8.10%
Long ago 6.25% 0% 19.60% 14.47% 11.21% 6.66% 6.89% 6.81% 10.46% 10.81%

Last Time of the Internet Use of the
Respondents is Shown Below
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%120.00%140.00%
Teachers
Students
27.72%
4.26%
13.51%
12.10%
62.21%
10.85%
8.10%
9.30%
10.81%
10.46%
Today Yesterday Few days before Few weeks before Long ago

4. Discussion of Findings
• More than three quarters of the teachers and less than half of
the students use the Internet and more than half of the teachers
use it at least once in two days and more than 30% students once
a week. They spend nearly one hour in a seating.
• Many teachers learned to use it from their friends or family
members and students from other institutions. They use it at
their homes at present and any teachers use the Internet on their
laptop and desktop and majority of students on their mobile and
desktop.
• By the Internet many of them get general information followed
by accessing online newspapers, chatting, social networking,
sending and receiving e-mails, and entertainment beside its
academic use like getting help in teaching learning, research,
online studies, etc.
• They browse materials related to teaching and learning but many
of them have not used social networks for academic purposes.Rajan Kumar Kandel
62

Contd…
• Many students have not used downloaded materials in their
studies although they find them reliable and authentic.
• Teachers also opine their willingness to use them.
• Many of them have not uploaded materials onto the Internet.
• They are encouraged to use the Internet because it helps to
search materials they need in teaching and learning.
• Most of them are empowered only to some extent by the
Internet in teaching learning.
• Majority of the teachers and students do not use the Internet
daily.
• Many of them use it once every week.
• Some teachers use the Internet for research, online studies,
and online journals and download books and articles.

…Contd
• They also contact the authors from abroad whose books they are
teaching and learning for years.
• Though the infrastructures managed and opportunities provided,
the campus has not experienced the full potential expertise of its
teachers and students in use of the Internet.
• In spite of the free Wi-Fi Internet connection in its premises,
relatively a few teachers and extremely small numbers of students
have used it because many of them do not own a device to use it.
• Visiting comp lab/ E-library for using the Internet and E-library is
very rare among the students and occasional among the teachers.
• Many SS even were not informed about the free Wi-Fi.
• Nearly one fifth of students and few teachers are hesitated to show
them incompetent in using them in front of others and few teachers
and one fifth of students complain that they are not allowed to use
the lab or e-library.

5. Implications of the Findings
• Wide circulation of the message across teachers and students that
the campus has encouraged use of the Internet to its full potential
to explore new ideas and knowledge is needed/lacking.
• Storehouse of knowledge is being uploaded every second and we
can be benefitted from it at the nominal cost even from their
context.
• Not only a means of communication, the Internet is a good mode of
teaching and learning that can broaden the horizon.
• Teachers can use the devices and tools they can reach, rather than
worrying about the better ones to use the Internet.
• No any holidays or vacations in learning through the Internet.
• Teachers can upload any materials they have prepared to help
hundreds of students in a second.
• The findings of the study can be the guidelines for the institutions
and their teachers and students to gear the outcomes through the
proper use of the ICTS and the Internet. Rajan Kumar Kandel 65

6. Conclusion
• Students and teachers of Surkhet Campus (Education) have
nicely begun their journey of online learning and the Internet
use in their own pace nicely and enthusiastically.
• They are good beginners and are facing a lot of problems but
they will be multiplied very soon.
• It will be used in and outside the classrooms and will open the
gate of e-learning enhancing the ODL. It will be an inevitable
part of instruction.
• The Internet has been a vehicle to reach at any destination the
users want if driven properly.
• Teacher Administration Student Partnership (TASP) in the
campus can lead its excessive and excellent use solving the
problems to be faced in teaching and learning.
• ICTs and the internet are only physical tools, which themselves
cannot bring change or benefits to students, teachers, and
communities at large but should be brought by the users by
using them appropriately.

Photo 2: Surkhet Campus (Education)
Administration Building

Thank
YouRajan Kumar Kandel 68

A study on use of the internet by the teachers and students of surkhet campus (education)..

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