E-Learning Applicability: A Review Undermining Traditional Learning

This literature review critically examines the applicability of e-learning as a substitute for traditional learning methods. It investigates the perceptions of lecturers and students towards technology-based education, the potential of e-learning to replace traditional classroom settings, and its impact on student motivation and academic performance. The review synthesizes findings from various studies, highlighting the benefits of e-learning such as flexibility, accessibility, and enhanced communication channels. It also acknowledges the importance of motivation in e-learning environments and the role of technology in bridging educational gaps. The research concludes that e-learning offers several advantages over traditional methods and is perceived positively by lecturers, leading to improved lesson delivery and student outcomes.

A Review to undermine
the applicability of E-
Learning as substitute
for traditional learning

Abstract— In the fast-changing environment led by the rise of the internet and new
technologies, e-learning has emerged as the most promising solution for the universities.
Perception and attitude of students towards IT application and e-learning technologies are
important factors towards the successful development of academic programs. In this
paper past studies that aimed at adapting e-learning to replace traditional learning are
reviewed. The paper also tries to gauge the perception of lecturers towards e-learning.
Additionally, it tries to understand whether e-learning can be used as an alternative to
traditional methods of learning. The paper also tries to understand the impact of e-
learning on academic performance and motivation of the students. Through an exhaustive
review of the past researches in this domain, it was concluded that e-learning offers
several benefits over traditional methods of learning. Lecturers too perceive e-learning in
a positive manner as it assists them in better delivery of lesson contents. When contrasted
against traditional classroom based learning, e-learning offers more flexibility and greater
channels of communication. Students undertaking e-learning have greater internal
motivation compared to those opting for classroom-based education. Most importantly, e-
learning is shown to have a positive impact on the performance of the student.
Keywords-Motivation, E-learning, Education, Perception, Technologies
I. INTRODUCTION
Education systems serve as the base on which proactive and talented individuals conduct
activities for building the nation [1], [2]. The focus of any education system as such is on
human development. Traditionally over the past 20 years education has been delivered
face to face (F2F) within the close confines of the classroom. However, modes of learning
are witnessing a change with the advent of new technologies. To keep pace with the rapid
changes shaping the world, countries are making use of technology to revamp the
prevailing system of education [3][4]. Recent advancements in technology have made it
possible to provide better education to the students. These technological advancements
are dawning in a new era where compelling, flexible and more effective learning

opportunities are reaching a diverse audience across the world [5], [6]. Amongst the
several positive effects of eLearning, most important is its ability to bring together
students located at different parts of the world. In this research the aim is
To review whether e-learning has usability in education and verify whether it offers
superior benefits compared to traditional learning.
The aim of the research is addressed over the following pages [7]. The section one is the
research background which gives a broad definition of the term, discuss about the
different generations of e-learning and puts forward the research questions along with the
research paper aims to discuss. The second section provides an illustration about the
research methods wherein the way in which the research has been conducted is described.
Section two thus describes the sources of data, inclusion and exclusion criteria and the
research methodology in general. The discussion part forms the section three of the paper.
In the discussion part, views of past research papers about e-learning is compiled,
organized, reviewed and compared. Concluding remarks are presented in the last section
where the research questions are reiterated and outcome of the review of past literature in
the discussion section is spelt out as findings of the research.
II. RESEARCH BACKGROUND
E-learning is not a separate technology but an umbrella term that is used to cover several
modern concepts that have evolved owing to technological advancement in learning [8],
[9]. Some of the concepts that are covered under e-learning are mobile learning,
electronic, distance, web-based and digital. The usage of multifarious technologies like
mobile, digital and electronic so as to support learning is referred to as e-learning [10],
[11]. Among the several advantages offered by e-learning most importantly it saves time,
is cost effective, offers flexibility and is easily accessible. learners have the flexibility to
choose their own suitable time and place for E-learning [12], [13]. Based on the need of
the learners, the instructional method offered by e-learning platforms can be modified. E-
learning makes use of a variety of multimedia components like still, text, audio, video etc.
for presenting information to learners and aid in the learning process [14], [15]. Thus, as

compared to traditional methods, the power of information technology is harnessed by e-
learning for delivering greater information and accessibility to customers. For focussing
on learning in comparison to classroom based teaching, e-learning takes aid of
technologies and customized instruction methods.
Lifelong learning (LLL) has become the current focal area in adult learning. As compared
to traditional learning which ends with the attaining of adulthood, LLL looks at desire,
interest and needs of the individual learners of any age [16], [17]. What supports the LLL
model of learning is e-learning.
The adoption of technology in education is becoming a fundamental necessity [18], [19].
Recognizing the merits that adaptation of technology can bring in to the educational
sector [20], higher educational institutes are also making investment in technology and
are marking their participation in the technological revolution [21],[22]. Owing to the
tech savviness of the students, it is expected that inclusion of technology would increase
their engagement in learning [23]. Incorporation of technology in learning can also make
the students adept in using those technologies. Additionally, by using technologies like
internet, the student can access and update information easily through simple hand-held
devices like mobile phone. In line with the research aim discussed in the introductory
paragraph, the research paper aims to address the following research questions:
I. How is technology-based education perceived by lecturers across the world?
II. Can e-learning be used as a substitute to traditional classroom based learning?
III. How does e-learning impact the motivation and academic performance of the
student?
Researchers opine that there have been three-generations of e-learning till date [24]. The
period of 1994-99 is termed as the first generation and saw the passive use of internet in
learning. In the first generation, traditional materials were modified into online format
[25], [26]. The period of 2000-03 marked the second generation of e-learning. The second
generation saw an increase in resources, higher band-width and richer streaming media
[27]. These developments led to the creation of virtual learning environments wherein

students could gain access to student services, communications and course materials over
the internet. Currently the third generation of e-learning is under progress [28], [29]. The
third generation makes use of tools like blogs, e-portfolios, wikis, networking, social
bookmarking and simulations to facilitate project-based learning, socialisation and a
greater collaboration amongst the stakeholders. The rise in mobile computing is also
having a profound impact on e-learning’s third generation.
Personal handheld devices offering the flexibility to be used anywhere are referred to as
mobile computers [29]. Additionally, it is prerequisite for the device to have battery and
lots of data storage facility. There have been numerous researches studying the impact of
mobile technology on education [30], [31]. According to Van Weert, mobile technology
can be used to reduce the digital gap existing in the civilisation [32]. There are lots of
benefits that use of mobile technology can bring to the educational sector [33]. Along
with improving the sense of individuality, mobile technology facilitates cooperative
learning amongst the students [34]. By facilitating active participation in social and
supportive activities, mobile technology inspires the students to have ownership of their
learning process [35], [36]. Besides, mobile technology works towards empowering the
learners and also helps them in getting employed [37]. Mobile technology additionally
helps in venturing into new businesses without the need to worry about costs. Mobile
technology helps businesses to market their products online. Academicians can benefit by
effectively using mobile technology in teaching environment [38].
III. RESEARCH METHODOS
For the purpose of this research paper, information available through the databases of
ACM, Google Scholar, Elsevier and Google was collected, organized, reviewed and
compared. The keywords used for conducting the research included technological
learning, Internet based learning, computer-based learning, online learning and E-
learning. The inclusion criteria for the research paper were research design and similarity
of the title with the topic of research. On the other hand, the exclusion criteria were

studies where only abstract was accessible and those research papers that were not written
in English. A bibliographic software manager Mendeley was used for the study. After
citations are imported, Mendeley assisted in reviewing them so that those not meeting the
inclusion criteria and the duplicates could be removed.
IV. DISCUSSION
Several researchers have studied E-learning in recent years. After studying learner
motivation and e-learning design; Keller & Suzuki (2004) are of the opinion that if
motivationally enhanced instructions can be systematically designed in e-learning
systems, it can lead to positive motivational results and lower dropout rates [39]. Rovai,
Ponton, Wighting, & Baker, (2007) studied the motivation level of students e-learning
courses and compared with motivation levels in traditional classroom based courses. They
found that as compared to students going to traditional classrooms, students opting for e-
learning courses have greater intrinsic motivation. However, when it comes to extrinsic
motivation they could not identify any difference in between the two platforms. They also
found that in both traditional education and e-learning, graduate students had greater
motivation levels as compared to the undergraduates [40].
Liaw, Huang & Chens’ (2007) tried to examine the way in which learners approached the
e-learning systems. They have come to the conclusion that there four different factors into
which the approach of learners towards e-learning systems can be classified. These are e-
learning’s contribution in solving problem, e-learning’s contribution in facilitating learner
autonomy, e-learning in assisting the teachers and the development of e-learning as a
multimedia-based learning [41].
Virtual competence and ICT experience were the factors that were considered to be
having an effect on e-learning by Wan, Wang, & Haggerty (2008). The hypothesis was
tested on 383 students taking part in online courses. Their study verified the impact of
ICT and virtual capability on results of e-learning [42]. Payne et al. (2009) studied
whether constructivist principles can be used on e-learning platforms to train people in
highly specialised skills that normally needed prolonged training and expert individuals.

Their study showed that e-learning is more equipped to assist workplace learners as
compared to traditional learning. This is because e-learning offers them to learn privately
and better utilise their time through asynchronous learning [43].
Paechter& Maier (2010), studied the most favourite aspects of e-learning amongst the
Austrian students. They also tried to figure out situations where traditional learning was
the favoured choice of students as compared to e-learning. They came to the conclusion
that e-learning was chosen by students as it provided a clear structure of learning material.
The researchers also revealed that traditional learning was preferred by the students over
e-learning in learning communication as they wanted to extract shared comprehension
[44].
Lawa, Lee, Yu (2010) state that one of the key proficiencies is created through skills in
computer programming. The researchers demonstrated the importance of lot of training to
improve computer programming skills in students. However, the students would not be
willing to go through the rigorous training if they aren’t motivated. They come to the
conclusion that e-learning systems that are well assisted result in increasing the learning
motivation amongst the students [45].
After studying teacher’s contribution in e-learning, Yengina, Karahocab, Karahocab,
&Yücelb, (2010) have come with a model to assist the teachers in designing online
courses wherein students are part of the process of learning [46]. Mateo et al (2010) are of
the opinion that technologies and ICT can break the obstacles in the existing social
scenario. They also underline the importance of these technologies for a skilled person.
Due to the communication possibility that these technologies offer through e-learning
devices outside the classroom environment, they are increasingly finding widespread use
in the education sector. Approaches based on ICT are being used by universities to bring
innovation in the learning methodologies. The researchers have developed a model of e-
learning where students graduating from universities in the first-world modify the course
contents for using it to deliver instructions in developing countries [47].

When e-learning was compared to traditional learning methods, it was revealed that
lagging in computer skills led to inhibitions in communicating online by the students
which led to failure of effective communication with the lecturer. Although e-learning as
a teaching method pleased the students, they did not want to participate in another e-
learning course if they lacked internet and computer at home [48].
Factors like teachers’ motivation and organizational readiness have an important effect on
the results of e-learning [49]. O’Neill et al., (2011) showed that medical students were
optimistic that e-learning had the potential to help them easily grasp the concepts [50].
After studying the changes that occur in the student motivation in the process of e-
learning, Kim & W. Frick (2011), revealed that a positive change in motivational levels
was best forecasted by the motivation levels exhibited during self-directed e-learning
(SDEL) [51].
In case of developing countries, curriculum plan plays an equally important role to ensure
that e-learning succeeds. Bhusari, et al., (2012) are of the opinion that learner behaviour,
motivation and awareness of technology are important factors to help in implementing e-
learning in case of developing countries [52]. A personalised learning course planner that
suggests learning courses according to past test scores of the students’ can improve the
learning efficiency and encourage students to increase their concentration on the lesson
[53].
Students including both male and female are shown to be highly aware towards e-learning
at TATIUC [54]. Intrinsic and extrinsic motivation can have a positive influence and
reinforcing effect on a student’s academic performance [55]. The interference on
motivation enhanced the quality of learning and such a higher quality of learning is liked
by students who have deep approach to learning [56].
V. CONCLUSION

E-learning is revolutionising the educational sector and converting it from one that was
lecturer driven to one that is inspired by the learners. This paper discussed the following
research questions
How do lecturers across the world perceive technology-based education?
Can e-learning be used as a substitute to traditional classroom based learning?
How does e-learning impact the motivation and academic performance of the student?
Through the review conducted in the above pages, there are many things that come out.
For instance, e-learning offers several benefits to lecturers and learners. It provides an
efficient, reliable and effective form of learning. E-learning provides a high degree of
flexibility to the learners. The e-learning also provides the learner with greater channels
of communication as the confines of classroom does not restrict the communication. E-
learning is also a more cost-effective solution to learning and allows a great deal of
democracy to perpetuate the learning process wherein individuals can access similar
standards of educations regardless of age/ gender or other constraints. Several studies also
confirm that students taught through e-learning have higher levels of intrinsic motivation
as compared to those who learn through the traditional classroom. It has also been
demonstrated that E-learning positively impacts student’s performance.
VI. ACKNOWLEDGEMENT
It is important to take this opportunity to show gratitude to all individuals who gave a
hand in seeing that this research is completed successfully.

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