The Factors Affecting the Effectiveness of The Online Learning in Egypt

Submitted For Partial Fulfillment of the Requirement for The Degree of

Master of Business Administration

Submitted by:

Nourhan Ali

Dina Atef

Rania Jacob

Lamiaa Abdel Hameed

Ahmad Riad

Supervised by: DR. Adel Sakr

June, 2022
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Contents
Introduction ............................................................................................................................................. 1
Problem Definition................................................................................................................................... 4
Research Question ................................................................................................................................... 4
Research Objective .................................................................................................................................. 4
Literature Reviews ................................................................................................................................... 5
Effectiveness of Online Education ................................................................................................... 5
Infrastructure ................................................................................................................................... 6
Trainings........................................................................................................................................... 6
Technology .......................................................................................................................................... 7
Age: .................................................................................................................................................. 8
Research Methodology ............................................................................................................................ 8
Conceptual Model............................................................................................................................ 8
Definitions of the Research Variables.............................................................................................. 9
Research Hypothesis...................................................................................................................... 10
Data Collection and Analysis.................................................................................................................. 12
Population...................................................................................................................................... 12
Measures ....................................................................................................................................... 12
Unit of analysis............................................................................................................................... 12
Sampling ........................................................................................................................................ 12
Data Collection............................................................................................................................... 12
Data Analysis .................................................................................................................................. 13
Profile data analysis ....................................................................................................................... 13
Findings .................................................................................................................................................. 14
Discussion .............................................................................................................................................. 14
Conclusion, Limitation and Recommendations ..................................................................................... 15
References ............................................................................................................................................. 17
Appendixes ............................................................................................................................................ 24
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List of Figures

Figure 1. The Conceptual Model for Impacts of infrastructure, training, Age, and technology
on the efficiency of Online education in Egypt

Figure 2. Questionnaire for the factors affecting the online learning

 III

List of Tables

Table 1. Profile Data Analysis for Participants

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Abstract

This research aims to study the effectiveness of the online learning in Egypt and investigate
the main factors affecting it starting from the infrastructure, technology, training and the age of
the students or the instructors. A questionnaire survey was made by the researchers and
distributed among students in middle and high schools in Cairo, Egypt, and instructors of the
same stages. The findings showed that the infrastructure, Technology, and the training, all have
strong, direct, positive relationship between them and the effectiveness of the online learning.
This model could be used with a bigger sample size and different geographical areas for more
accurate results. For more effective online learning, it should start with good reliable
infrastructure and capable digital platform and a good training to be given to both the students
and the instructors on how to use this platform and technology to enhance their online learning
experience. Consequently, this leads to more effectiveness of the online learning and more
acceptance from the students and the tutors’ side. While the age was not a main factor affecting
the relationship between the training of the students and instructors and the effectiveness of the
online learning especially in this stage in the middle and high school education. The result of this
research aims to highlight the factors that can help improving the online learning effectiveness.

Keywords: online learning, infrastructure, technology, training, tutors, students

Paper type: Research paper

 1

Introduction

E-learning has become a crucial component of the twenty-first century due to its utilization of
internet platforms. E-learning is defined as "the use of online platform technology and the
Internet to facilitate learning and provide users with access to online services and services"
(Ehlers & Pawlowski, 2006). Distance, online, open, flexible, blended, and mixed education
have all been used to characterize it, referring to any learning method that utilizes information
and communication technologies to provide educational services to students who are not
physically present at educational buildings by the use of online platforms.

Coskun & Demirci (2021) analyzed each definition of distant education and came up with
five key characteristics: • The tutor and the learner are in separate locations during the learning
process; the educational organization has a significant impact on both the planning and
preparation of learning materials and the supply of learner support services. • The learning
process takes place on an individual basis, rather than in groups, as in traditional face-to-face
learning. • A two-way communication system is required to leverage printed, audio, and visual
resources to transmit course information to learners by allowing conversation between the
teacher and the students.

Many people associate the word "online education" with the Covid 19 phenomena, although it
actually began much before Covid 19. When it initially began in the late twentieth century, most
online programs and classes were synchronous and used chat rooms, instant messaging, and
texting. Users can pick who enters the conversation because both chat rooms and instant
messaging are synchronized (Sun & Chen ,2016).

Online education has long been considered an important alternative to traditional education,
especially for postgraduates pursuing higher education opportunities. When the COVID-19
epidemic forced the closure of schools and colleges in 2020, all students at all levels of education
were forced to quickly adapt to virtual courses.

Prior to the epidemic, the main goal of online and remote education was to give people who
couldn't attend a typical, face-to-face academic program access to instruction. Its target audience
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and learning ecosystem have shifted as the organization's mission has shifted to ensure that
instruction and education continue during the pandemic (Butnaru,Niță,Anichiti & Brînză,2021).

Online education became the only way to continue education process to millions of
students all over the world in different education stages and programs as the fears of death was
controlling people minds and social distance was imposed by almost every country in the world
at the beginning of 2020(Papaja, 2022), which was initially seen as a temporary solution until
traditional physical face-to-face education could be restored. Later on, courses combining remote
delivery and face-to-face instruction became available, allowing students to attend either online
or in person.

This closure placed a significant burden on academic institutions and students to deal with the
unexpected shift from traditional to online learning, and they had to figure out how to make it
work, taking into account and managing the constraints of the specific learning environment to
co-create learning experiences that were feasible and effective for postgraduate and
undergraduate students.

The majority of worldwide universities used both synchronous and asynchronous online
teaching methods: synchronous refers to institutions and students meeting at a set time for an
interactive online class; asynchronous refers to institutions and students meeting at any time.
Schools that use the asynchronous technique, on the other hand, give courses without interacting
with students (through recorded Videos and other documents that the learner will have access
to). Almahasees et al (2021) advised that students can access online knowledge whenever they
wish with asynchronous methods of online learning.

There are clear advantages to online learning. It is regarded to be a useful learning tool that is
also cost-effective, adaptable, and capable of providing world-class education. It's amazing how
easy it is for students to participate in OL classes. One of the many adjustable parts of OL
learning is students' willingness to participate in a mixed learning environment, either
asynchronously or synchronously (Alawamleh, 2020). online learning, in its possible forms, is an
effective substitute or supplement for traditional face-to-face learning in situations where
locational flexibility is necessary. (Rajab, 2018).
According to Romero, Rigoberto, Quimí &Alexandra (2022). Other E-learning advantages:
 3

• Students have quick access to information • They have access to a variety of educational
opportunities • They have the ability to manage study time and location with a great deal of
flexibility• They are not limited to a specific geographical area• Students have 24-hour access to
materials • They can use a variety of learning media, such as videos, graphics, and visual
information • They will save both time and money • They can go over the lessons as many times
as they need • They will save both time and money • They will save both time and money
•Collaborative work employing tools like chat rooms, zoom meetings, and Google Meet, to name
a few.

On the other hand, there are some disadvantages for the online learning, some of which:

learners who study alone and cope with the school system alone have a lack of social
interaction (Sawhney & Sharma,2022) This might affect their character, their ability to integrate
and collect information, and their susceptibility to psychiatric issues, and it was already being
monitored during Corona's total lockdown (Papaja ,2022).

One of the most significant challenges facing distance education is direct engagement
between students and teachers, which has an impact on the transmission of information as well as
the completion and quality of the educational process (Papaja ,2022).

Teachers' motivation is one of the issues they face, as is feedback from students, which might
affect their capacity to assist and follow students' understanding and learning process
(Dhawan,2020)

Almahasees et al (2021) cited that Siripongdee, Pimdee, and Tuntiwongwanich (2020)

advised that the theoretical courses, for example, could be taught online in higher education
while in order to achieve the greatest possible teaching practices in terms of student monitoring
and mentoring, practical courses should be performed in person.
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Problem Definition

Until 2019, Online education did not make a substantial contribution to education; it was not a
favored or familiar method of education at all levels of education, except for universities in
specific areas for post-graduate students. Due to the epidemic and lockdown, schools, institutes,
and colleges all around the world were forced to close their doors so that students and teachers
could adhere to social distancing measures mandated by the government World Health
Organization (WHO) guidelines. This difficult issue paved the way for virtual Online learning to
replace traditional face-to-face learning (Gallani, 2020). Universities, in particular, moved
quickly to convert numerous courses and programs from face-to-face instruction to online
instruction (Sahu, 2020). Online education became an opportunity that benefited the education
industry but also has its own challenges that affected students' lifestyle and quality of education.
(Gad, 2022), the purpose of this research is to explore the factors affecting the effectiveness of
the online learning and whether it could replace the traditional way of learning.

Research Question
What are the main factors affecting the online learning in the mentioned population?
How is the online learning affected by the infrastructure?
How is the online learning affected by the Technology?
How is the online learning affected by the students and instructors’ trainings?

Research Objective

- Increase online education efficiency.

- Find ways that can be followed to improve online education.
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Literature Reviews

Effectiveness of Online Education

Online education degree of effectiveness is differentiated from one country, culture, or
students’ age to another. According to a report issued from World Economic Forum 2020, online
education has proven to be more effective than on campus education in several ways. Studies
have proved that 25-60 % more educational materials are retained through online education
while 8-10 % only are retained in offline education which is an essential point. This goes back to
the fact that online education is more effective and efficient for the students than offline
education. Online education needs about 40% to 60 % less time when compared to offline
education. Some instructors claim that online education helps them to know their students better
through online teaching than on-campus teaching. This is because online learning allows
students to take their time, go back, repeat information, and to skip or accelerate through
information according to their liking. Nguyen (2015) cited that Navarro & Shoemaker (2000)
proved that effectiveness and outcomes of online learning were as good as or better than those of
traditional learning, despite the fact that many students are dissatisfied with the idea of online
learning. Clark & Mayer (2008) emphasized that online education provides motivation, offers
interactivity to the process, and achieves a collaborative learning. The researchers argued that
online education encourages students to express their involvement. Moreover, it adds a value to
their characters by strengthening their self-confidence and feeling of ownership and
responsibility. On the other hand, Duraku &Hoxha (2020) noted that motivation and interaction
are missing in online education. Ferlazzo(2020) stated that most of his students were suffering
from online education and that it is causes distraction and boredom. Students claimed that home
environment is not a learning environment, so they cannot be prepared for the sessions and feel
demotivated most of the time. Moreover, students hate the idea of being on screen many hours.
Joshua Stern stated that online education is considered as a student-centered approach in which
students co-create their learning experience by themselves. Hence, online education empowers
students as active learners instead of just passive recipients absorbing information and
reproducing it for standardized tests. Researchers suggested that 70% of students agreed that
online education saves a lot of time and offers flexibility of the class time. Online education
 6

requires about 40% to 60% less employee time than traditional education setting (Basuony,
EmadEldeen, Farghaly, Bassiouny & Mohamed, 2020).

Infrastructure
The E-learning depends mainly on the infrastructure used for internet accessibility and the
platform used to by the learners and the tutors. Because of the extensive usage of the internet, the
development of online communities and groups has become much easier. Emailing,
conferencing, conversing, and working together in online classes has become normal thanks to
Google Drive, Google Docs, Google Hangouts, Dropbox, Facebook, Twitter, Zoom, and other
services. Farooq, Rathore, & Mansoor (2020) argued that poor internet connections, internet
inaccessibility in rural areas, a lack of classroom interaction, and internet costs are all important
reasons why most students want to return to traditional face-to-face classrooms. Adnan &
Anwar (2020) had the same opinion and mentioned the same reasons but added to them the lack
of classroom contact. Almahasees et al (2021) argued that for a variety of reasons, students have
had trouble gaining proper Internet access, including the high cost of a fiber network or the
unreliability of the Internet connection, which is beyond of reach for certain students. Sawhney&
Sharma (2022) mentioned the same concern that distance education necessitates a long-term
direct connection to the Internet, which raises the issue of communication quality in many
places, such as developing countries with poor infrastructure, and as a result, if distance
education is the only option, the educational process will be severely harmed and added that the
student's ability to receive information may be hampered by a lack of a suitable environment.
Saad, El-Sayad & Thurasamy (2021) cited that El-Khouly, (2018) advised that due to the high
importance of the infrastructure for the online education, and as of its reliance on Internet
networks and digital systems, Egypt's government is under pressure to make critical decisions
about the development of its Information and Technology infrastructure.

Trainings
In Jordan on Faculties and higher education students, a study was made of faculty members'
thoughts and attitudes about online learning demonstrated the relevance of instructors in
fostering communication and earning with students. Material competency and instructional
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design were mentioned by instructors as essential factors in the success of online learning. Staff
and student training are also essential for online learning to succeed, Almahasees et al ,2021
cited Cheng and Chau (2016). Dhawan, (2020) raised the same point when he was evaluating the
online learning at the beginning of the Covid lockdown, he advised that the transition to distance
education was made fast and without adequate training for teachers who were forced to cope
with it owing to the pandemic and lockdown, and so the lack of training is one of the most
significant downsides of this system ,the same idea was introduced by Lischer, Dickson& Safi
,(2021) who cited Wargadinata, Maimunah, Dewi , & Rofq (2020) who argued that the Faculty
training, as well as student participation and connection, have been identified as critical to the
transition's success , While the usage of well-known apps like WhatsApp was successful for
remote learning during the early stages of the epidemic (mid-March), research has revealed the
necessity for additional effective techniques for the post-emergency stage.

Technology
In the recent decade, technology has played a significant role in education (Almahasees et al,
2020). To deal with rapid advances in technology, educational methods, approaches, and
strategies have been updated and several online platforms have been developed by technical
firms, which are motivated by the integration of technology in all aspects of life. Some of the
Most Well-Known Online Education Initiatives are Coursera, eduMOOC, edX, Khan Academy
and Udemy (Sun & Chen ,2016). Lischer, Dickson& Safi (2021) cited that Dziuban, Graham,
Moskal, Norberg & Sicilia, N. (2018) advised that before the pandemic, the potential of digital
technologies to improve student learning had been widely demonstrated. The development of
digital technologies along increasingly individualized, remote, adaptable, and data-driven lines
has sparked a lot of interest in recent years. Blended learning, which combines the advantages of
face-to-face and online instruction, is gradually being used by educational institutions,
additionally they cited that Henderson, Selwyn & Aston. (2017) argued that digital technologies
are undeniably crucial for the progress of higher education around the world. Universities' online
program may use a variety of technology to promote interaction between students and teachers,
as well as among students in general at the same time, Instructors, students, and university
 8

officials may be able to collect data, comments, and evaluations on their online experiences as a
result of the enhanced technology and software (Sun & Chen ,2016).

Age:
Many studies have looked into the impact of age on students' online learning experiences,
with conflicting results. While some studies have discovered that age is a significant determinant
of students' online learning performance, others have not. Till now, there are remaining questions
about whether the age is affecting online education effectiveness in Egypt and other countries. In
Fleming, Becker & Newton (2017), referenced that Buchanan et al (2013); Goodwin & O’Connor
(2012) mentioned that there are many variables, other than age, would affect online education
effectiveness. It is founded that students aged 25 and below would be more likely to prefer
online education than those over 25 years (Chawla & Joshi, 2012). In their paper, Sawang et al.
(2013) argued that the school students would accept the idea of online education more than the
older students. Warmerdam et al (2015) found that online education system is more effective for
young generations as they have very good technological skills than for old generations who may
somehow lack such skills. Older students would require more support than their younger
counterparts (Chu, 2010).

Research Methodology
Conceptual Model

This research aims to analyze the relationships between the effectiveness of Online
education, the infrastructure used, the training of students and instructors on how to use the
different digital educational platforms, and technology. The dependent variable is the
effectiveness of online education, while infrastructure, training of instructors and the students,
and technology are independent variables. The Age of the students will be a moderating
variable. This study assumed that Technology has a positive effect on Online education. The
age of instructors and students have a positive effect on the relationship between the training of
both instructors and students and effectiveness of the online education. The infrastructure has a
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positive effect on the online education. Thus, figure 1 illustrates the conceptual model for the
study.

Figure 1. The Conceptual Model for Impacts of infrastructure, training, Age, and technology on the
efficiency of Online education in Egypt

Source: Developed by Authors

Definitions of the Research Variables

Dependent variable

In this research, the dependent variable is the effectiveness of online learning education.

The term "online learning" refers to learning settings that are facilitated by the Internet.
Online learning refers to a number of initiatives that use the Internet to give access to
instructional materials and allow interaction between teachers and students both within and
outside of the classroom. Online learning can be done entirely online or in combination with
face-to-face interactions.
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Independent variable

The independent variables in this research are Infrastructure, Training, and Technology.

Infrastructure is mainly consisting of the internet providing services through different

ways and supplier. Adnan(2021) advised that the most critical requirement for efficient Online
Learning education is access to a stable and consistent internet connection.

Training is a tool for both students and instructor on how to use the online platforms for
education. As a result, online teachers require additional support in the form of reduced
teaching loads or instructional aide, and most new online instructors needs to have training or
preparation particular to information delivery format. (Sun & Chen, 2016).

Technologies are the platforms, devices, instruments, and tools that help in providing an
effective online education. students and instructors may face additional challenges due to a
lack of confidence and competence with technology. Gallani (2020) conducted a research study
to determine the strengths, weaknesses, opportunities, and challenges of online learning
education. They discovered that technologies difficulties were the main disadvantage, and that
a robust IT infrastructure is one of the factors that affected online learning.

Moderating variable

Age of both students and instructor is an important factor that affects the ability to learn or
teach. As it is affecting the training because of the level of the ability to gain knowledge and
learn new things.

Research Hypothesis

Referring to related literature, the researchers developed many hypotheses to test the
impact of infrastructure, training, and technology on the effectiveness of online learning
education.
 11

H1: There is a strong positive relation between training and effectiveness of online
education.

For the students and instructors to be familiar with online learning and increase their
acceptance to it, they have to get a sort of trainings on how they can use the different online
learning platforms to increase the effectiveness of the online learning experience.

H2: There is a strong positive relation between the infrastructure and effectiveness of online
education.

online learning may not need educational buildings, classrooms, a blackboard, and tools for
explanation, but it does need computers, programs, and network connection lines, but there are
great challenges to online learning, the most important of which is the quality of the Internet
connection, which greatly affects the success of the education process because if it’s weak
network. And online services may stumble in communication between the student and the
teacher. Online learning needs adequate software, constant electricity and high-bandwidth
internet is quite a big demand.

H3: There is a strong positive relation between the Technology and effectiveness of online
education.

Technology has played an important role in delivering online education to students outside
schools. Over the years, the platforms of online education have developed greatly and have
become less complex and easier to deal with for students and teachers. They are important in the
development of online education and the quality of learning.

H4: The age is affecting the relation between training and online education positively

The researchers assumed that the age of the students and instructors in the intended
population would affect the relationship between the training delivered to them and the
effectiveness of the online learning.
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Data Collection and Analysis

Population

The population of this research is the middle and high schools located in Egypt.

Measures
The researchers made a questionnaire survey. Which was created using a Likert scale were
twenty questions corresponding to the variables. The researchers adopted a scale giving weights
to the answers ranging from “strongly disagree, disagree, agree, strongly agree “where a strongly
disagree is 4 and a strongly agree is 1”. The first part included the control variables such as
technology, training, and infrastructure and included questions that measure the degree of the
changing behavior after training with the age of students and instructors.

Unit of analysis

In this research, the student is the unit of analysis is the students and tutors in different
stages in middle and high schools located in Egypt.

Sampling

A sample of 165 students in different stages in middle and high schools located in Egypt
and 35 tutors for the same stages were chosen to represent the population.

Data Collection

An online questionnaire survey based on the Likert scale methodology was used to collect
data. Respondents were chosen using a Snowball technique approach, where few students in
middle and high school were picked and walked them through the entire concept, explaining
the research's objectives and goals and how to fill the questionnaire, then they were asked to
pass the questionnaire survey to their colleagues, and the same was done with the tutors, due to
 13

the time and cost constraints, so the results cannot be generalized. Participation in this
questionnaire was entirely voluntary, in total the respondents were 165 students and 35 tutors
from the intendent population.

Data Analysis
The researchers used SPSS software to validate the association between the dependent
variable (efficiency of online learning), the moderating variable (age of students and instructors),
and the independent variables (Training, Infrastructure, Technology). The correlation coefficient
is used to establish the degree of consistency between the hypothesis statements that make up the
scale under test, and the p-value is used to calculate the error percentage, which must be less than
0.05 percent to be accepted.

The results showed there is a positive correlation between Online education learning
effectiveness and training with correlation factor of 0.72 and an error percentage of 0.033 %.
This verifies the proposed hypothesis (H1), which means that online learning effectiveness
increases by providing training. Regarding the second hypothesis (H2) online learning
effectiveness and training affected by the age of trainees, there is a correlation factor 0.269 and
error percentage of 0.031 %, which means that age is not affected the relation between online
education effectiveness and training and not verified. For the third hypothesis (online education
effectiveness and infrastructure), there is a correlation factor 0.81 with error percentage
exceeds of 0.05 %, which means that the online education effectiveness increased by the
increasing the relatability and effective infrastructure and internet connection, so third
hypothesis (H3) is approved. Regarding forth hypothesis (online education effectiveness and
technology), the correlation factor is 0.57 and the error exceeds 0.01% which means that
hypothesis (H4) verified.

Profile data analysis

The researcher analyzed the profile data (control variables) for participant as per gender,
age group, role, degree of education. Statistical methods are used to calculate frequency and
percentage as illustrated in table 1.

Table 1. Profile Data Analysis for Participants

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Source: Developed by researchers

Findings

This research studied main factors affecting the effectiveness of the online education
among the middle and high school students in Egypt. The results support the three hypotheses,
which are the positive direct relation between training of the students and the instructors and
the effectiveness of the online learning (H1), the positive direct relation between the
infrastructure and the effectiveness of the online learning (H2), the positive direct relation
between the technology and the effectiveness of the online learning (H3). On other side the
relation between the students in this age stage (middle and high school students) and the
effectiveness of the online learning (H4) is not supported.

Discussion

The aim of this study was to discuss the effectiveness of the online learning and the factors
affecting it which were the infrastructure, trainings, technology, and age, and measure the
relationship between those factors and the effectiveness of the online learning. These
relationships were tested in Egypt's educational sector, targeting the students in the middle and
 15

high schools. Data was gathered from students who received online education in the Covid
lockdown period in middle and high school and the instructors who delivered online learning
sessions during the same period. The empirical analysis revealed that the acquired results were
consistent with the hypothesized correlations. The data analysis showed that there is a
significantly positive relationship between the effectiveness of the online learning and the
infrastructure, the results revealed that students without a good infrastructure as a reliable
internet connection does not have a good experience with the online learning making it
ineffective. This finding is in line with past literature that has looked into the impact of the
infrastructure and the effective of the online learning. The data analysis also showed that there
is a strong positive relationship between the effectiveness of the online learning and the
technology, as the new digital educational platforms with its capabilities help a lot to have an
effective online learning experience which aligns with the previous opinions mentioned in the
literature review. The data analysis also showed that there is a strong positive relationship
between the effectiveness of the online learning and the training given to the students and the
instructors on how to use the online learning platform and exploring its capabilities for
maximum effectiveness which is consistent with what is mentioned in the literature review.
The data analysis also showed that there is no relationship between the age of the students in
middle and high school stages and the relationship between the training they get and the
effectiveness of the online training, this was the opposite of the researcher’s hypnosis(H4) but
it is somehow agreeing with part of the literature info mentioned in the literature review
section, as the opinions on the age part was contradicting.

Conclusion, Limitation and Recommendations

This study only looked at a small number of students and tutors in Egyptian educational
sector, but the results showed that the main factors affecting the effectiveness of the online
learning in the intended population are the infrastructure, technology, and the training. It was
 16

found that to improve the effectiveness of the online education, the infrastructure should be
reliable, and an educational digital platform should be used, on which trainings are given to the
students and the tutors on how to use its capabilities for more effective online experience.

There are many limitations to this research, it was conducted on only small sample of
students and instructors using the snowball technique, so the research results cannot be
generalized. The researchers discussed the main factors affecting the effectiveness of the online
learning, but for example did not take into consideration the impact of the geographical area on
the infrastructure, the difference in the skills between the students or the difference in skills of
the instructors. It was conducted only on the students in middle and high school and the results
showed that the age was not affecting the relationship between the training and the
effectiveness of the online learning, while in younger age, the age factor could be an
independent variable affecting the effectiveness of the online learning.

Finally, due to time and cost constraints, the researchers could data from only students in
middle and high school in Cairo only, which limits the generalizability of this research.
Therefore, future researchers can collect data from different cities of Egypt and using a different
technique in selecting the sampling units.
 17

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Appendixes

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