E-LEARNING: EFFECTS AND ITS INFLUENCE ON THE 3RD YEAR STUDENTS OF

COLLEGE OF BUSINESS ACCOUNTANCY AND PUBLIC ADMINISTRATION

====================================

A Research Paper

Presented to the Faculty of

Institute of Public Administration and Governance

ISABELA STATE UNIVERSITY

Echague, Isabela

====================================

In Partial Fulfillment

Of the Requirements for Research Methods

in Public Administration

By:

Precious Jan A. Alvarado

Marjorie S. Pineda

Dawn Karyl P. Gumapac

Kate Nicole C. Navarro

Rashel F. Lazo

Edraline D. Lumawig

1
 THE PROBLEM AND ITS BACKROUND

Introduction

As a Filipino it is traditionally practiced to prioritize the value of education to secure

every student’s greener pasture. E-learning is a learning system based on formalized teaching but

with the help of electronic resources (The Economic Times, 2021). E-learning is a type of

organized, dispersed, and guided online learning. On the other hand, the digital learning

environment offered by LMSs is also one in which students’ geographical dispersal,

asynchronous participation and limited visual contact are taken for granted (Joksimovic et al.,

2015). Unlike traditional in-class learning, e-learning is most likely to reference out-of-

classroom educational experiences, although in-class educational activities experienced via

information and communications technology (ICT) can sometimes be described as a form of e-

learning. In addition, e-learning includes blended learning known as a mixed type of learning via

the online and offline learning environments.

As a consequence, e-learning research, as an applied science heavily intertwined with

practice, needs both valid conclusions about why a specific e-learning project is effective (i.e.,

improves learning) and a better comparability of alternative e-learning approaches.

Unfortunately, conclusions about the effectiveness of individual e-learning projects is a

challenging task as “the high number of features involved in e-learning processes complicates

and masks the identification and isolation of the intervening factors” (Sarsa and Escudero, 2016).

The Bachelor of Public Administration faculty has shifted to using subjected style of

learning and other relevant online platforms, as directed by the University President to direct all

campus chief executives to utilize the model designed by the Isabela State University

management. The administration aims to increase each student’s perspectives, communication,

2
educational quality, critical thinking, and self-learning, as well as the impact of teacher

accountability in higher education.

Isabela State University, Main Campus- its Brief background:

Isabela State University is a public university in the province of Isabela, Philippines. It is

mandated to provide advanced instruction in the arts, agricultural and natural sciences as well as

in technological and professional fields. Its main campus is located in Echague, Isabela.

The employment and life of nations and students in every university have been badly affected

and have altered radically since the emergence of COVID-19, an infectious disease caused by a

newly identified strain of coronavirus disease (World Health Organization). According to CMO

No. 4 Series of 2020, the Philippines faced a severe situation as a result of the onset of this health

problem. Higher education institutions are increasingly concerned about avoiding and controlling

the possibility of academic group transmission. As a result, with the imposition of community

quarantine, courses had to be postponed indefinitely.

As the COVID Pandemic continues to spread, Isabela State University authorities and

executives prepare for this year's Mid-Year Review and Strategic Planning Workshop on Smart

University Development, which started on Monday (July 5). In the face of the ongoing COVID-

19 Pandemic, the University continues to tilt toward the Commission on Higher Education's

policy on Flexible Learning implementation for 2021 and beyond.

This is part of the University's endeavor to ensure academic continuity and create

innovations in the delivery of instruction in accordance with Education 4.0's Smart Education

3
standards. As a result, ISU launched the Flexible Teaching and Learning Modality (FTLM) in

March 2020, when North Luzon was hit by the health crisis. The FTLM has given the University

the resources it needs to get through the disrupted Second Semester of Academic Year 2019-

2020, hold the first-ever virtual graduation for the Batch 2019-2020, and begin the First Semester

of Academic Year 2020-2021.

Administrators investigated the University's strategic trajectory in achieving the vision

and objectives of the Strategic Development Plan (SDP), which had temporarily slowed due to

the health crisis. To promote vibrance and stability in the virtual set-up, the University

implements a policy of leniency in the delivery of teaching.

Although in-class educational activities conducted via information and communications

technology (ICT) can sometimes be defined as e-learning, the term is most commonly used to

refer to out-of-classroom educational experiences. E-learning also includes blended learning,

which is a hybrid of online and offline learning. And, because E-learning has already been

viewed as an alternative learning model, and because there are few local studies on the subject, a

study to assess the impact of implementing an E-learning strategy on students' Academic

Achievement at Isabela State University is needed to assist decision makers in taking appropriate

actions to improve students' Academic Achievement.

Statement of the Problem

This study aims to identify the effects and influence of E-Learning to the students at

College of Business Accountancy and Public Administration based on their learning

environment.

4
 1. What are the profiles of the respondents in terms of:

a. Age;

b. Gender;

c. Course

2. What is the perceived effects of using gadgets as a modality for their learning?

3. What is the perceived learning influence and impact of e-learning to the students of

CBAPA?

4. What are the problems encountered by the students at College of Business Accountancy

and Public Administration on E-Learning modality?

5. What is the significant relationship between e-learning and the students’ learning

outcome?

Objectives of the Study

The objectives of this study are the following:

1. Determine respondents’ profile in terms of name, age, gender and course.

2. Identify the perceived effects of using gadgets as a modalities for their E-Learning.

3. Evaluate the problems encountered by the students of College of Business Accountancy and

Public Administration on E-Learning modality.

4. Examine the perceived learning influence and impact of E-Learning to the students of

CBAPA.

5. Assess if there is significant relationship between e-learning and the students’ learning

outcome.

Significance of the Study

5
 This study will provide significant contributions to the students of College of Business

Accountancy and Public Administration. Such results will be useful to the students of the

advantages of e-learning. Specifically, the study in particular may aid in the development of the

following

For students. The result of this study will serve as a guide to work at their own pace and give

them time for other things. They can utilize time more effectively.

Teacher. This study will help instructors to come up with different learning strategies and style

for the improvement of student-teacher relationship.

The Researchers. The benefits of this study for the researcher is to gain more knowledge about

E-learning.

For the Future researchers. The study will serve as useful reference for future researchers who

will conduct relative study of the advantages and disadvantages of E-learning.

Scope and Delimitation of the Study

This research study addresses the 3rd year students at College of Business Accountancy

and Public Administration to assess the effects and influence of E-learning. The study will be

conducted only at Isabela State University from September 2021 to May 2022.

Definition of Terms

The important words used in this study have been specified for the purpose of clarity.

The following terms are:

6
Advantage. Any condition, scenario, opportunity, or means that are particularly conducive to

success, interest, or the achievement of any desired goal or a factor or circumstance that would

benefit its owner lacked the benefits of education.

Disadvantage. An unpleasant situation or condition that diminishes one’s prospect of success or

effectiveness or puts one in a disadvantageous position in relation to someone or something else.

Efficiency. Its ability to provide more flexible access to content and instruction at any time and

from any location, online learning has grown in popularity. E-learning is effective because it

allows individuals to practice language skills, gain new vocabulary, and improve their

comprehension of the lesson's content.

Effectiveness. E-learning is effective, especially when proper teaching methods are utilized;

learners may access content anywhere and at any time with online learning; e-learning is more

cost effective than traditional learning since learners spend less time and money traveling.

E- Learning. It is a learning approach that is based on formalized instruction but uses electronic

resources. While education can take place in or out of the classroom, E-learning is primarily

dependent on the use of computers and the internet.

Impact. The action of one object coming forcibly into contact with another. Some ability to

observe or ideally measure an effect.

Influence. It is the ability to influence someone’s or something’s character, growth, or conduct,

or the effect itself.

New Normal. The new normal is an unfamiliar situation that has become a standard, usual, or

expected. In the study, the researchers will gather and analyze the data base from new-learning

modalities of the students.

7
Students. Anybody who thoughtfully researches, explores, or examines. It is someone who is

dedicated to learning, especially if they attend school or seek information from professional

professors or literature.

Technology. The practical application of scientific knowledge, particularly in industry.

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter includes an overview of relevant literature and research that serve as a

foundation for the discussions and analysis of the topic under investigation.

The review of many professional studies and literature has provided the researchers with

a clearer understanding of the subject they were investigating. It gave them a better

understanding of the study and assisted them in identifying the factors that would be included in

it, as well as how to go about doing it, including the statistical treatment they used to interpret the

data gathered.

Foreign Literature

As studied by Alaklabi, Mohammed, alaklabi, Jamilah; almuhlafi, Amal (2021), The

international students have been adversely affected owing to their precarious situation. This

literature review study explored how COVID-19 affected international students in the US. The

study identified that the closure of on-site educational instructions coupled with international

travel restrictions left international students in precarious situations where they were not learning

but the international students could not travel back home. This had trickle-down negative effects

on their finances/budget and emotions. The move to e-learning put the international students at a

disadvantage as it amplified inequality in the education sector. Based on these devastating

8
impacts, the study recommends the need for policy and practice changes to protect international

students from such devastating impacts in the future.

According to Beth et al. (2015) in a study on how responsibility and generality were

enacted in asynchronous online discussions in a hybrid course. It concludes that educators can

successfully scaffold students’ online discussions in terms of both quantity (e.g., online

discussion were scheduled at regular intervals and students were required to post a minimum

number of posts) and quality (e.g., students were instructed to use a conversationally inviting

tone, to provide contextual information and to address academic questions and comments to their

peers).

The students at a higher level have a positive attitude toward the use of e-learning.

Students' attitudes toward e-learning could be improved if the government provides financial

support, development of IT infrastructure, and facilitation through electronic media and

resources. It is concluded that the students at higher educational level perceive and use e-

learning. University students do not feel stress while using e-learning and find it easy to use.

(Rafiq, Hussain, & Abbas 2020)

As stated by Pham, Limbu, Bui, & Nguyen (2019) the quality of e-learning services was

linked to e-learning student satisfaction, which in turn influenced e-learning student loyalty. E-

learning service quality was a second order construct with three components: e-learning system

quality, e-learning instructor and course materials quality, and e-learning administrative and

support service quality.

In the workplace, e-learning is becoming more widely used to support professional

development and continuing education; however, in higher education, e-learning is primarily

used to support teaching. The institutional infrastructure, staff attitudes and skills, and perceived

9
student expectations were all identified as factors influencing e-learning adoption. (King &

Boyatt, 2015)

According to Ncube, Dube, & Ngulube (2014) an electronic (e-learning) readiness

assessment identifying pertinent issues to be considered before and during an e-learning

intervention is critical to the implementation of such an initiative. There is evidence that the

introduction of a new innovation or even the upgrading of an existing one, is likely to be resisted,

as people are sometimes attached to established pedagogies and practices. Although it is well

documented that e-learning can assist the university to advance academic tuition goals, it is

important to note that these goals may be influenced by the lecturers’ attitudes and behavioral

intentions towards e-learning, hence, the need to check these perceptions and attitudes towards

accepting technology as an teaching and learning innovation. In view of the envisaged

deployment of e-learning at UNISA, the study adopted a qualitative approach to ascertain the

opinions and experiences of academics in the Department of Information Science regarding the

preparedness towards e-learning. The study employed a variety of data-gathering methods,

including observation, in-depth interviews, and document analysis. Overall, lecturers in the

Department of Information Science seem to appreciate the value of e-learning although there are

apprehensions related to the lack of clear understanding of the e-learning process and its

inferences for the university and its constituents. The study recommends that the Department of

Information Science seeks more enlightenment on the understanding, prerogatives and

implications of e-learning in order to craft a strategic trajectory that will underpin and buttress a

meaningful development of e-learning. Similarly, e-learning training interventions should be

informed by a skills audit that will map out the capabilities and gift zones of lecturers.

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

10
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

education it concerned, technology is basically neutral. It’s like hammer. The hammer doesn’t

care whether you use it to build a house or whether on torture, using it to crush somebody’s skill,

the hammer can do either.

E-Learning is one of the most effective teaching and learning strategies available.

Education can no longer be limited to a single campus, but can be expanded across the country

through distance learning and E-Learning integration. E-Learning could potentially affect the

future of education by pushing the traditional classroom environment into the online.

(Kulikowski, 2020)

Local Literature

According to a World Remit (2019) article, it is critical that children may acquire familiar

with technology at an early age, especially in developing nations like the Philippines, since

technology sparks various market possibilities even a chance to compete against industrialized

economies. Unfortunately, that is not the current reality for the country's poorer parts.

Public education and technology are difficult to provide, especially where the majority of

the people are living beyond their daily means. The article goes on to inform that a technology

gap exists in the local schools of the Philippines and that this gap is caused by a "lack of

distribution of resources to the poverty line. (OffCrowd 2018)

Based on the study of González Gómez et al.’s(2016), it is the adoption of a flipped

classroom model of blended learning in a general science course that results in higher grades

11
among teacher training students when compared with those achieved by students following a

traditional classroom setting.

As mentioned by Aparicio, Bacao & Oliveira. (2015), E-learning systems are facilitators

in the learning process, emphasizing their significance as a component of educational approach.

Understanding the factors that influence e-learning success is critical to developing effective

instructional tactics. Several authors have looked at e-learning acceptance and implementation,

and various studies have looked into e-learning success from various angles. However, none of

this research have confirmed if cultural features of students, such as individualism against

collectivism (individualism/collectivism), play a role in their perception of e-learning success.

Individual and organizational impacts are seen more strongly by students impacted by collective

culture than by students influenced by individualistic culture. Individualism/collectivism also

influences users' perceptions of individual impact, as well as the transition from individual to

organizational impact.

Foreign Studies

The goal of a study (Elfaki, et al., 2019) at Najran University in Saudi Arabia was to

discover the impact of the impact of e-learning on pupils' academic achievement. The research

was conducted in a quasi-experimental setting. The study included 80 students from the Faculty

of Nursing, 40 of whom were assigned to the experimental group and the other 40 to the control

group.

A research conducted by Houghton Mifflin Harcourt in California is highlighted in an

article published by The Manila Times (2016). This study found that students using iPads

performed better in math compared to students using traditional textbooks. The article goes on to

12
provide even more convincing evidence by citing an Oklahoma State University study that found

that 75 percent of students said use of gadgets enhanced their learning experience. With so many

benefits, it is easy to see why the Philippines is looking to increase its use of technology for

improving education. The Philippines as a country would benefit significantly from offering

more high-tech learning tools to its students.

Godzicki, Krofel, and Michaels (2013) conducted research on the aspect of motivation in

elementary and middle school students. They created a technology-enhanced learning

environment and addressed certain problematic behaviors. Non-completion of assignments,

being unprepared for class, and sleeping/putting their heads on their desks were among the

targeted behaviors. The authors discovered that solely because technology was employed,

students were more inclined to participate in an activity. However, over half of the instructors

surveyed utilized technology for 80 minutes or less every day. Following the implementation of

a technology intervention, students indicated that they believed teachers provided them with

activities that were relevant to them, and 14 motivation and engagement increased by 9 percent

for all students.

In research conducted by Zimlich (2015), six graduates of the master's level certification

program at the University of Alabama were observed in the professional world to assess the

efficiency of their lesson plans employing technology. It was discovered that the quantity of

technology in the classroom was not the decisive element in whether or not the technology

implementation was successful, but rather the quality of the teacher's specialized use of

technology. This characteristic helps teachers stand out in the thoughts of their students.

Information technology has become commonplace in the classroom, assisting in the elevation

and replacement of old pedagogical practices and providing instructors with the capacity to

13
construct differentiated curricula in advance. Even when it comes to the amount and usage of

specific technology in the classroom, and even when certain technology was not initially meant

to correspond with educational aims, many instructors find methods to incorporate technology

into the classroom.

In blended courses, the educator must facilitate students’ learning in the online

environment as well as in the F2F classroom, which calls for a unique combination of roles and

responsibilities. In a study investigating the perspectives of teacher training students about the

instructional activities of blended courses, Hall and Villareal (2015) found that in F2F class

sessions, educators should stress active participation and provide plenty of opportunities for

students to interact and collaborate with their fellow peers and the educator, whereas specific and

timely feedback as well as individualized responses to online assignments are of primary

importance in the online environment. Above all, educators must be easily available for students

both online and, if possible, in person to avoid feelings of isolation (Hall and Villareal, 2015;

Israel, 2015; Hunt, 2015).

Amin 2014 study aims at investigating the role of e-learning in enhancing the students’

motivation towards learning. To achieve this aim, the researcher distributed a Questionnaire

amongst the postgraduate students, who were enrolled in e-courses during the academic year

2013-2014. The second tool was a structured interview with the instructors who designed e-

learning courses and those who didn’t use e-learning in their courses to investigate their

perspectives towards the effect of using e-learning on the students’ motivation. The sample of

the study consisted of (50) M.A students majoring in TEFL during the academic year 2013-2014

and (10) professors who taught in the graduate studies were interviewed by the researcher. The

results of the study showed that there was an obvious effect of using e-learning on enhancing the

14
students’ motivation and consequently their performance in all e-courses was better than that in

the traditional ones. Based on these findings, the researcher recommended that the instructors

should pay more attention to e-learning and provide the students and the instructors with more

training in applying more technological tools.

The study was undertaken at Najran University-College in order to illustrate the impact

of E-learning on academic performance in terms of better learning processes, attitudes toward

academic learning, and its implementation, According to Elfaki, Abdulraheem, and Abdulrahim

(2019). Academic performance is affected. Many studies have found that students in higher

education institutions who used E-learning performed better than those who took face-to-face

classes. E-learning, they believed, provided a valuable opportunity for higher education

institutions. The conclusion contradicts the findings, which show that E-learning improves

academic performance and the learning process significantly. `

Local Studies

The effects of tablet applications on reading instruction for first-graders. Students who

used tablet applications outperformed others who did not use them. As a result, Corcoran's

research indicates that "the usage of tablet applications during reading teaching had a statistically

significant influence on student accomplishment." Technology has a good impact on education,

and the people of the Philippines have noticed. (Corcoran, Ed.D 2018)

As stated by Gorra and Bhati (2016), it has been determined that the majority of students

in public colleges and universities in the Caraga area of the Philippines are likely to utilize

technology in the classroom for the aim of positive outcomes, supporting the belief that

15
technology aids in improving learning-related activities in the classroom Students' enthusiasm

for using these tools into their studies. Learning can also result in interruptions inside the

classroom, which are regarded as negative outcomes. Managing this type of problem should be

incorporated as part of the curriculum, and the involved staff and faculty should make efforts to

figure out how to solve it. Technologies are being used to create a learning environment.

Based on the study of Fischer et al. (2015) studied how proceedings of scientific

conferences can be used for trend studies in the field of e-learning.

According to Moravec et al. (2015) showed how e-learning tools impact students’

achievement. The study was attended by nearly 2000 students. According to Moravec et al.

(2015), the study compares the results of questions from the area of law where the tool was

provided in a pilot version with the results of questions, where the e-learning tool was not

provided. The researchers found that the e-learning tools have affected the students’ results.

Nevertheless, the belief of the e-learning tool may possibly have a negative effect on students

who will depend on given materials was disproved.

As a precaution against the spread of the coronavirus epidemic, most educational systems

throughout the world have switched to remote learning (COVID-19). This tendency is producing

a lot of problems, especially in underdeveloped nations, as students have expressed. Rotas E and,

Cahapay M (2020)

Jo Davies & Martin Graff. (2015) analyzed that the positive impacts of learners engaged

in online programs have been widely noted, according to Davies and Graff in their Journal of

Educational Technology. Indeed, it is suggested that online conversation promotes student-

centered learning. As a result, it's logical to assume that the advantages of online conversation

will lead to higher student performance. The current study looked at the frequency of 122

16
undergraduates' online interactions and correlated it to their grades at the end of the year. The

data found that while increased online engagement did not contribute to significantly superior

performance for students who had passing grades, students who failed their courses interacted

less frequently.

Conceptual Framework

Independent Variables Dependent Variables

Effects of E-learning Student’s Learning Outcomes

Figure 1. Paradigm of the Study

This conceptual framework (F1) indicate the Effects of E-learning as the independent

variable while the Students Learning Outcomes as the dependent variable.

Hypothesis

Ho: There is no significant relationship between e-learning and the students learning

outcomes.

17
 RESEARCH METHODOLOGY

The procedures or strategies used to find, select, process, and analyze information about a

topic are referred to as research methodology. The methodology portion of a research article

allows the reader to critically examine the study's overall validity and dependability (Goundar,

2012). This chapter dealt with the methods and procedures that were used by the researchers in

their study such as research design, locale of the study, population and sampling,

instrumentation, data gathering procedures and statistical treatment.

Research Design

The researchers used Descriptive research design. Descriptive since this study aimed to

describe the situation of the E-Learning amongst the students of Isabela State University.

Descriptive research methods do exactly what their name implies: they describe situations. They

are incapable of making accurate forecasts or determining cause and effect (Hale, 2011).

Descriptive research method is a technique that can be highly beneficial when researchers want

to know who was involved, what was involved, and where things happened (Lambert and

Lambert, 2012).

18
Locale of the Study

The data on the respondents' profiles, the perceived effects of using gadgets as a modality

for E-Learning, the perceived learning impacts and influence of E-Learning modality to the

students and the problems encountered by the students on E-Learning modality will be gathered

from the Isabela State University. This location was chosen since the researchers had easier

access to it. The study will be conducted in the first semester of the academic year 2021-2021.

Sampling Technique

In this study, the researchers will use random sampling to give every student an equal

probability of getting chosen from the population sample. A random number table or a computer-

generated collection of random integers will be used to select data. A sample frame is necessary

for this procedure. All of the people in the study population must be counted in ascending or

descending order.

Respondents of the Study

The researchers considered the third-year college students at College of Business

Accountancy and Public Administration:

Table 1: Sample Distribution of Respondents.

COURSES/DEPARTMENT NUMBER OF 3RD Year SAMPLE SIZE (n)

Students (N)

Bachelor of Science in 66 39

Accountancy

19
 Bachelor of Science in 189 64

Management Accounting

Bachelor of Science in 102 49

Marketing Management

Bachelor’s in Public 110 51

Administration

Bachelor of Science in 38 27

Entrepreneurship

Bachelor of Science in 69 40

Tourism Management

Bachelor of Science in 97 48

Human Resources

Management

Bachelor of Science in 92 47

Hospitality Management

Total: 763 365

Table 1 shows that 365 students was selected through the sample size determination of

statistics wherein 10 percent margin of error and 95 percent confidence level were used.

Data Gathering Procedure

After the instrument will be validated, the researchers will obtain written permission from

the students who will be chosen to be the respondents. After receiving consent, the researchers

20
will then present the study's objectives to the participants, and then double-checked that each one

met their pre-determined criteria. The information will be gathered by a survey questionnaire that

included questions about the profiles of the respondents, the perceived effects of using gadgets as

a modality for their E-Learning, the perceived learning influence and impact of E-Learning to the

students of CBAPA and the problems encountered by the students at College of Business

Accountancy and Public Administration on E-Learning modality.

Data Gathering Instrument

This study will use self-constructed and adopted survey-questionnaires by the

researchers. Each respondent was given a copy of the questionnaires and will be given enough

time to answer it. The researchers will inform them about the purpose of the questionnaires and

will ensure them about the confidentiality of the data that will be gathered.

The questionnaires will be divided into three sections: first, the demographic profile of

the students which includes their age, gender, course/department, and the instructions for the

questionnaires; second, questions regarding on the advantages and disadvantages of the E-

Learning to them as a student; and third, a question to know what problems did the students

encountered during their E-Learning phase in College of Business Accountancy and Public

Administration as well as the effect of using gadgets in their E-Learning.

Statistical Treatment of Data

The data gathered will be analyzed and interpreted using the following statistical

tool:

1. Frequencies and Percentage. This will be used to determine the frequency counts and
percentage distribution of the respondents' personal connected variables.

21
 2. Weighted Mean. This determined the highest factor regarding the effect of using gadget
as a modality or E-Learning, Impact and influence of E-Learning, Problems encountered
by the students on E-Learning modality
3. Likert-type numerical scale. With the corresponding range and qualitative description

to the indicators used to evaluate the influence and impact of E-Learning to the student of

Isabela State University.

Likert Scale for the effect of using gadget as a modality on E-Learning and Problems
encountered by the students on E-Learning modality
Weight Range Qualitative Description

5 4.50-5.00 Strongly Agree

4 3.50-4.49 Agree

3 2.50-3.49 Undecided

2 1.50-2.49 Disagree

1 1.00-1.49 Strongly Disagree

Likert Scale for the Impact and influence of E-Learning

Weight Range Qualitative Description

4 3.50-4.00 High Impact and Influence

3 2.50-3.49 Moderate Impact and Influence

2 1.50-2.49 Slightly Impact and Influence

1 1.00-1.49 Low Impact and Influence

22
 PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter deals with the presentation, analysis and interpretation of the data gathered.

I. Profile of the Respondents

As indicated, the respondents are the students of College of Business Accountancy

and Public Administration of Isabela State University-Echague Campus. A total of these

Hundred Sixty-five (365) were surveyed as regards to their profile in terms of age, sex, and

department.

Table 2. Demographic Profile of the Respondents.

Statement Frequency Percentage

A. Age

18-21 300 82

22-29 65 18

B. Sex

Male 74 20

Female 291 80

23
 C. Course

BSA 34 9

HRM 160 44

MA 21 6

HM 20 5

MM 29 8

TOURISM 26 7

BPA 65 18

BS ENTREP 10 13

Table A shows the portion of the respondents in terms of age fell into the 18-21 years old

group with 300 or 82% followed by 22-29 years old group with 65 or 18%.

Table B present the frequency and percentage distribution of gender of the respondents.

As presented in the table B, female ranked first with two hundred ninety-one (291) total

respondents of eighty percent (80%), and male ranked second with a total percentage of twenty

percent (20%) or a frequency of seventy-four (74). This concludes that majority of the

respondents is male.

Presented on table C is the respondents that came from the different programs that college of

business accountancy and public administration offer the HRM has the high percentage of forty-

four (44%) and BS ENTREP gain a lower percentage of three (3%) in answering the

questionnaire with the title of E-Learning: EFFECTS AND ITS INFLUENCE ON THE

STUDENTS OF COLLEGE OF BUSINESS ACCOUNTANCY AND PUBLIC

ADMINISTRATION

24
 II. Effect and Impact of using gadget as a modality on E-learning

Presented on table 3 is the assessment of the respondents on their Effect and Impact of using

gadget as a modality on E-learning.

It can be gleaned from the table that the Effect and Impact of using gadget as a modality on

E-learning gained a grand mean of (3.57) or ‘’Agree’’ as its qualitative description. On a detailed

review on the result as rated by the respondents, the indicators ‘’ Improve multitasking’’, gained

the highest weighted mean of (3.85) or ‘’ Agree’’. This followed by the indicator ‘’ Enhance the

competence in using technology or a computer’’ with a weighted mean of (3.79) and the third

highest indicator ‘' It improves technical capabilities’’ gained weighted mean of (3.74) or

‘’Agree’’. The indicators ‘’ E- learning is just one useful tool for lectures’’ (3.72) or ‘’Agree’’

III. Mean and Qualitative Equivalent on the Effect and Impact of using gadget as a

modality on E-Learning.

Indicators Mean Qualitative Description

1. Makes learning more engaging and collaborative 3.47 Undecided

2. Make academic activities much easier 3.62 Agree

3. More knowledgeable in using computers 3.69 Agree

4. Encourage self-paced learning 3.55 Agree

5. Work independently 3.68 Agree

6. Improve the efficiency of teaching methods 3.47 Undecided

7. More flexible 3.59 Agree

8. Students’ involvement and deeper learning are all 3.29 Undecided

25
 enhanced through e-learning

9. It improves technical capabilities 3.74 Agree

10. It help the students to improve communication 3.43 Undecided

skills

11. Learners expect lectures to use e-learning 3.70 Agree

12. More knowledgeable in using gadgets 3.63 Agree

13. E- learning is just one useful tool for lectures 3.72 Agree

14. Come up with a strategy about what to do 3.66 Agree

15. Encourage individual learning 3.64 Agree

16. Enhance the competence in using technology or a 3.79 Agree

computer

17. Learning is more convenient 3.52 Agree

18. Quick access to information 3.11 Undecided

19. Improve multitasking 3.85 Agree

20. Increase social interaction 3.51 Agree

21. Technology help students more engaging and 3.53 Agree

collaborative

22. Increase productivity levels by saving time 3.50 Agree

Mean 3.57 Agree

“Learners expect lectures to use e-learning in teaching and learning” (3.70), “More

knowledgeable in using computers” (3.69), “Work independently” (3.68), “Come up with a

strategy about what to do” (3.66), “Encourage individual learning” (3.64), “More knowledgeable

26
in using gadgets” (3.63), “Make academic activities much easier” (3.62), “More flexible” (3.59),

“Encourage self-paced learning” (3.55), “Technology help students more engaging and

collaborative” (3.53), “Learning is more convenient” (3.52), “Increase social interaction” (3.51),

and “Increase productivity levels by saving time” (3.50), were all rated with “Agree” as an

effect of using modality on E-learning. However, the indicators “Makes learning more engaging

and collaborative” and “Improve the efficiency of teaching methods” (3.47), “It help the students

to improve communication skills” (3.43), “Students’ involvement and deeper learning are all

enhanced through e-learning” (3.29), and “Quick access to information” (3.11) were all rated

with “Undecided” Impact of using gadget.

IV. Respondent’s Level of Impact and Influence of E-Learning

Table 3 below reveals the level of impact and influence of E-Learning of students of

College of Business Accountancy and Public Administration (CBAPA) in Isabela State

University Echague.

As indicated from the table, among the twenty-one (21) indicators included in this study,

can search information anywhere with the weighted mean of 3.9, distracted by people around

during online class with the mean of 3.62, More reliant to plagiarism with the mean of 3.55 and

encountered disconnection during online class with the mean of 3.51 are all rated high impact

and influence, can encounter unstable internet connection during online class with the mean of

3.47, have encountered technical problem in submitting requirements with the mean of 3.46,

Experience technical error while doing requirements with the weighted mean of 3.42,

Experienced to not attend class due to power interruption with the weighted mean of 3.39,

Experience rushing requirements because deadline is fast approaching with the mean of 3.38,

Can search about current topics easier with the mean of 3.34, Can research assignment easier and

27
Able to communicate with others with the same weighted mean of 3.27, Improve academic

performance and Computer literate with the same weighted mean of 3.26, The information in the

e-learning is easily understandable with the weighted mean of 3.17, Had difficulty

comprehending the words while watching the given audio slides and video slides with the

weighted mean of 3.26, Online student feedback is limited with the weighted mean 3.15, More

likely to procrastinate with the mean of 3.10, Development of communication abilities with the

weighted mean of 3.09, Lack of accreditation & quality assurance in online education with the

weighted mean of 3.07 and More knowledgeable in using computers with the weighted mean of

3 are all rated as moderate impact and influence.

Table 3. Respondent’s Level of Impact and Influence of E-Learning

Indicators Mean Qualitative

Description

1. More knowledgeable in using computers 3 Moderate

2. Can search about current topics easier 3.34 Moderate

3. Can search for information anywhere 3.93 High

4. Less likely to procrastinate 2.34 Slight

5. Improve academic performance 3.26 Moderate

6. Enough accreditation and quality assurance in 3.07 Moderate

online education

7. There is an ample online student feedback 2.31 Slight

8. Less reliant to plagiarism 2.16 Slight

9. Computer literate 3.26 Moderate

28
10. Can research assignment easier 3.27 Moderate

11. Able to communicate with others 3.27 Moderate

12. The information in the e-learning is easily 3.17 Moderate

understandable

13. Development of communication abilities 3.09 Moderate

14. I did not encounter unstable internet connection 1.72 Slight

during online class

15. I still attend to class even there is power 1.80 Slight

interruption

16. I did not experience technical error while doing 1.70 Slight

my requirements

17. I did not experience rushing my requirements 1.94 Slight

18. I have not encountered technical problem in 1.86 Slight

submitting my requirements

19. During online class, I am not distracted by people 1.84 Slight

around me

20. I have not encountered disconnection during 1.73 Slight

online class

21. It is easy to comprehend the words while watching 2.13 Slight

the given slides

Mean 2.58 Moderate

29
 As mentioned by Aparicio, Bacao & Oliveira. (2015), E-learning systems are facilitators

in the learning process, emphasizing their significance as a component of educational approach.

Understanding the factors that influence e-learning success is critical to developing effective

instructional tactics.

According to a World Remit (2019) article, it is critical that children may acquire familiar

with technology at an early age, especially in developing nations like the Philippines, since

technology sparks various market possibilities even a chance to compete against industrialized

economies.

Part IV: Problems encountered by the students on E-Learning modality.

Presented on table IV is the assessment of the respondents on their Problems encountered

by the students on E-Learning modality. It can be gleaned from the table that the problems

encountered by the students on E-Learning modality gained a grand mean of 3.48 or ‘’Agree’’ as

its qualitative description. 

On a detailed review on the result as rated by the respondents, the indicators ‘’ Technical

Issues ’’, gained the highest weighted mean of 3.75 or ‘’ Agree’’. This was followed by the

indicator ‘’ Having difficulty concentrating on my studies ’’ with a weighted mean of 3.69 and

the third highest indicator ‘’ Time management ’’ gained a weighted mean of 3.58 or ‘’Agree’’.

The indicators ‘’Lack of interaction’’ (3.54) or ‘’Agree’’

30
Table 4. Mean and Qualitative Equivalent on the Problems encountered by the students on

E-Learning modality.

Indicators Mean Qualitative

Description

1. Having difficulty concentrating on my studies 3.69 Agree

2. Having trouble falling asleep 3.46 Undecided

3. Adaptability Struggle 3.52 Agree

4. Technical  Issues 3.75 Agree

5. Time Management 3.58 Agree

6. Computer Literacy 3.49 Undecided

7. Incompetent about technology 3.13 Undecided

8. Obtains deceptive learning data 3.38 Undecided

9. E-learning is time consuming to use in teaching and 3.29 Undecided

learning

10. Limited to certain subjects 3.41 Undecided

11. E-Learning can cause social isolation 3.53 Agree

12. Lack of interaction 3.54 Agree

13. Lack of communication skill development 3.51 Agree

14. Lack of accreditation & quality assurance in 3.47 Undecideed

online education

Mean 3.48 Agree

31
 E-learning can cause social isolation ‘’(3.53), ‘’ Adaptability Struggle ’’(3.52), ‘’Lack of

communication skill development ’’(3.51), were all rated ‘’Agree’’ as a Problems encountered

by the students on E-Learning modality. However, the indicators ‘’Computer Literacy’’(3.49),

‘’Lack of accreditation & quality assurance in online education’’(3.47), ‘’Having trouble falling

asleep’’(3.46), ‘’Limited to certain subjects’’(3.41), ‘’Obtains deceptive learning data’’(3.38), ‘’

E-learning is time consuming to use in teaching and learning’’(3.28), and ‘’Incompetent about

technology ’’(3.13) were all rated with ‘’ Undecided’’ Problems encountered by the students on

E-Learning modality.

Table 5. Significant Relationship Between the Perceived Used of Gadgets and it’s Impact to

E-Learning

r-score p-value Decision Verbal

Interpretation

1.      I am more knowledgeable in 0.2406 .000025 Reject Significant

using computers

2.      I can search about current 0.064 .269152 Failed to reject Not Significant

topics easier

3.      I can search for information 0.0575 .320908 Failed to reject Not Significant

anywhere

4.      I am more likely to -0.0384 .512037 Failed to reject Not Significant

32
procrastinate

5.      I improve my academic 0.3578 .00001 Reject Significant

performance

6.      Lack of accreditation & 0.1541 .007497 Reject Significant

quality assurance in online

education

7.      Online student feedback is 0.061 .292285 Failed to reject Not Significant

limited

8.      More prone to plagiarism -0.0842 .146664 Failed to reject Not Significant

9.      I am computer literate 0.0058 .920312 Failed to reject Not Significant

10.  I can research my assignment 0.0617 .286772 Failed to reject Not Significant

easier

11.  I am able to communicate 0.1968 .000608 Reject Significant

with others

12.  The information in the e- 0.3254 .00001 Reject Significant

learning is easily understandable

13.  Development of 0.2363 .000036 Reject Significant

communication abilities

14.  I can encounter unstable -0.0604 .300284 Failed to reject Not Significant

internet connection during online

class

15.  I experienced to not attend -0.04 .490066 Failed to reject Not Significant

class due to power interruption

33
 16.  I experience technical error -0.0732 .20738 Failed to reject Not Significant

while doing my requirements

17.  I experience rushing my -0.0273 .641368 Failed to reject Not Significant

requirements because deadline is

fast approaching

18.  I have encountered technical -0.1767 .002216 Reject Significant

problem in submitting my

requirements

19.  During online class, I am -0.078 .177847 Failed to reject Not Significant

distracted by people around me

20.  I encountered disconnection -0.0685 .2403 Failed to reject Not Significant

during online class

21.  I had difficulty -0.053 .360298 Failed to reject Not Significant

comprehending the words while

watching the given audio slides

and video slides

22.  I can encounter unstable -0.0164 .782557 Failed to reject Not Significant

internet connection during online

class

The table shows that there are two statements I am more knowledgeable in using

computers with a computed 0.000025 p-value and I am able to communicate with others with a

computed p-value of 0.00068 have significant relationship on impact to e-learning .

34
 While the statements, I improve my academic performance, Lack of accreditation and

quality assurance in online education, The information in the e-learning is easily

understandable, Development of communication abilities, and I have encountered technical

problem I submitting my requirements have significant relationship between the perceived use of

gadget and its impact to e-learning with a computed p-value of 0.320908, 0.007497, 0.00001,

0.000036, and 0.00216, respectively.

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the findings, so conclusions drawn from the

findings and the corresponding recommendations.

This study was taken with the general objective of determining the effects of e-learning

and its influence on the students of college of business accountancy and public administration.

SUMMARY

Most of the respondents are female, aged between 18-21 years old, and taking up HRM.

Effect and Impact of using gadget as a modality on E-learning

Respondents “AGREE” that the Effect and Impact of using gadget as a modality on E-

Learning makes academic activities easier, they acquired more knowledge in using computers

35
and encourage self-paced learning, and they are working independently. They also “AGREE”

that it made them more flexible, improved their technical capabilities, increase social interaction

and became more engaging and collaborative.

On the other hand, respondents are “UNDECIDED” that e-learning improves the efficiency

of teaching methods, and this provides quick access to information.

Respondent’s Level of Impact and Influence of E-Learning

Respondent’s level of impact and influence of e-learning is “HIGH” in terms of searching

of information anywhere, being more reliant to plagiarism, being distracted by people around

and encountering disconnection during online class.

While the respondent’s level of impact and influence of e-learning is “MODERATE” in

terms of knowledge and improvement, development of communication abilities, and self-

procrastination.

Problems Encountered By The Students On E-Learning Modality

The respondents “AGREE” that there are problems encountered by the students on E-

Learning modality. These are as follows: difficulty in concentrating, struggle in adapting,

technical issues, time management, lack of interaction, and lack of skill communication

development.

While the respondents are “UNDECIDED” that there are problems encountered by the

students on E-Learning modality in terms of trouble in sleeping, and computer literacy.

Relationship Between the Perceived Used of Gadgets and it’s Impact to E-Learning

36
 Being knowledgeable in using computers and being able to communicate with others

have significant relationship in terms of impact to e-learning. And improving academic

performance, lack of accreditation and quality assurance in online education, the

understandability of information, and development of communication abilities have significant

relationship between the perceived use of gadget and its impact to e-learning.

CONCLUSION

Based on the findings derived from this study, the following conclusions were drawn:

1. There are positive effect and Impact of using gadget as a modality on e-learning which made

the students of CBAPA acquired more knowledge and became more independent.

2. The respondent’s level of impact and influence in e-learning shows moderate outcome

between students.

3. There are certain problems that students of CBAPA encounter on e-learning modality, which

can negatively affect their academic performance.

4. There is a significant relationship between the perceived used of gadgets and its impact to e-

learning

RECOMMENDATION

37
 1. For the Future researchers, they must also try other college department as their

respondents if ever they want to continue this study to see the difference between

different college departments in terms of correlation of e-learning and its effects and

influence to the students.

2. For the Students, they should improve their study habits so that they wouldn’t depend so

much in e-learning, and also that they may have better learning like having a review,

jotting down notes, and reading books which are educational and it will greatly improve

their academic performance.

3. For the community, conduct a training or seminar because it is important to educate

people and their children about e-learning and its effects and influence among students.

Bibliography

Corcoran, S. (2018). The Effect of Digital Tablets' Applications on Reading Achievement

of First Graders in Two Private Schools. https://www.semanticscholar.org/paper/The-Effect-of-

Digital-Tablets%27-Applications-on-of-Corcoran/

5a1de212523158b2afe58e0cf2da83661d8a0bce?p2df

Espinosa, J.P. (2016). Learning with the help of technology.

https://www.manilatimes.net/2016/09/17/opinion/columnists/learning-with-the-help-of-

technology/286384/

Ernst, J. V., & Moye, J. J. (2013). Social adjustment of at-risk technology education

students. Journal of Technology Education, 24(2), 2–13. doi:10.21061/jte.v24i2.a.1

38
 Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation

and engagement in elementary and middle school students through technology-supported

learning environments (Master’s research project, Saint Xavier University). Retrieved from

ERIC database. (ED541343)

Gorra, V. and Bhati, S. (2016). Students' perception on use of technology in the

classroom at higher education institutions in Philippines.

https://ro.uow.edu.au/cgi/viewcontent.cgi?

referer=&httpsredir=1&article=1878&context=buspapers

Margolin, J., Kleidon, B., Williams, R., & Schmidt, M. (2011). Vermont’s Title II-D

“Enhancing Education Through Technology” program: 2010–2011 final report. Washington,

DC: American Institutes for Research.

Norris, D. M., & Lefrere, P. (2011). Transformation through expeditionary change

using online learning and competence-building technologies. Research in Learning

Technology, 19, 61–72. doi:10.1080/09687769.2010.549205

Sagcal, J. (2018). HOW FAR IS THE PHILIPPINES IN TECH EDUCATION?.

https://www.offcrowd.com/stories/education/how-far-is-the-philippines-in-tech-education/

Sprenger, M. (2011). Brain-based teaching: In the digital age. Alexandra: ASCD.

WorldRemit (2019). EdTech: How is technology changing education in the Philippines?

https://www.worldremit.com/en/stories/story/2019/06/12/education-philppines

Zimlich, S. L. (2015). Using technology in gifted and talented education classrooms:

The teachers’ perspective. Journal of Information Technology Education: Innovations in

Practice, 14, 101–124. Retrieved from https://www.informingscience.org/Journals

/JITEIIP/Overview

39
 Browne, M & Keeley, S 2012, Asking the right questions: a guide to critical thinking,

10th edn, Prentice-Hall, Upper Saddle River, NJ.

Editors, D. (2020, September 9). Statistical Treatment of Data - Explained & Example.

DiscoverPhDs. https://www.discoverphds.com/blog/statistical-treatment-of-data

Ghauri, P. and Gronhaug, K. 2005. Research Methods in Business Studies, Harlow,

FT/Prentice Hall

Goundar, S. (2012, March 9). Chapter 3 - Research Methodology and Research Method.

ResearchGate. https://www.researchgate.net/publication/333015026_Chapter_3_-

_Research_Methodology_and_Research_Method

Goodyear, P., Jones, C., Asensio, M., Hodgson, V., & Steeples, C. (2005). Networked

learning in higher education: Students’ expectations and experiences. Higher Education, 50,

473–508.

Hale, J. (2011). The 3 Basic Types of Descriptive Research Methods. United States:

PsychCentral. Retrieved from https://psychcentral.com/blog/the-3-basic-types-of-descriptive-

research-methods/

Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable

design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256

Noor, K. B. M. (2008). Case study: A strategic research methodology. American journal

of applied sciences, 5(11), 1602-1604.

Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a

Sampling Technique for Research. SSRN Electronic Journal. doi:10.2139/ssrn.3205035

40
  Tie, Y. C., Birks, M., & Francis, K. (2019). Grounded theory research: A design

framework for novice researchers. PubMed Central (PMC).

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6318722/

Rafiq, F., Hussain, D., & Abbas, D. (2020). Analyzing Students’ Attitude towards E-

Learning: A Case Study in Higher Education in Pakistan. Pakistan Social Sciences Review, pp.

367-300.

Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019, March). Does

e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from

Vietnam. International Journal of Educational Technology in Higher Education, pp. 7-16.

King, E., & Boyatt, R. (2015). Exploring factors that influence adoption of e-learning

within higher education. British Journal of Education Technology, 46(6), pp. 1272-1280.

Ncube, S., Dube, L., & Ngulube, P. (2014). E-Learning Readiness among Academic Staff

in the Department of Information Science at the University of South Africa. Mediterranean

Journal of Social Sciences, 5(16), 357. Retrieved from

https://www.richtmann.org/journal/index.php/mjss/article/view/3316

Tayebinik, M., & Puteh, M. (2012). Blended Learning or E-learning? International

Magazine on Advances in Computer Science and Telecommunications (IMACST), 3(1), 103-

110

https://arxiv.org/abs/1306.4085

Dr. Ahmed Awad Amin. 2014, The Influence of Using e-learning Courses on Enhancing

the Students' Motivation at An-Najah University from the Instructors’ and the Students’

Perspectives Contubutor Author Asal Bassam Odeh Retrieved from

https://repository.najah.edu/handle/20.500.11888/7270

41
 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 Retrieved from
https://www.researchgate.net/publication/326293305_EFFECTS_OF_E-
LEARNING_ON_STUDENTS'_ACADEMIC_LEARNING_AT_UNIVERSITY_LEVEL

Elfaki, D. K., Abdulraheem, D., & Abdulrahim, M. (2019, December 03). Impact of e-

learning vs traditional learning on students' performance and attitude. Retrieved from

researchgate.net :

https://www.researchgate.net/profile/Nahid-Elfaki/publication/344460679_Impact_of_e-

learning_vs_traditional_learning_on_students'_performance_and_attitude/links/

602a23d092851c4ed571ed42/Impact-of-e-learning-vs-traditional-learning-on-students-

performance-

Fischer, H., Heise, L., Heinz, M., Moebius, K., & Koehler, T. (2015). How to Identify

E-Learning Trends in Academic Teaching: Methodological Approaches and the Analysis of

Scientific Discourses. Interactive Technology and Smart Education, 12 (1), 31-43.

Moravec, T., Stepanek, P., & Valenta, P. (2015). The Influence of Using E-Learning

Tools on the Results of Students at the Tests. Procedia Social and Behavioural Sciences, 176, 81-

86.

González-Gómez, D., Jeong, J. S., Rodríguez, D. A. and Cañada-Cañada, F., 2016.

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the

Effectiveness of a New Teaching Methodology in a General Science Classroom. Journal of

Science and Education Technology, 25(3), pp. 450-459.

Manuela Aparicio, Fernando Bacao & Tiago Oliveira. (2015). The Internet and Higher

Education. Cultural impacts on e-learning systems' success.

42
 Jo Davies & Martin Graff. (2015). A Journal of Educational Technology. Performance

in e‐learning: online participation and student grades.

Gamage, D., Fernando, S., & Perem, L (2014). Factors affecting to effective eLearning Learners

Perspective.

Goyal, S. (2012). E-Learning future of education. Journal of Education and Learning,

0(2), 239

Clark , R.C., Nguyen, F., and Sweller, J. (2005). Efficiency in Learning. San Francisco :

CA: Pfeiffer. (Available in December, 2005)

Kalyuga, S., Chandler , P. and Sweller, J. (1998). Levels of expertise and instructional

design. Human Factors, 40(1), 1-17.

Nick Borg, Ed O'Neil, Jeff O'Hara, and Crystal Hutter in 2008,

https://en.wikipedia.org/wiki/Edmodo

IGI Global, https://www.igi-global.com/dictionary/business-models-for-digital-

economy/29481

Google Meet Software - 2021 Reviews, Pricing & Demo,

https://www.softwareadvice.com/video-conferencing/google-meet-profile/

Impacts of COVID-19 on International Students in the U.S. Alaklabi, Mohammed;

Alaklabi, Jamilah; Almuhlafi, Amal - Higher Education Studies, v11 n3 p37-42 2021

Kulikowski, K. (2020). The Impact and Effectiveness of E-Learning on Teaching.

International Journal of Computing Sciences Research , 383-397.

Sarsa, J. and Escudero, T., 2016. A Roadmap to Cope with Common Problems in E-

Learning Research Designs. Electronic Journal of E-learning, 14(5), pp.336-349.

43
 Joksimovic, S., Gaševic, D., Kovanovic, V., Riecke, B. E. and. Hatala, M., 2015. Social

presence in online discussions as a process predictor of academic performance. Journal of

Computer Assisted Learning, 31(6), pp. 638–654.

Hall, S., and Villareal, D., 2015. The hybrid advantage: Graduate student perspectives of

hybrid education courses. International Journal of Teaching and Learning in Higher Education,

27(1), pp. 69-80.

Hunt, A.-M., 2015. Blended Online Learning in Initial Teacher Education: A Professional

Inquiry into Pre-service Teachers’ Inquiry Projects. Journal of Open, Flexible and Distance

Learning, 19(2), pp. 48–60.

Israel, M. J., 2015. Effectiveness of Integrating MOOCs in Traditional Classrooms for

Undergraduate Students. International Review of Research in Open and Distributed Learning,

16(5), pp. 102-118.

Beth, A. D., Jordan, M. E., Schallert, D. L., Reed, J. H., and Kim, M., 2015.

Responsibility and generativity in online learning communities. Interactive Learning

Environments, 23(4), pp. 471–484. https://doi.org/10.1080/10494820.2013.788035

44