Blended e-Learning Training (BeLT): Enhancing Railway Station Controller Knowledge

Babita Pandey Department of Computer Applications, Lovely Professional University Phagwara, Punjab, India shukla_babit@yahoo.com

O. P. Vyas Department of Computer Science, Indian Institute of Information Technology, Allahabad, Uttra Pradesh, India dropvyas@gmail.com

Abstract— With the growing economy, e-learning consequently gained increasing attention as it conveys knowledge globally with improved interactivity, assistance and reduced costs. For the past few years, accidental challenges have become the severe problem with railway units due to irresponsibility, lack of knowledge and improper guidance of station controllers (learners). While focusing on e-learning technologies railway units failed to admit learner’s need, cultural diversity and background skills by creating ethnically impartial e-learning environments, which resulted in inadequate training and degraded performance. The purpose of this study is to understand the vision of a global diverse group of station traffic controllers about e-learning courses developed by their individual railway units. The opinions of these officials have been verified by questionnaires on the basis of course organization, course accuracy, course effectiveness, course relevance, course productivity and course interactivity. The results obtained show that the developed e-learning course was highly helpful, interactive, creative, and user-friendly for learners. This leads to making e-learning conquered among independent learners.

Keywords— course organization, interactivity, accuracy, productivity, western, effectiveness, relevance.

1. INTRODUCTION Due to enhancement in railway accidents, various officials of top level management decided to build up the professional growth of their station traffic controller employees by providing them super excellent training which leads to avoid damage. The training must provide a consistent learning based instruction with minimal hardware cost requirement. Railway units of different countries provide professional development of employee through e-learning which enriched the growing magnetism of this method of online training [1]. These methods surpassed the traditional or conventional classroom mode of training where the training not conducted on the basis of learners preference, background, skills, etc. due to which learner not able to get rid of risk based situations. The blend e-learning [2] teaching approach is useful to enhance the knowledge of the station controllers (learners) for the railway station training program. Blended e-learning training (BeLT) drastically improves the culture of western and non-western economy, which relied mostly on the development of theoretical valued instructions rather than their application usages in diverse environments. According to Hannon et al. usage of learning technologies negatively influenced the level of engagement for culturally manifold learners [3]. The purpose of this research is to study the vision of a global diverse group of station traffic controllers about e-learning courses which was developed by their countries railway units. Based on relevant literature, there were total 30 null hypotheses clumped into six groups according to defined form as: course relevance, course organization, course effectiveness, course interactivity, course accuracy and course productivity. The various types of null hypotheses were: (1) there was no significant difference in course relevance in impartial e- learning environment for defendants country of origin, cultural diversity, religion and philosophy, arts & music and native languages; (2) there was insignificant difference in course organization for defendants country of origin, cultural diversity, religion and philosophy, arts & music and native languages; (3) there was insignificant difference in course effectiveness for defendants country of origin, cultural diversity, religion and philosophy, arts & music and native languages; (4) there was insignificant difference in course interactivity for defendants country of origin, cultural diversity, religion and philosophy, arts & music and native languages; (5) there was insignificant difference in course accuracy for defendants country of origin, cultural diversity, religion and philosophy, arts & musi

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