This research literature contains studies, inquiries, or investigations to

which the present study is related or with some bearing or similarity.

The COVID-19 pandemic situation has posed unprecedented challenges

requiring teachers to adapt to teaching online. Until March 2020, the typical

teaching situation at school was characterised by students who convened in

classrooms according to their timetables and teachers who covered their

subjects’ standard content, frequently through formal lecturing. Students were

required to listen to their teachers, work individually or in groups, and

predominantly reproduce knowledge in assessments (e.g., Lipowsky 2015). By

contrast, ICT use was limited (Fraillon et al. 2014, 2019; GEW (Gewerkschaft

Erziehung und Wissenschaft) 2020). The school lockdown confronted teachers,

students, and parents with an entirely new situation (Huber and Helm 2020).

Continued teaching and learning was only possible through alternative means of

schooling. Teachers had to change to online teaching, requiring them to use

various digital tools and resources to solve problems and implement new

approaches to teaching and learning (Eickelmann and Gerick 2020). Beyond

instructional goals, teachers were also required to maintain contact with their

students to account for the social integration of their learning groups.

Although the transition to online teaching was unexpected and rapid due to

COVID-19, it took place amid a wider ICT transformation process in educational

systems (Selwyn 2012; McFarlane 2019). Digitalisation in schools has recently

attained prominence. A key argument relates to closing the ‘gap’ between

students’ conventional learning and development at school and ‘the experiences

and skills that our youth need to enter the information economy’ (Kozma 2011,

106): the school curriculum should increasingly be interwoven with ICT, and
students should be given opportunities to use advanced technological tools and

digital resources for creative and innovative problem solving (Kozma 2011, 115).

Evidence suggests that digital technologies may enable new opportunities for

teaching and learning (for a meta-analysis, see Chauhan 2017), and the use of

ICT has become increasingly popular in elementary and secondary schools in

recent decades. Although technical infrastructure is required to implement ICT in

instructional contexts, teachers and students must also be encouraged and

supported in using digital tools.

Pihlajamaa et al. (2016) stressed the greater results of using the online learning

platform. The results the perceived advantages of e-learning for both teachers

and students were fairly similar. Flexibility in use of time and place were found as

the most important benefit of e-learning. Some teachers conceived that e-

learning was more activating than traditional learning in terms of increasing

presence and participation. However, the results indicate that some of the
students were not convinced about the activating advantages of e-learning. The

main challenges in e-learning for both students and teachers dealt with technical

issues, and teacher-student interaction. Both students and teachers also

experienced problems in directing the learning situation. Teachers also

highlighted the students lack of commitment as a challenge in e-learning

Zare et al. (2015) said that the e-learning is the new way of learning some

lessons that cannot easily understand yet or didn’t know yet. Beside from the

traditional teaching process that there is a presence of face to face with the

teachers who is lecturing through personal. In e-learning students can study by

there own with the help of the internet and whereas there are answers from the

question presented in a short period of time.

E-learning is beneficial (Arthur-Nyarko and Kariuki, 2019, b), but its effectiveness

is contextualized (Lembani, Gunter, Breines, Tapiwa, & Dalu, 2019). Students

from developing countries score lower in online learning and are likely to

withdraw from the online courses compared to their colleagues in developed

countries (Kizilcec & Halawa, 2015). In the US, a meta-analysis of existing data

revealed that students engaged in online learning performed better than those in

face-to-face sessions while students who blended online and traditional learning

performed the best of all (The Council of Independent Colleges, 2016). A student

may be part of the online learning but may not actively use the service or follow

the tutor (Bean, et al., 2019).

Ajayi et al. (2015) said that the e- learning has a big impact in the academic

performances of the students. It improves the learning progress, self-

developmental outcome, and motivation of their studies. The result also show

that e-learning has a big part of every student because it improves their
academics in different ways. As part of the new generation being prepared for

the e-learning is a must because it is much suitable because we are engage to

the technology and much more in the internet. It really helps the students to

develop their potentials to make their works more creative and understandable.

Joyce (2014) pointed out that the student who uses online learning has

delivered well his/her performance in their studies and the students develop more

his/her knowledge by the use of internet. They manage their time equally and

has the self-control in using their time for them to have a betterment life. These

platform give the students an inspiration to be more active in their academic

because the technology helps them to increase their academic performance. In

traditional format, although it was old it also helps our the students in their

academic performance in different ways. Hence, with the use of advancement

and innovations a new format was introduced in a hybrid format that use

technology.

Sharma & Suri (2014) concluded on their study that the relationship

between disciplines of students and their responses and attitudes towards e-

learning. The researchers used computer and e-learning attitude scale by

employing survey questionnaires to 477 students enrolled in various courses

across 6 major disciplines in Panjab University Chandigarh, India. The

researchers found a significant relationship between discipline of student and the

factors of scale on computer and e-learning attitude which set emphasis on the

role of department in learning and satisfaction level of students.

Ceobanu and Boncu (2014) pointed out on their study that there are

challenges associated with the use of mobile technology in adult education. They

argued that mobile learning (mLearning) can be placed at the connection of

eLearning and mobile computing, which is differentiated byte capability to access

learning resources anywhere, anytime, through high capabilities of search, high

interaction, high support for effective learning and ongoing assessment based on

performance. Also, mLearning considered to be as an extension of eLearning,

but characterized by its independence from a location in space and time.

Furthermore, mLearning comprises the use of mobile technology in the service of

the processes related to teaching and learning. The mLearning can be

considered as the point where mobile computing and eLearning meet to create

learning experience that can be commenced anytime and anywhere.

Yuan & Kim (2014) suggested that Online learning community helps the

students to create their self-belongingness by their groups of learners who was

learned to trust one of another, make an relationship between the group or the

people in the group, they also construct and shared information based in the text

that they have read in online. It builds the connection of the learners to know

more and getting each other. Online learning helps them to gain knowledge and

attitudes toward other people who was with them and to feel them that they are

fulfilled with knowledge

According to Benta & Dzitac (2014) the case of having e-learning platforms

in higher education they manage the time and resource that was about to the

courses of the students. It is also set their minds to look forward on the things

that can help them to emphasize and make a progress that shall lead them for

their success. E-learning intend for the use of the students in the courses they

will choose it was implemented because it has a big part for their studies.

Because in e-learning they provide valid information that can directly explains the

lessons and activity that will be given to the students and by this platform it

changes the students’ perception about their homework and its importance to

their life as students. From this experience, we can conclude that students can
learn the proper managing of the platform and they can also learn to solve the

intense homework. E-learning can be a solution too to their problem because e-

learning contains the information that they should be aware and known. It helps

them to manage their potentials to the homework and avoids the errors while

they are doing their homework. In their experience of using e -learning provides

the email and password to make sure that you are the real person behind the

unfamiliar account.

Saleem & Rasheed (2014) said that E-learning helps the students on how

to fully manage their time and it also decreases the workload that was given to

them because of the e-learning. It focuses on the effects of the online learning

platforms to their workload and how saving the time will be the way to make up

all things more usable in the following students that will study this. It can also

show if the effect is positive or negative based on how the student manage it.

Saleem & Rasheed (2014) stated on their study that the findings of this

study tells the good effect of the e-learning to the students because they know

how to manage their time, how they can decrease the work load and how they

can develop more things to their academic by using the latest technology that

was invented which is the e-learning. The e-learning make the things easier than

what it is and save a lot of time because in just one sit of doing this the students

can do all the works in just an hour or less than an hour. It improves the learning

of every student who was involve of this kind of platform.