Synthesis of the State-Of-The-Art

This section presents similarities and/or differences of the present study to the

past studies cited. There are some previous studies used as related work in this present

research. The relevant study of Judrups (2015), found that knowledge management and

e-learning naturally brings both disciplines closer and supports integration that

contribute to building a continuous learning culture. (Tarhini et al., 2014a) analyzed the

implementation of e-learning, according to him the successful implementation of e-

learning tools depends on whether or not the students are willing to adopt and accept

the technology. Thus, it has become imperative for practitioners and policy makers to

understand the factors affecting the user acceptance of web-based learning systems in

order to enhance the students’ learning experience. While, the study of Moravec et al.

(2015) compares the effectiveness of technology in the student’s achievement and

found out that the e-learning tools have affected the students’ results. Online classroom

sessions involving interaction and discussion can contribute positively to students’

feelings of connectedness to their educator and fellow peers according to Beth et al.

(2015). Callan et al. (2010) and Garrison (2011) identified many advantages for e-

learning technologies and conclude that technology enables the student to access the

materials from anywhere at any time. In South Korea, House and Telese (2011 and

2012) found out that students who expressed high levels of enjoyment at learning

mathematics, more frequently used computers in their mathematics homework.

(Carsten & Temphairojana, 2013) studies how Thai government has supported the use

of digital technologies to provide rural regions access to higher education and has made

many improvements to strengthen infrastructure and university network capacity.

Bhuasiri et al. (2012) assess how developing countries attitude toward e-learning,
program flexibility, and clear direction. The researchers concluded that people in

developing countries are less familiar with technology and therefore are far more critical

of e-learning. Anderson and Barnett’s (2013) study, in the US stated that learners in the

experimental group were able to give more nuanced responses about the descriptions

of electric fields and the influence of distance on the forces that change experience

because of what they learnt during the game, with the help of technology. Lastly, the

study of Güven and Sülün (2012) evaluated the effects of computer-enhanced teaching

in science and technology courses. They found a significant difference in achievement

tests between the mean scores of the group of learners who were taught with the

computer-enhanced teaching method and the control group who were taught with

traditional teaching methods. These information and insights gathered from previous

writing and studies made a noteworthy difference.