Analyzing the Non-Functional Features of Web Conferencing Tools for

Synchronous Online Tertiary Education in Sri Lanka

Rannulu Lakmali De Zoysa1*, Lubna Ali Mohammed2, Rushan Abeygunawardana3

1&2 Faculty of Social Science, Arts and Humanities, Lincoln University College, Malaysia

3 Faculty of Statistics, University of Colombo, Colombo, Sri Lanka

Corresponding author’s e-mail: rldzoysa@lincoln.edu.my

Received: 29 Aug 2024

Revised: 20 Oct 2024

Accepted: 15 Nov 2024

DOI: doi.org/10.60072/ijeissah.2024.v3i01.003

ABSTRACT

A selection of a web conferencing tool often focuses on functional requirements. However, nonfunctional requirements play a critical role in ensuring the overall effectiveness and usability of a tool, especially for developing countries like Sri Lanka. This study aims to provide a detail discussion on the nonfunctional requirements discovered in a previous study on “Expert opinion on selecting a web conferencing tool for synchronous online tertiary education in Sri Lanka.” The study conducted semi-structured interviews with twenty selected experts, including educational specialists, educational psychologists, and IT specialists who are directly in touch with the online tertiary education sector of the country. The data is analysed using a thematic analysis approach to identify the sub-factors attributed to each non-functional requirement and content analysis to quantify the identified sub-factors. The findings revealed a total of 66 subfactors across nine key categories: pricing, compatibility, performance, security, user-friendliness, customer support, user training and setting standards, admin functionality, and value-added services. The study provides a comprehensive overview of the non-functional requirements essential for web conferencing tools to be effective in the Sri Lankan context, where internet connectivity can be unreliable, devices may be limited, and cultural sensitivities need to be considered. The findings of the study can be used by educational institutions in Sri Lanka to make informed decisions about the selection of web conferencing tools and to ensure a robust synchronous online learning environment for teachers and students by minimising the limitations of being a developing country.

Keywords: Content Analysis; Non-Functional Requirements; Synchronous Online Education; Thematic Analysis; Web Conferencing Tools

This is an open access article under the CC BY NC ND license (https://creativecommons.org/licenses/by-nc- nd/4.0/?ref=chooser-v1); © 2024. .

Published by Asia Pacific Higher Learning Sdn Bhd., Malaysia

Background

The increasing reliance on online tertiary education has made web conferencing tools essential for creating effective learning environments. Selecting the most appropriate tool requires evaluating functional and non-functional requirements, particularly in resource-constrained settings like Sri Lanka. As a lower- middle-income country, Sri Lanka faces challenges such as unstable internet, frequent power outages, limited access to devices, economic constraints, and varying levels of technological readiness (Hayashi et al., 2022; Senevirathne et al., 2021). These issues emphasise the importance of non-functional requirements, such as usability, reliability, affordability, and scalability, in selecting suitable web conferencing tools (Mathrani, Sarvesh, & Umer, 2021).

Studies suggest that prioritising non-functional requirements can significantly alleviate these limitations and enhance the usability and accessibility of online learning tools in developing countries (Sife, Lwoga, & Sanga, 2007; Raturi, 2014). Building on the findings of De Zoysa, Mohomad, & Abeygunawardane, (2023), which focus on expert opinions regarding web conferencing tools for synchronous online education, this paper offers detailed guidelines for Sri Lankan tertiary institutions. By addressing non- functional requirements effectively, institutions can overcome resource and infrastructure barriers, enabling a smoother online learning experience for educators and students alike. These efforts are critical for promoting equitable and effective online education in Sri Lanka.

The study provides guidelines for Sri Lankan tertiary education institutes to select web conferencing tools by identifying non-functional requirements and their sub-factors to improve synchronous online education.

• Objectives:

  1. Determine non-functional requirements based on 13 factors by De Zoysa, Mohomad, & Abeygunawardane (2023).

  2. Explore sub-factors contributing to these requirements.

     
     

• Research Questions:

1. Key non-functional requirements for web conferencing tools?

   1. Sub-factors contributing to these requirements?

Literature Review

In the existing literature, it is identified that there are connectivity bottlenecks, diverse technological expertise, resource disparities, social conditions, and economic disparities as challenges for online tertiary education in Sri Lanka (Hayashi et al., 2022; Udayanga et al., 2021; Senevirathne et al., 2021; Hettiarachchi et al., 2021; Hayashi et al., 2020; Yang et al., 2022; Khashunika, Yatigammana, & Lakmal, 2021; De Alwis, 2022; Madhuwanthi, L. A. P., Muthulingam, A., & Madusha, 2021; Jayasinghe, 2022)

Many of the nonfunctional requirements suggested in this study can be utilised to minimise the said challenges. Performance ensures smooth communication even with connectivity bottlenecks, including limited internet bandwidth. Supporting a wide range of devices and operating systems to bridge the digital divide will minimise the issues with resource disparity. Security Features helps to protect sensitive information and ensure a safe learning environment even if the user is not technology savvy. User- friendliness caters to users with varying levels of technological skills and cultural backgrounds. Customer Supporting like readily accessible technical support and troubleshooting technical issues will help users with low technical skills to use the tool effectively. Implementation of flexible and affordable pricing models considering the economic realities of the Sri Lankan context will promote inclusivity and accessibility to online education.

User training and setting standards offering comprehensive training and establishing clear guidelines for online communication will facilitate smooth adaptation and address social challenges. Though the admin functionality and value-added services do not directly link with the challenges discovered from the literature, these two nonfunctional requirements will help to establish effective online learning environments for the tertiary education sector of Sri Lanka.

Methods

The study employed qualitative research methodology via semi-structured interviews with experts.

The study, based on De Zoysa, Mohomad, & Abeygunawardane (2023), developed a framework for selecting web conferencing tools in Sri Lankan tertiary education by identifying non-functional requirements. Semi-structured interviews with 20 experts (educational specialists, psychologists, and IT specialists) were analysed using thematic and content analysis to identify and quantify sub-factors. Experts were chosen via judgemental sampling to represent pedagogical, psychological, and technical perspectives. This framework offers a comprehensive approach tailored to the sector’s needs.

Table 1: Selection Criteria for Experts

Source: Expert opinion on selecting web conferencing tools for online tertiary education in Sri Lanka

International Journal of Education and Technology, 18(2), 123–145, De Zoysa, Mohomad, & Abeygunawardane, (2023)

The interview questions for the semi-structured interviews were adapted from a previous study by the authors. Out of the 5 questions provided in Table 2, the last question applies to this study.

Table 2: Description of Interview Questions

Source: Expert opinion on selecting web conferencing tools for online tertiary education in Sri Lanka

International Journal of Education and Technology, 18(2), 123–145, De Zoysa, Mohomad, & Abeygunawardane, (2023). The semi-structured interviews were conducted online via Zoom or MS Teams applications on pre-agreed date and time. These meetings were digitally recorded with the permission of the respondents. Once the data is collected sub-factors for each non-functional requirement are detected via a thematic analysis approach and the identified sub-factors are quantified using content analysis.

Results & Discussion

Identification of Non-functional Requirements.

Out of the thirteen main factors discovered in the study by De Zoysa, Mohomad, & Abeygunawardane, (2023), this study first filtered the non-functional requirements. Functional requirements are defined as what the system must do. And non-functional requirements explain how the system should work. If non- functional requirements are not met, users may become frustrated (Gorbachenko, 2021). The following table details the non-functional requirements derived from the said previous study based on the above definition.

Table 3: Functional and Non-functional Requirements of Web Conferencing Tools

Identification of the Sub-factors for Non-functional Requirements.

This section presents the results of thematic and content analysis on the nine non-functional requirements. It details the sub-factors, expert categories, and endorsement rates for each.

Table 4: Performance Sub-features

Table 4 lists performance sub-features for web conferencing tools in Sri Lanka. Results show strong agreement on P1 and P2, moderate agreement on P3, and varying agreement on P4-P8.

Table 5: Compatibility Sub-features

Table 5 lists five sub-features for compatibility. All experts agreed on C1-C3, while C4 and C5 were suggested by many but not all.

Table 6: Security Sub-features

Table 6 lists 16 security sub-factors for web conferencing tools. SE1-SE6 were fully endorsed, SE7-SE11 were partially endorsed, and SE12-SE16 had low endorsement rates.

Table 7: Customer Support

Table 7 lists nine customer support sub-factors. CS1-CS5 were fully endorsed, CS6 was partially endorsed, and CS7-CS9 had low endorsement rates.

Table 8: User Friendliness Sub-factors

Table 8 lists 14 user-friendliness sub-factors. UF1 and UF2 were fully endorsed, UF3-UF7 were partially endorsed, and UF8-UF16 had low endorsement rates.

Table 9: Pricing Sub-features

Eight pricing sub-factors were identified for web conferencing tools in Sri Lanka. PR1-PR4 received moderate to strong support from experts, while PR5-PR8 had limited support.

Table 10: Admin Functionalities Sub-features

The admin functionality was suggested by one IT specialist and there was only one sub-feature contributing to it.

Table 11: Value-added Services Sub-features

Table 11 identifies two sub-features contributing to value-added services, and both were suggested by a single IT specialist.

Table 12: User Training and Setting Standards

Three sub-features were identified for user training and setting standards, each endorsed by a single IT specialist as shown in Table 12.

Based on expert opinions, the following framework is proposed outlining key non-functional requirements and their sub-functionalities for selecting web conferencing tools in Sri Lankan tertiary education.

Table 13: Non-functional Web Conferencing Requirements for Online Education in Sri Lanka

The results of this study offer valuable awareness of the desired nonfunctional requirements for a web conferencing tool to mitigate the challenges associated with synchronous online tertiary education in Sri Lanka. There were nine nonfunctional requirements discussed in detail. These included performance, compatibility, security features, user-friendliness, customer support, pricing, user training and setting, admin, and value-added services.

Admin functionality: Help the educational institutes manage user accounts, monitor usage, and configure settings to suit their specific needs. Value-added services Facilitate special user groups like directors and managers to revisit past events for evaluation and improvement. As well as comprehensive user insight reports, provide valuable data on audience engagement, participation patterns, and areas for optimisation, and will empower informed decision-making for future improvements in the country’s online education. While these nonfunctional requirements present a valuable framework, the study has not prioritised them, therefore further research can be adopted to prioritise these nonfunctional requirements in the context of online tertiary education in Sri Lanka. Also, the study has considered only three categories of experts, teachers, students, and other relevant stakeholders that could be included in future research to ensure a more comprehensive understanding of the necessary nonfunctional requirements. This study focused on only the nonfunctional aspects of web conferencing tools, including a detailed analysis of the functional requirements identified in the previous study by De Zoysa, Mohomad, & Abeygunawardane (2023), would provide a complete picture of the ideal web conferencing for synchronous online tertiary education in Sri Lanka.

Conclusion

The successful implementation of online learning platforms in Sri Lanka is essential for addressing the growing demands of tertiary education. By prioritising non-functional requirements, web conferencing tools can significantly mitigate the challenges associated with synchronous online learning in the country. The study identified nine key non-functional requirements, including performance, compatibility, security, user-friendliness, customer support, pricing, user training, admin functionality, and value-added services. Addressing these requirements is crucial for creating a seamless and effective learning experience for both teachers and students, regardless of their socioeconomic background or technological expertise. Tertiary education institutions in Sri Lanka are strongly encouraged to focus on these non- functional requirements when selecting web conferencing tools for synchronous online learning activities. By doing so, they can establish a robust and inclusive learning environment that benefits all students.

Declarations

Ethics Approval and Consent to Participate: Not applicable

Conflicts of Interest: The authors declare that they have no conflict of interest.

Acknowledgement: The authors would like to thank the National Institute of Business Management, Kothalawala Defence University, University of Kelaniya, University of Sri Jayawardanepura, University of Moratuwa, University of Colombo, Sri Lanka, and Lincoln University of Malaysia for providing support for this study.

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