1.
INTRODUCTION
Empact (Online Learning) is a web-based learning system
wherein it is useful now-a-days. Instead of face-to-face learning
that was usually done a decade ago up to present, Empact is
another option or another way of learning. Therefore, E-learning
(Empact) has grown in significance as an educational tool just
like the technology that has been developed and progressed over
the years. E-learning (Empact) has grown in significance as an
educational tool just like technology has developed and
progressed over the years. Interestingly, there have been more
efforts at advancing technology than on attempting to understand
the needs and learning styles of individual learners and
instructional design. The 21st century has seen rapid progress
with such things as the Internet and online learning. The
Learning Management System or popularly known as the LMS
in the college community is an online portal that connects
teachers and students; provides an opportunity for easy sharing
of classroom materials or activities; It is also a portal that allows
teachers and students to interact outside of the classroom and
have discussions through file uploading that might otherwise
take up too much time that should be spent studying in the
classroom.
The Internet is defined as a huge computer network connecting
smaller computer networks around the world and includes
commercial, educational, government, and other networks that
all use the same set of communication protocols. Internet access,
as your university provides Internet access, and there are usually
Internet cafes within walking distance of the university campus
aimed at students. Some also have Internet access at home, since
they subscribe to an Internet service provider, are largely
independent in their learning process, as lecturers often give
away lesson notes and additional information is left to the
students themselves, since it is not a one-sided learning process
practiced in the primary and secondary school system. The
learning process at the university level is a two-way process,
teachers share their knowledge and students share their opinions
or thoughts in exchange on a topic in a class discussion, so
university students need to constantly expand their knowledge
by searching for information. [1]. This investigation means to
evaluate the sufficiency of the bound together hypothesis of
acknowledgment and utilization of innovation 3 (UTAUT-3)
model in understanding academician's appropriation to e-
Learning, with the goal of getting more academicians to
acknowledge eLearning in the Sri Lankan advanced education
setting. Restricted legitimacy of the model in an instructive
setting prompted this investigation.
The rise of web-based innovation has changed the way
individuals live, work and study. Mechanical stages, for
example, eLearning have progressed instructive frameworks by
improving student experience while profiting instructors and
teachers from various perspectives. [2] Web-based learning is
used nowadays as another option to face to face education. As a
matter of fact, its use increases in a direct proportion with the
increase of the number of students. This has made educators
exert a lot of effort
 to help the learners to get interactive content that is full of
multimedia as it has been proven that it has a significant effect
on the process of learning. The impact of blogs and wikis has
also been investigated on learners' collaboration and reflection
and it was reported that they both have a positive effect. E-
learning (Empact) has grown in significance as an educational
tool just like technology has developed and progressed over the
years. Interestingly, there have been more efforts at advancing
technology than on attempting to understand the needs and
learning styles of individual learners and instructional design.
The 21st century has seen rapid progress with such things as the
Internet and online learning.
To offer online instructions and styles that can be delivered
anytime and anywhere, to make the schedule flexibility among
the students who will be using, to create a community that can
work on both student and professor while using Empact (online
learning) to pursue the goals aimed, to merge the technology
more efficiency and effectively into online teaching modality.
To upload and manage documents containing curriculum
content. To deliver course content over a Web-based interface,
allowing for an entirely remote educational experience for the
instructor and student. To provide learning materials for students
during this pandemic.
This study focuses on how E-learning can be used effectively
and without inconvenience by both students and professors. The
data collection will be conducted on 250 selected students. This
study does not cover other problems that may occur and not one
of the users of our web-application. In this study, students were
given the same questions to answer to avoid complications. The
results of this study will be only applicable for those who are
trusted users and students who were selected during the survey
because the main source of the questionnaire is prepared by the
researcher who is looking beyond the effectiveness and
efficiency of the web-applications.
As a researcher, effective e-learning considers the ways in which
the students will interact with the learning opportunities
provided to them. eLearning can be applied in two main ways
and these are educational content, and speeds up educational
processes. Conversely, there are also drawbacks of E-Learning
such as students will be spending more time in front of a
computer screen, Lack of control and lack of communication
development skills.
2. REVIEW RELATED LITERATURE
This section shows the summary of relevant sources. The act of
review involves evaluating individual sources and combining
these sources to get a broad view of the field, at this "field
level," the literature review looks at common and emerging
methods, important patterns and trends, areas of conflict and
controversy, and gaps in the relevant literature.
2.1 E-Learning Definition
Schank 2002 [3], Roffe 2002 [5], Sambrook 2003 [5] and Tsai &
Machado 2002 [6] allude to e-learning as "communication and
learning activities through computers and networks (or via
electronic means)". To be more explicit, Fry 2000 [7]
characterizes e-learning as "conveyance of preparation and
training through arranged intuitiveness and a scope of other
information assortment and conveyance advancements." Wild,
Griggs and Downing 2002 [8] additionally had a similar
definition as Fry's - they characterized e-learning as the creation
and conveyance of information by means of online
administrations as data, correspondence, instruction and
preparing. From the overview, proponents know that e-learning
is getting popular All over the world. Bleimann 2004 [9]
expressed that e-learning is a self-coordinated discovery that
depends on innovation, particularly online innovation. He
additionally focused on that e-learning is collaborative learning.
2.2 Importance of Internet and Web
Learning Management System
The learning management system must meet the needs of end
users—learners. Every LMS has some key characteristics that
allow students to actively participate in their courses.
Comparison of learning management systems. The main
functions of different learning management systems extend
teaching and learning, and enable students to participate in a
deeper learning experience.
When selecting and using any type of teaching material,
instructor should have some components that allow them to
create active learning courses. Learning is not a passive activity;
students actively participate in traditional courses listening and
talking with other students and instructor. In the online
classroom, the teacher needs to create an environment for the
students to actively participate in courses and discussions.
Through discussion, students can share past experiences and
apply these experiences to their lives. It is this connection with
other students and instructor that makes students feel part of the
curriculum. [10]
2.3 The Use of E-Learning in Education
The advancement of interactive media and data innovations, just
as the utilization web as another strategy of educating, has rolled
out revolutionary improvements in the conventional interaction
of instructing Wang. 2007 [11]. Advancement in data
innovation, According to Yang and Arjomand 1999 [12], has
created more decisions for the present training. Plans of schools
and instructive foundations have perceived eLearning as having
the possibility to change individuals, information, abilities and
execution Henry, 2001 [13].
Additionally, as per Love and Fry 2006 [14], schools, colleges,
and different establishments of higher learning compete to
progress online course ability in a rapidly creating digital
instruction market. E-learning has come to be increasingly more
significant in foundations of advanced education. The
presentation and extension of a scope of e-Learning instruments
has started a few changes in advanced education organizations,
especially with regards to their instructive conveyance and
backing measures Dublin, 2003 [15].
2.4 Principles of 21st Century E-Learning
2.4.1 Learners at the Centers
To ensure that the learner is at the center of online training, it's
important to avoid E-learning rhyming with e-teaching. That's to
mention that a web course mustn't take over the formula of a
lecture given in an exceedingly traditional classroom. If the web
course includes a presentation by the teacher or another speaker,
it should be designed and presented within the “online” format,
which is, de-escalated into shorter segments that may be among
presentations on an interactive whiteboard, and interspersed
with, for instance, pedagogical exercises within the variety of
micro learning, discussions or other sorts of teacher-learner or
learner-
 learner exchanges. In short, it's essential to require under consideration the actual context of the net environment where the
learner is alone before his or her screen and to use the probabilities of digital technology in order that he or she feels
challenged, supported and motivated throughout the training.
2.4.2 Social Nature of E-Learning
For some years now, there have been ample discussions of “social E-learning,” a style of learning that's rooted in both
collaborative learning, informal learning and types of E-Learning. Web 2.0 tools which will be integrated into E-Learning are
indeed renewing the chances for distance collaboration and interaction. They will even be accustomed to fostering a way of
belonging, a key consideration. It’s therefore important to carefully plan the combination of activities and projects between
pairs — discussions, teamwork, case studies, etc. — so as to take advantage of the digital tools.

2.4.3 Stretching All Users

How about we start by underlining the significance of offering drawing on the internet, preparing with a reasonable learning
way and an even responsibility. So as to maximize learner interest and retention, it's essential that the content is fragmented
with which digital approaches and tools are chosen, not randomly, except for their relevance to pedagogy. For instance, video
scenarios are reserved just for subjects whose complexity and importance deserve such treatment. To avoid boring learners,
we must vary the kinds of exercises moreover because of the varieties of exchange and collaboration between peers. This
might require the employment of targeted strategies when the content to be integrated online is just too dense

2.5. General Systems Theory

2.5.1 The Controls of Subsystem
A concern in the analysis of any system, and especially in the investigation of the disappointment of any framework to work
accurately, is to have the option to distinguish unmistakably the segments of the control subsystem — that is, to have the
option to recognize where proportions of execution are acquired. Where pertinent principles are set up, where execution is
contrasted with the necessary norms and where move is made to address any errors between what is required and what really
occurs. That is, the deliberate framework data that the control subsystem takes as its info is the deliberate outcome of how
viable the framework works upon the environment because of the control subsystem's control yield.

This is a somewhat long-winded method of saying that the control subsystem relies on criticism to accomplish its motivation
and capacity effectively, and that this feedback results from the system overall working upon and inside its current
circumstance. Notice likewise that the fascinating properties of a framework equipped for keeping up with some predictable
activity upon its current circumstance are truly communicated by that framework's control subsystem. Along these lines, it
could be feasible to overlook subtleties of a framework and manage the control subsystem when displaying the nature of its
exhibition per. [16]

2.5.2 Control Theory in Management

Another way of portraying a control subsystem derives from management theory. It has four plans: analyze; plan; implement,
execute or act; and evaluate results. This portrayal provides a direct and natural model of procedures for the development
of
learning and teaching materials. It also gives a basis for managing and maintaining learning and teaching materials once
developed. This management approach is an analogue of a control subsystem. The analyzed component corresponds to
the desired standard of the control subsystem. The 'plan' component corresponds to the comparator of the control
subsystem: something capable of bringing about the required outcome is identified, specified or designed.

The implement, execute or act' component corresponds to the control output of the control subsystem: a mechanism
designed to bring about the required outcome is activated. Finally, the evaluate component corresponds to the `measure
performance' of the control subsystem, where measures are taken in order to find out whether the intended outcome was
achieved. In particular, the development methodology of e-learning will focus upon analysis, design, production and
evaluation processes. These ideas can also be extended to provide for the specification of e-learning, and for the methods
of management of such e-learning. In particular, attention is given to ensuring the e-learning contains elements which aid
evaluation, and that the management of the e-learning involves review and reflection. [16]

2.5.3. Learning and Teaching Structure

The following discussion takes as given the idea that all learning and teaching has a point or purpose, and that this
purpose is best contextualized and expressed by having the teaching explicitly address a problem or series of problems of
interest to the student. The purpose of some e-learning is closely tied to its objectives and its content, and is represented
in the following figures by a shaded oval. Besides purpose and content, e-learning systems also involve management
issues such as registering students and reviewing the e-learning system with a view to improving it. The content of e-
learning may be analyzed at a variety of levels. The following discussion identifies four levels, e-learning transactions', e-
learning sessions' (or lessons), `units' and 'programs' (as in a programmer of study), in ascending order of size and length
of study. [16]