The Effects of Elearning On Students Performance

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EFFECTS OF E–LEARNING ON STUDENTS’ ACADEMIC LEARNING AT

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Article in Asian Journal of Social Sciences & Humanities · July 2018
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ISSN: 2520-0143 (Online) Asian Innovative Journal of Social Sciences & Humanities (AIJSSH) Vol. 2 No. 2
April 2018
EFFECTS OF E–LEARNING ON STUDENTS’ ACADEMIC LEARNING

AT UNIVERSITY LEVEL
Lubna Salamat
Lecturer, Department of Education
The University of Lahore, Pakpattan Campus
Email: lubnasalamat786@gmail.com
Dr. Gulzar Ahmad

Assistant Professor, Department of Education
Email: dr.gulzar2016@gmail.com
Mohammad Iftikhar Bakht

Email: iftikharbakht@gmail.com
Imran Latif Saifi

Email: imransaifirphd@gmail.com
ABSTRACT
The study highlights the effects of e-learning on students’ academic learning at university
level. the objective of the study was; to find out the effects of e-learning on students’ interest
and learning at university level. Researchers used quantitative research method for the study.
Graduate students formed the population and simple random sampling technique used for data
collection. The data was collected from 205 students from the University of Lahore, Pakpattan
Campus. The data was analyzed and used the statistical techniques of frequency and
percentage score. The study found that e-learning provides time flexibility to the students and
it motivates students to do their own work without others help. It was also that students feel
comfortable when they use internet. The study concluded that e-learning is a system that
provide time flexibility to the students for their learning and motivates students to do their
work without others help. It is also concluded that students feel comfort in browsing and
surfing internet.
Key words: E-learning, Academic learning, University level.
1|Page
Salamat, L., Ahmad, G., Bakht, I., & Saifi, I. L. (2018). Effects of E–Learning on Students’ Academic
learning at university Level. Asian Innovative Journal of Social Sciences and Humanities, 2(2), 1-12.
April 2018
INTRODUCTION
E-Learning is utilizing electronic technologies to get access educational curriculum. It

refers to a course, program or degree that is completed through online. Presently, e-learning is
inspiring the world societies at large. In this perturbed era, it is hard to get education in formal
mode due to social, economic or interconnected problems in the society. But everyone has an
urge to continue its education within possible means. E-learning makes education flexible
because there is no limitation of time and space. So, e-learning makes learning easier to learn.
The evolution of technology is drastically changing the social norms. Educated and
uneducated masses use technology frequently for enjoyment and benefits. It is observed that
different social media like face book, what’s app and twitter plays an important role in education.
These applications strongly attracted students and connected them with different parts of the
world. These applications introduce them a variety of new terms of education, one of them is e-
learning. E-learner want to adopt new technologies to learn and to connect with peoples related
to their field of study (Anshari, Alas, & Guan, 2016). Many countries of the world are promoting
education through e-learning. But everyone wants to enhance his/her education at any cost and
by mean.
So, one of this possible mean is e-learning. Which makes education flexible for learners
because there is no boundaries of time and building. Now we can have called next era of
education, era of e-learning education. In modern world of science and technology, modes of
education are molded from non-formal to informal, from informal to formal, from formal to
distance and now from distance to e-learning.
The study focused on addressing whether educational systems can use technology to
optimize students learning and interest. Many countries of the world are promoting education
through e-learning. In developing countries such as Pakistan use of technology at early stages.so
mode of e-learning is not more practiced or supported. However, the current research
investigates the potentially positive contributions of technology on student’s interest in learning
at young ages in Pakistan.
RESEARCH OBJECTIVES
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April 2018
The study has the following objective;
1. To find out the effects of e-learning on students’ interest and learning at university level?
REVIEW OF RELATED LITERATURE
Social interactive education and e-learning are used as modes of education. Social
interactive education is known as traditional method of learning where student and teacher have
face to face interaction whereas e-learning or open learning is contrary to traditional education as
it has some distance between learner and teacher. Students who belong to remote areas or have
jobs can get education at their door step through e-learning education and enhance their
qualification at any time and at any stage of age (Ansari, 2014).
In new generation lacks creativity because Access of profuse technology. The interaction
between technology and learning is inseparable in the 21st century. It is critical to understand the
impact of technology in education which leads to interest in school attendance and subsequently
to learning and creativity. Children can help one another in use of technology as well as taught
learn in universities (Shafieiosgouei, Nourdad, Hassantofighi & Shafieioskouei, 2018).
According to Alismail (2015) in technology e-learning is a powerful tool, which provides

direct access to get information and knowledge by themselves. E-learning leading to independent
learning. Teachers have the responsibility to guide students as they research and obtain
information in order to further develop that skills. Subsequently, without even knowing it
students “learn how to learn” and develop their own learning strategies that can last a life time.
Technology rapidly evolve and its innovations have had a positive impact on our daily
lives. It also brings revolution in the field of education and research. E-learning can refer to the
situation where the interaction between the students and the teacher is done through online
system. Students are received training and taught through online system and teacher may also in
the same building with them (Ajadi, Salawu, & Adeoye, 2008).
Human society take a huge leap due to revolution in the field of information technology
and the development of web. The focus of society is shifted from industry to information.
Information technology suddenly became an important element of every aspect of our society
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April 2018
and Education is no exception from it. It changes every field of education, even it changes the
modes of education and introduce a new mode of education, called e-learning.
Creativity and innovation skill brings changes in teaching and learning due to technology.
From different virtual channels students can see the real world through their own online
experience as videos can be effective means to observe real life problems and come up with
solutions. Through multimedia tool to increase student performance and motivation to learn by
encouraging discussion, collaboration, problem solving, innovation, promoting cognitive
processes and constructing knowledge (Mueller 2006).
The use of multimedia and networking is welcomed in the field of education. In 1960, the
University of Illinois developed a classroom with linked computer terminals where the students
could listen to recorded lectures of a course. This was the first time that some form of e-learning
was followed. In the beginning of 1960s, some professors of Stanford University used computers
to teach mathematics and reading in elementary schools. E-learning are providing learning
techniques to the students. With the growth of internet in 1990s, correspondence schools like
University of Phoenix started showing interest in virtual education. By 1994, the first online high
school CAL Campus came into existence. The combination of online education and face-to-face
teaching methods has gained more success than using the two methods individually. Some
experts refer to the education in 21st century as a multimedia network education. Educational
information is being accepted and promoted by all the nations around the world. A fact stated by
the National Centre for Education Statistics that in 2008, there were 18 million students, who
were enrolled in some online program worldwide, which was a 1.6% increase from 2002.In
India, even though the statistics are not so high, still there is a large scope of online education.
Under this situation, the education system and the teaching methods and many other things
related to the education field are changing. And this transformation has given birth to e-learning
(http://www.dnaindia.com/academy).
E-learning supports the widespread use of educational training. E-learning has various
advantages over the traditional techniques of learning and it is superior. E-learning is the most
convenient way to pursue a degree in higher education. A lot of students are involved to a
flexible and self-paced method of education to attain their degree. Taking into consideration of
technology in education, the researchers was in line with Chomsky (2014) technology itself and
4|Page
April 2018
education is concerned, technology is basically neutral. It’s like a hammer. The hammer doesn’t
care whether you use it to build a house or whether on torture, using it to crush somebody’s
skull, the hammer can do either.
Modern Learning Environment (MLE) is a term that has a whole section on information
supported with digital technology tool in the way that is a modern part in learning and teaching
process. MLE is designed to support learning styles which can exactly make the learning
environment to be modern. In this view, it is evident that MLE has a distinct look especially
from the way on process and facilitation (Ellaway & Masters, 2008).
MLE refers to enhance knowledge inquiry rooted in pedagogical and technological

approach. As a result, MLE is a kind of educational circles required in schools and in higher
learning around the world to support the learning styles, particularly collaborative
communication styles. Regarding supporting learning styles in knowledge inquiry, attempts to
enable student to accept the learning and additionally to get access to online resource can be
facilitated with such integration. This is to consider in creating such bright which may stimulate
classrooms to give such description into open and flexible learning spaces (Maseleno, Huda,
Basiron, Jasmi & Ahmad,2018).
According to Sabir, Ahmad, Ashraf and Ahmad, (2013) higher Education Commission
(HEC) in Pakistan 70% of the students are registered privately or by distance education programs
offered by different universities (Division, n.d.). Those students who joined distance education
are also facing problems in attending tutorials and workshops as they live far away from study or
examination centers. Many of them stop studying due to many problems they have faced
specially mentioned above. Due to these reasons students are now focusing on online and e-
learning programs, as they can easily asses their lessons and assignments easily even than their
examinations too.
E-learning provides opportunity to save conversation and listen it later when they have
time as it is a flexible system of education. There is no boundary of time schedule and building.
E-learning provides opportunity to contact any teacher or institution from any part of the world.
5|Page
April 2018
They can also watch relevant videos or listen audio lectures of different teachers from any other
part of the world. Means they have more variety and many chances to enhance their knowledge.
RESEARCH METHODOLOGY
The study explores the effects of e-learning on students’ interest and learning at university level. The
researchers used quantitative method for the present study. All the graduate students in the
University of Lahore, Papattan Campus were the population. Simple random sampling technique
was used for the data collection from the respondent. In process of sample selection, researchers
selected 205 graduate students from the university. Questionnaire used as a research tool for data
collection. Questionnaire developed on 3 likert scale from agree to disagree and comprised 21
items. Questionnaire distributed among graduates and data was collected from 205 students.
collected raw data was analyzed through SPSS and most frequently used statistical techniques of
frequency and percentage score used. The aforesaid statistical technique is suitable in achieving
the objective of the study.
RESULT AND ANALYSIS
The data analysis is as under;
Sr. Statements A UD DA
1 E-learning provides time flexibility 190 - 15
92.7 - 7.3
2 E-Learning makes me able to access global world 187 7 11
91.4 3.4 9.8
3 Online experiences help me engage actively in my learning 184 6 15
89.7 2.9 7.3
4 Tutor responded promptly to my requests 154 21 30
75.1 10.2 14.6
5 The feedback provided by the instructors was useful 171 13 21
83.4 6.3 10.2
6 E-learning tools enhance students learning 188 6 11
91.8 2.9 5.4
7 Students have difficulties using online material 149 23 33
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April 2018
72.7 11.2 16.1

8 E-learning makes studying easier for me 178 7 20
86.5 3.4 9.8
9 E-learning enables me to join social media groups 183 10 12
89.0 4.9 5.8
10 E-learner face difficulty in understanding objectives of course outline 126 32 47
61.5 15.6 22.9
11 Students’ distribute learning material through WhatsApp 178 8 19
86.8 3.9 8.14
12 Assignments were marked promptly 144 38 23
70.2 18.5 8.13
13 Assignments help me to learn the course material 168 27 10
81.9 13.2 4.9
14 Instructors contacted easily 155 24 26
75.6 11.7 12.7
15 Learning material were shipped to me promptly 154 23 28
75.1 11.2 11.11
16 Require technical assistance to access online materials 173 13 19
81.4 6.3 7.8
17 E-learning enhance the quality of teaching-learning process 181 6 18
88.3 2.9 8.7
18 E-Learning motivates me to do my own work without others help 168 7 30
81.9 3.4 13.12
19 E-learning help to set my own schedule 176 14 19
83.9 6.8 8.13
20 I feel comfortable when using internet 180 4 21
87.8 2.0 9.12
21 E-learning helps me to consult relevant material from other libraries 184 3 18
89.7 1.5 8.8
The above-mentioned table described descriptive statistics (frequency score and percentage
score) of the data collected from university students. Item 1 described the responses of university
students that they (190, 92.7%) & (15, 7.3%) agreed and disagreed respectively with the
7|Page
April 2018
statement, “E-learning provides time flexibility”. Item 2 described the responses of university
statement, “E-learning makes me able to access global world” whereas students (7, 3.4%)
responses are undecided. Item 3 elaborated the responses of university students that they (184,
89.7%) & (15, 7.3%) agreed and disagreed respectively with the statement, “Online experiences
helps me engage actively in my learning” whereas students (6, 2.9%) perceptions are undecided.
Item 4 explained the responses of university students that they (154, 75.1%) & (30, 14.6%)
agreed and disagreed respectively with the statement, “Tutor responded promptly to my
requests” whereas students (21, 10.2%) perceptions are unsure. Item 5 elucidated the responses
of university students that they (171, 83.4%) & (21, 10.2%) agreed and disagreed respectively
with the statement, “The feedback provided by the instructors was useful” whereas students (13,
6.3%) insights were uncertain. Item 6 illuminated the responses of university students that they
(188, 91.8%) & (11, 5.4%) agreed and disagreed respectively with the statement, “E-learning
tools enhance students learning” whereas students (6, 2.9%) insights were uncertain. Item 7
explained the responses of university students that they (149, 72.7%) & (33, 16.1%) agreed and
disagreed respectively with the statement, “Students have difficulties using online material”
whereas students (23, 11.2%) perceptions were undefined. Item 8 well-lit the responses of
university students that they (178, 86.5%) & (20, 9.8%) agreed and disagreed respectively with
the statement, “E-learning makes studying easier for me” whereas students (7, 3.4%) perceptions
were undefined. Item 9 revealed the responses of university students that they (183, 89.0%) &
(12, 5.8%) agreed and disagreed respectively with the statement, “E-learning enables me to join
social media groups” whereas students (10, 4.9%) perceptions were undefined. Item 10
explained the responses of university students that they (126, 61.5%) & (47, 22.9%) agreed and
disagreed respectively with the statement, “E-learner face difficulty in understanding objectives
of course outline” whereas students (32, 15.6%) perceptions were undefined. Item 11 elucidated
the responses of university students that they (178, 86.6%) & (19, 8.14%) agreed and disagreed
respectively with the statement, “Students’ distribute learning material through WhatsApp”
whereas students (8, 3.9%) perceptions were undefined. Item 12 explicated the responses of
university students that they (144, 70.2%) & (23, 8.13%) agreed and disagreed respectively with
the statement, “Assignments were marked promptly” whereas students (38, 18.5%) perceptions
8|Page
April 2018
(10, 4.9%) agreed and disagreed respectively with the statement, “Assignments help me to learn
the course material” whereas students (27, 13.2%) perceptions were undefined. Item 14 revealed
the responses of university students that they (155, 75.6%) & (26, 12.7%) agreed and disagreed
respectively with the statement, “Instructors contacted easily” whereas students (24, 12.7%)
perceptions were undefined. Item 15 revealed the responses of university students that they (154,
75.1%) & (28, 11.11%) agreed and disagreed respectively with the statement, “Learning material
were shipped to me promptly” whereas students (23, 11.2%) perceptions were undefined. Item
16 revealed the responses of university students that they (173, 81.4%) & (19, 7.8%) agreed and
disagreed respectively with the statement, “Require technical assistance to access online
materials” whereas students (13, 6.3%) perceptions were undefined. Item 17 revealed the
responses of university students that they (181, 88.3%) & (18, 8.7%) agreed and disagreed
respectively with the statement, “E-learning enhance the quality of teaching-learning process”
whereas students (6, 2.9%) perceptions were undefined. Item 18 revealed the responses of
university students that they (168, 81.9%) & (30, 13.12%) agreed and disagreed respectively
with the statement, “E-learning motivates me to do my own work without others help” whereas
students (7, 3.4%) perceptions were undefined. Item 19 revealed the responses of university
statement, “E-learning help to set my own schedule” whereas students (14, 6.8%) perceptions
(21, 9.12%) agreed and disagreed respectively with the statement, “I feel comfortable when
using internet” whereas students (4, 2%) perceptions were undefined. Item 21 revealed the
responses of university students that they (184, 89.7%) & (18, 8.8%) agreed and disagreed
respectively with the statement, “E-learning help me to consult relevant material from other
libraries” whereas students (3, 1.5%) perceptions were undefined.
FINDINGS
Findings of the study are in the following lines;
• The study found that students (92.7%) responded that e-learning provides time flexibility
to the students for their studies.
9|Page
April 2018
• The study informed us that students (91.4%) responded that e-learning makes me able to
access global world for their study purposes.
• The study found that (89.7%) students responded that online experience helps students
engaging actively in their learning.
• The study tells us that (75.1) responded that tutor responded promptly to student’s
request.
• The study discovered that (83.4%) students responded that the feedback provided by the
instructor was useful for students.
• The study found that (91.8%) students responded that e-learning tools enhance students
learning.
• The study informed us that (72.7%) students responded that students face difficulties
using online material.
• The study discovered that (86.5%) students responded that e-learning makes study easier
for students.
• The study tells us that (89%) students responded that e-learning enables students to join
social media groups.
• The study found that (61.5%) students responded that e-learner face difficulty in
understanding objectives of course outline.
• The study informed us that (86.6%) students responded that students distribute learning
material through social media apps, WhatsApp.
• The study discovered that (70.2%) students responded that assignments were marked
promptly.
10 | P a g e
April 2018
• The study informed us that (81.9%) students responded that assignment helps the
students to learn the course material.
• The study found that (75.6%) students responded that instructors contacted easily.
• The study tells us that (81.4%) students responded that require technical assistance helps
students to access online materials.
• The study informed us (88.3%) students responded that e-learning enhance the quality of
teaching and learning process.
• The study found that (81.9%) students responded that e-learning motivates students to do
their own work without others help.
• The study discovered (87.8%) students responded that students feel comfortable when
using internet.
• The study informed us (89.7%) students responded that e-learning helps students to
consult relevant material from other libraries for improving their learning.
CONCLUSION
The study concluded that e-learning is the prevailing system in present era for education
especially for youth’s education and motivates students to do their work without others help. E-
learning is a system that provide time flexibility to the students for their learning and the use of
e-learning give them access to global world for study purposes. Ali, Nargis, Yasmeen & Iqbal
(2015) found that secondary teachers have a keen desire for the use of ICT and its integration
within classroom environment. E-learning also engage the students active in learning process.
Tutors play a significant role in e-learning through prompt response to students’ requests and this
feedback is useful for students whereas students are helped to access online material through
technical assistance. On contrary, students face difficulties in using online materials. But another
good sign is that e-learning provide an opportunity to the students to join social media groups.
The study concluded that students share their learning material through social media e.g.
WhatsApp groups and they also consult other libraries for material to improve their learning. The
students supported the idea that instructors contacted easily. Students responded that e-learning
11 | P a g e
April 2018
enhance the quality of teaching and learning process. The study concluded that students feel
comfort when they are exploring and surfing internet.
REFERENCES
Ali, M. Q., Nargis, N., Yasmeen, R., & Iqbal, Z. (2015). ICT Use for Effective Teaching-
Learning Process in Secondary Schools in Punjab Province. Asian Journal of Social
Sciences & Humanities, 4 (3), pp. 138-143.
Alismail, H. A. (2015). 21st Century Standards and Curriculum: Current Research and Practice.
Journal of Education and Practice, 6(6), 150-155.
Anshari, M., Alas, Y., & Guan, L. S. (2016). Developing online learning resources: Big data,
social networks, and cloud computing to support pervasive knowledge. Education and
Information Technologies, 21(6), 1663-1677. https://doi.org/10.1007/s10639-015-
Ellaway, R., & Masters, K. (2008). AMEE Guide 32: E-Learning in medical education Part 1:
Learning, teaching and assessment. Medical teacher, 30(5), 455-473.
Jung, E., Lim, D. H., & Han, S. J. (2018). Expertise Development for Next-Generation Digital
Learners. In Handbook of Research on Pedagogical Models for Next-Generation
Teaching and Learning (pp. 38-59). IGI Global.
Maseleno, A., Huda, M., Teh, K. S. M., Don, A. G., Basiron, B., Jasmi, K. A., ... & Ahmad, R.
(2018). Understanding Modern Learning Environment (MLE) in Big Data
Era. International Journal of Emerging Technologies in Learning (IJET), 13 (5), 71-85.
Mueller, J. (2006). Authentic assessment toolbox. Retrieved from Journal of Online Learning and
Teaching website: http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.
htm#looklike.
Sabir, R. I., Ahmad, W., Ashraf, R. U., & Ahmad, N. (2013). Factors affecting university and
course choice: A comparison of undergraduate engineering and business students in
Central Punjab, Pakistan. Journal of Basic and Applied Scientific Research, 3(10), 298-
305.
Shafieiosgouei, S., Nourdad, N., Hassantofighi, R., & Shafieioskouei, S. (2018). The Effect of E-
Learning on Learning and Interest in School Attendance among Elementary School
Students. Proceedings of the RAIS Conference.
12 | P a g e
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EFFECTS OF E–LEARNING ON STUDENTS’ ACADEMIC LEARNING AT

Article in Asian Journal of Social Sciences & Humanities · July 2018

Imran Latif Saifi

The user has requested enhancement of the downloaded file.

EFFECTS OF E–LEARNING ON STUDENTS’ ACADEMIC LEARNING

Dr. Gulzar Ahmad

Mohammad Iftikhar Bakht

Imran Latif Saifi

Key words: E-learning, Academic learning, University level.

E-Learning is utilizing electronic technologies to get access educational curriculum. It

The study has the following objective;

REVIEW OF RELATED LITERATURE

According to Alismail (2015) in technology e-learning is a powerful tool, which provides

MLE refers to enhance knowledge inquiry rooted in pedagogical and technological

RESULT AND ANALYSIS

The data analysis is as under;

72.7 11.2 16.1

Findings of the study are in the following lines;

to the students for their studies.

access global world for their study purposes.

engaging actively in their learning.

instructor was useful for students.

using online material.

social media groups.

understanding objectives of course outline.

material through social media apps, WhatsApp.

students to learn the course material.

students to access online materials.

teaching and learning process.

their own work without others help.

View publication stats

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