MUTASA SUPERIOR INSTITUTE

ORGANIC UNIT OF CHIMOIO

THE IMPORTANCE OF E - LEARNING

NAME OF THE STUDENT:

FÁTIMA NIQUISSE

BACHELOR'S DEGREE IN PUBLIC ADMINISTRATION

Chimoio, March 2023

 MUTASA SUPERIOR INSTITUTE

ORGANIC UNIT OF CHIMOIO

THE IMPORTANCE OF E - LEARNING

TEACHER:

DR. ZVIDZAI XAVIER

PERFORMED BY:

FÁTIMA NIQUISSE

BACHELOR'S DEGREE IN PUBLIC ADMINISTRATION

Chimoio, March 2023

ÍNDICE

Content

CHAPTER I: INTRODUCTION.....................................................................................................1

1.1 Contextualization...............................................................................................................1

1.1 Objectives...............................................................................................................................1

1.2.1 General.............................................................................................................................1

1.2.2 Specifics...............................................................................................................................2

1.3 Methodology...........................................................................................................................2

1.4 Work structure........................................................................................................................2

CHAPTER II: DEVELOPMENT.....................................................................................................3

2.1 The concept and definition of E-Learning..............................................................................3

2.2 Importance of E-Learning.......................................................................................................4

2.3 Advantages of E-learning.......................................................................................................5

2.4 Disadvantages of E-learning...................................................................................................7

CHAPTER III: CONCLUSION.......................................................................................................9

CHAPTER IV: BIBLIOGRAPHICAL REFERENCES................................................................10

CHAPTER I: INTRODUCTION

1.1 Contextualization

Electronic learning or e-learning is used to offer instructional programs to distant

learners (Arkorful and Abaidoo, 2015). It is an online learning platform that emerges in a formal
context and utilizes a variety of multimedia technologies. Electronic hardware and software
support this system either offline or online. A personal computer is usually used for delivering
training or computer-enhanced learning related to e-learning (Samsuri, Nadzri and Rom, 2014).

Other communication technologies deliver learning based on tutorials, learning support

systems, and online lectures (Kattoua, Al-Lozi and Alrowwad, 2016). It is based on technology
for improving classroom engagement through positive environment, where students are
deliberately engaged in online tutorials for completing a task assigned to them.

E-learning ensures that students are completely involved as learning takes place together
with texts, videos, sounds, collaborative sharing, and interactive graphics. It may enhance the
quality of teaching and learning; report the need for higher institutions for maintaining
competitive advantage, and access to education and training in this globalizing marketplace for
students (Islam, Beer and Slack, 2015).

The integration of information technology (IT) in the form of e-learning has resulted in
the reduction of students cost while improving the quality of learning and teaching (Songkram,
2015). This shows that e-learning can be economical for students using it, and they can perform
other useful activities in their spare time (Aparicio, Bacao and Oliveira, 2016).

1.1 Objectives

1.2.1 General

 Analyze the importance of E – learning.

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1.2.2 Specifics

 Define E-Learning;
 Describe the advantages and disadvantages of adopting e-learning.

1.3 Methodology

According to Furlanetti and Nogueira (2013), the methodology is the sequence of

procedures that are fundamental to describe how the research will be elaborated, because it will
answer how it is possible to reach the established goals. Therefore, methodology displays the
universe in which the research is carried out, the type, the method of analysis and which
instrument is used to collect data to carry out the research.

The bibliographical research was elaborated through books, internet, already published
articles, in a qualitative way, in which it is a non-statistical study. According to Vergara (2016),
qualitative data are coded, analyzed and exposed in a more structured way. Bibliographic
research will contribute to the understanding of possible consequences related to Nutrition,
specifically the composition of foods.

The material was collected from the teacher's didactic material databases, Google,
Google Scholar and SciELO. Journals with full texts in the area under study were selected.

1.4 Work structure

The present work is organized in chapters, with that for a better illustration follows
below the summary of the structure: Chapter I: Introduction containing the objectives, the
structure of the work and Methodology; Chapter II: Development; Chapter III: Conclusion;
Chapter IV: Bibliographical References (according to the APA rule).

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CHAPTER II: DEVELOPMENT

2.1 The concept and definition of E-Learning

E-learning refers to the use of information and communication technologies to enable

the access to online learning/teaching resources. In its broadest sense, Abbad et al (2009), defined
Elearning to mean any learning that is enabled electronically. They however narrowed this
definition down to mean learning that is empowered by the use of digital technologies. This
definition is further narrowed by some researchers as any learning that is internet-enabled or
web-based (LaRose et al, 1998; Keller and Cernerud, 2002).

According to Maltz et al (2005), the term ‘e-learning’ is applied in different

perspectives, including distributed learning, online-distance learning, as well as hybrid learning.
E-learning, according to OECD (2005) is defined as the use of information and communication
technologies in diverse processes of education to support and enhance learning in institutions of
higher education, and includes the usage of information and communication technology as a
complement to traditional classrooms, online learning or mixing the two modes.

Also according to Wentling et al (2000) the term e-learning refers to the attainment and
use of knowledge that are predominantly facilitated and distributed by electronic means. To them,
the e-learning depends on computers and networks, but it is likely it will progress into systems
comprising of a variety of channels such as wireless and satellite, and technologies such as
cellular phones.

In their literature review on definitions for e-learning, Liu and Wang (2009) found that
the features of elearning process are chiefly centered on the internet; global sharing and learning
resources; information broadcasts and knowledge flow by way of network courses, and lastly
flexibility of learning as computer-generated environment for learning is created to overcome
issues of distance and time.

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 Gotschall (2000) argues that the concept of e-learning is proposed based on distance
learning, thus a transmission of lectures to distant locations by way of video presentations. Liu
and Wang (2009) however claims that the progression of communications technologies,
particularly the internet, did transform distance learning into e-learning.

Other researchers also defined e-learning as a revolutionary approach (Jennex, 2005;

Twigg, 2002) to enable a workforce with the knowledge and skills needed to turn change into
benefit. For instance Twigg (2002) described the e-learning approach as centered on the learner
as well as its design as involving a system that is interactive, repetitious, self-paced, and
customizable. Welsh et al. (2003) also referred to the term as the use of computer network
technology, principally through the internet, to provide information and instruction to individuals.

2.2 Importance of E-Learning

E-learning is important for education because it can improve the quality of the learning
experience, and extend the reach of every lecturer and tutor. It can help remove barriers to
achievement, by providing new and creative ways of motivating and engaging pupils and learners
of all abilities, enabling and inspiring everyone to attain their educational potential.

E-learning can support learning by offering differentiated learning, particularly for those
who need support in literacy, numeracy and ICT. It offers a wide range of tools to enable teachers
and learners to be innovative, creative and resourceful in all learning activities. Teachers and
learners can easily customize digital learning resources to suit pace and level, appropriate to any
learning style and ability.

E-learning creates on-line communities of practice. The internet can bring learners,
teachers, specialist communities, experts, practitioners and interest groups together to share ideas
and good practice. It can provide an individualized learning experience for all learners, including
those who are disadvantaged, disabled, exceptionally gifted, have special curriculum or learning
needs or who are remote or away from their usual place of learning

E-learning can facilitate wider participation and fairer access to further and higher
education by creating the opportunity to start learning and to choose courses and support

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according to the learners’ needs. It provides personalized learning support through information,
advice, and guidance services. It can help learners find the course they need, with a seamless
transition to the next stage of their learning, including online application or enrolment and an
electronic portfolio of their learning to take with them. E-learning provides virtual learning
worlds where learners can take part in active and creative learning with others through
simulations, role-play, remote control of real- world tools and devices, online master classes, or
collaboration with other education providers.

2.3 Advantages of E-learning

The implementation of e-learning in education has been favorable in multiple contexts.

Previous studies, have presented several advantages associated by the implementation of e-
learning technologies into university education (Raspopovic et al., 2017). E-learning has been
viewed as the ability to focus on the requirements of individual learners. For instance, focusing
on the needs of individual learners can deliver knowledge in digital age effectively as compared
to educational institutions’ needs or instructors (Huang and Chiu, 2015).

Objectives can be achieved in the shortest time with least efforts through e-learning.
When managing the e-learning environment, its effect on educational learning are observed in
providing equal access to the information regardless of the users’ locations, their ethnic origins,
races, and ages. The environment for e-learning also help students or learners to rely on
themselves so that instructors are no longer the solitary knowledge source rather they serve as
guides and advisors (Joshua et al., 2016).

Several studies have shown the positive effects of e-learning from the insights of
learners or students (Chang, 2016). For instance; e-learning allows observing much flexible
learning ways to go for classes with much reduced need for travel. Learners are allowed to get
deeper insights of the information through activities that are carried-out in the classroom through
interactive video facility (Gautam and Tiwari, 2016; Martínez-Caro, Cegarra-Navarro and
Cepeda-Carrión, 2015). This allow learners to respond promptly toward the activities.

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 It is important for instructors to embrace the advanced technology throughout the
process of teaching and; therefore, learning has a range of skills in information and
communication technology (ICT) (Aithal and Aithal, 2016). It is also observed that e-learning
systems allow enhanced communication between students, and instructors. Part time and full-
time students can actively participate in the online degree courses selected from any location or
place, providing people who are traveling or relocated an easily accessible resource for
experience and learning (Radu, Radu and Croitoru, 2015).

The integration and use of e-learning offers disabled people an opportunity for
advancing their education from any location. Four common types of e-learning systems have
been developed which includes; Learning Content Management System (LCMS), Learning
Support System (LSS), Learning Design System (LDS), and Learning Management System
(LMS) (Adzharuddin and Ling, 2013). Although all the system has a similar name, however, the
function of each system is different. In the process of e-learning, LMS has been widely used by
various education institutions. It is further regarded as a platform that is used to manage user’s
experience while interacting with e-learning content. LMS in general perform three common
functions, which include; presenting and systematizing training content, create assignments to
test and solidify knowledge, to evaluate progress (Rietsema, 2016).

The LMS software is further used to publish, plan, deliver, and place self placed online
courses. Muruthy & Yamin (2017) in their study examined how LMS is effective for students
enrolled in higher education institutions, along with their usage in the learning process. A number
of advantages were outlined in this study. First include flexibility, as the use of LMS resulted in
increased collaboration between faculty and students. It is further effective in enhancing the
institutional practices which requires learner’s involvement. LMS is also effective in promoting
centralized learning, easy upgrades, simplified learning process, low cost, centralized learning etc
(Muruthy & Yamin, 2017).

Other important benefits as highlighted by Al-Handhali, Al-Rasbi, & Sherimon (2020)

indicated several benefits of LMS, making it user friendly, effective in managing time, provide
ease in the management of courses, teachers, facilities, generate reports. It further provides timely
reminder to users which include; date of deliveries, answering questions, test dates etc.

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 Aydin & Tirkes (2010) in their study analyzed the usefulness of LMS and Moodle.
Findings of the study indicated that Moodle, undoubtedly is one of the effective tools of LMS.
Some of the identified advantages include its flexibility following the modules employed and
help in any in teaching through any style or environment mode. Considering the modular design
and its user interface, Moodle’s superior rate of usability along with its competitors. However,
considering the learning environment Moodle has been recognized as easy to use due to variety
of options available. Besides, increase in the user authentication options, easy installation process
along with the maintenance in Moodle helps in increasing the frequency of usage (Aydin &
Tirkes, 2010).

2.4 Disadvantages of E-learning

Despite of the significant advantages of e-learning, students encounter several

challenges which ultimately lead towards either limited or negative outcomes. Such as; Arkorful
and Abaidoo (2015) in their study outlined that e-learning, in certain cases is held through
remoteness and contemplation resulting in lack of student’s interaction. In comparison with the
contemporary mode of education, e-learning might result in being less effective due to the
absence of face to face encounter with instructions or teachers. Since in e-learning method,
assessments are generally held online which reduces the possibility of restricting illegitimate
activities such as; cheating, plagiarism etc (Arkorful and Abaidoo, 2015).

The absence of essential personal interactions is the most noticeable drawback of e-

learning, not only among colleague learners, but also between instructors and learners (Islam,
Beer and Slack, 2015). There is a scarcity of community in the online learning environment as
student-student engagement is much less of a concern when compared with student-instructor
interaction. Gilbert (2015) highlighted that most of the students wish to work autonomously to
avoid the need to interact with their classmates. Cultural barrier is another important
disadvantage of introducing an online course. Aparicio, Bacao and Oliveira, (2016) in their study
evaluated the influence of cultural characteristics which includes individualism and collectivism
in determining the perceived success of e-learning. Findings of the study indicated a significant
influence of individualism and collectivism on organizational and individual impacts.

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 Technology is a platform that can be easily acquired for granted when it is engaged into
daily life, but it is not widely used because of the lack of monetary benefits for achieving access.
The global knowledge available on the internet is led by increasing the proportion of computers
and other electronic devices to students (Talebian, Mohammadi and Rezvanfar, 2014). Another
disadvantage is maintaining motivation in an online course that online learners experience.
Students who lack self-motivation and independence had reduced success rates as compared to
their counterparts (Sarkar, 2012).

Learners that lack self-regulation have a tendency to not assign sufficient time for
completing assignments; therefore, switching in poor quality work or late assignments. Overall,
successful students have stronger beliefs that they will succeed better technology skills and
access, higher self-responsibility, and higher self-organization skills (Sarrab, Al-Shihi and
Rehman, 2013). Students must be able to assess the motivating factors to continue the momentum
throughout the duration of the course. Students lack motivation and can easily lose sight of their
original objective, rapidly become lost within the course, and consequently withdraw from the
course (Raspopovic et al., 2017). Therefore, it is pertinent to determine the success of an
individual to undertake an online course by understanding learning styles and self-behaviour.

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CHAPTER III: CONCLUSION

In underdeveloped and developing countries, e-learning raises the level of education,

literacy and economic development. This is especially true for countries where technical
education is expensive, opportunities are limited and economic disparities exist. E-learning can
be highly beneficial to both students and institutions if properly implemented. The impact of e-
learning and internet technology on the quality of education in the institutions of higher education
has predominantly influence the current studies.

E-learning is a large and growing market with great potential in higher education and the
students using elearning performed better than students who did not use e-learning. In order to
maximize this potential, e-learning implementations should endeavor to satisfy the needs and
concerns of all stakeholder groups as much as possible.

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 .

CHAPTER IV: BIBLIOGRAPHICAL REFERENCES

Richard, H., & Haya, A. (2009) Examining student decision to adopt web 2.0 technologies:
theory and empirical tests. Journal of computing in higher education, 21(3), 183-198.

Fry (2001).Technology-based e-learning encompasses the use of the internet and other important
technologies to produce materials for learning, teach learners, and also regulate courses in an
organization.

Abbad et al (2009). Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning
Systems in Jordan. The International Review of Research in Open and Distance Learning.

Smedley, J.K. (2010). Modeling the impact of knowledge management using technology. OR
Insight (2010) 23, 233–250.

Hameed, S. (2008). Effective e-learning integration with traditional learning in a blended

learning environment. European and Mediterranean conference on information system, (25-26).

Valentina Arkorful (2014). International Journal of Education and Research. Vol.2 December,
2014, pp. 397 – 410.

Govindasamy, T. (2002) Successful implementation of e-learning; Pedagogical considerations,

The Internet and Higher Education, 4, pp. 287-299.

Kearsley, G (2002). Is online learning for everybody? Educational Technology, 42(1), pp.41-44.

Kahiigi, E (2007). Exploring the E-learning State of Art. The Electronic Journal of e-Learning, 6
(2), pp.77-88.

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Milani, M (2007). Cultural Impact on Online Education Quality Perception. The Electronic
Journal of e-Learning, 6 (2), 149-160.

Naif Jabli, Adel Qahmash (2013). Journal of Emerging Trends in Computing and Information
Sciences. Vol. 4 November.

Boulton, H. (2008). Managing e-Learning: what are the Real Implications for Schools? The
Electronic Journal of E-learning Volume 6 Issue 1, pp. 11–18.

Elango, R. Gudep, V.K. and Selvam, M.(2008). Quality of e-Learning: An Analysis Based on E-
learners’ Perception of E-Learning. The Electronic Journal of e-Learning, 6 (1), pp. 31–44.

Jethro (2012). International Journal of Academic Research in Business and Social Sciences, Vol.
2, Jan.

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