Effectiveness of E-learning as a Tool for

Teaching Among non-governmental

Universities Students - a comparative study
PREPARED BY:
1-DALIA ASHRAF HUSSIN 20221292
2- HAGAR MOHAMED MAGDY 20220863
3- HASSAN MOKHTAR MOHAMMED 20222057
4- HEND HOSSAM ELDIN REZK 18221342
5- MANAL IBRAHIM KHOZAMI 20221248
6- MOHANAD ABDEL HAMID 20221592

Submitted to:
Dr. Mona Kadry
1- Abstract
In this paper we intend to focus on the effectiveness of the e-learning in the current ear
after covid-19. It is well know that this door is knocked several times, so we select a
previous paper that has the same topic and has a suitable model of our case. The
followed model studied the effectiveness among the Bangladeshi post graduate students
(Mohammad et al 2018), whereas our paper is concerned with the specific portion of
the Egyptian nongovernmental universities post graduate students, we select only three
factors from the eight used by the mentioned reference paper as the rest 5 factors are
covered in other Egyptian studies. The three factors are working outside the class,
learning independently, and active learning. The studies showed that as well as the
Bangladeshi study that the e-learning is more effective that traditional learning -within
the selected student portion-, regarding the three selected factors.
2- Introduction
There are different opinions about traditional way of learning and E learning, it has
always been known that the learning process had been confined to the classrooms before
technology found its place in the field of education. The classrooms were either student-
centered or teacher-centered.
In the twenty-first century the learning process started to change overtime gradually
from the traditional methods of learning towards using technology. The drastic change
raised a question whether they need teachers or technology for higher levels of learning
and. The scenario changed slowly and classroom instruction became technology-
supported. Today's learners, rely more on technology rather than teachers (Wanwipa-
2013).

The COVID-19 pandemic has highly effected the higher education institutions, as
campuses had been forced to shut down and they had to use a different approach for
learning other than the traditional (face to face interaction in a classroom ) ,and here
came the idea of relaying on the online education (Electronic Learning) , which was
challenging for both learners and educators. Electronic learning, traditionally known as
e-learning, comprises learning through web-based materials, such as virtual classrooms
and universities, which enable digital collaboration and distance learning with the help
of technology and also making it a rich field for researching in different aspect,
containing –but not limited to- students perception ) Anca, Cosmina ,2014(, level of
achievement (Lavy ,2015), effect on global health (Robin and Frank ,2006), ability of
time management, cost effect, and learning effectiveness. Also many studies were
carried out about the effect of COVID-19 on higher education (Mseleku., 2020).

Of course this specified area of research is hit previously several times, we can see this
in Bangladesh (Mohammad et al, 2018) where it is proven that the e-leading is very
effective by studying Eight factors (contents structure, Purpose of active learning, speed
of learning, quickness of response, quality, time and cost, being outside the classroom,
and the independency), and this is the paper that we us in our comparative study.

As it is obvious that any e-learning should be sharply specified in terms of level of

education and the studied effect, this research is focusing on the post graduate level and
the effectiveness factor, and to be more specified it concentrates the group of research
sample on only the non-governmental education entities, as it have more flexibility of
choosing the way of learning by the management and also by the students.

In our turn as mentioned above we decided to use a model similar to the one used by
(Mohammad et al, 2018), and apply it on the Egyptian non-governmental entities, next
sections contain the full details and explanations.
3- Problem Identification
This research will compare Egyptian student perceptions and Indian student perceptions
regarding online learning and determine if e-learning is effective for post graduate
students

4- Research Objective:
a- To compare Egyptian student perceptions with Indian student perceptions regarding
online learning
b- To analyze the effectiveness of e-learning for the students in the Egyptian
nongovernmental universities level in the period of 2020 to 2022 seasons.

5- Research questions:
To reach the objective of this paper we need to answer to the following questions:

Q1: What influential factors affecting students’ online learning experiences?

Q2: The effect of educational content on the efficiency of e-learning from the point
of view of students?
Q3: Is e-learning considered cost and time friendly?
Q4: Was the experience of e-learning satisfactory?
Q5: Did all students engage effectively with each other’s?
Q6: How much students are responsive and interactive with lecturer?
Q7: Can e-learning be done from anywhere?
Q8: Does E-learning support active learning ?

The following section (Literature Review), it is showed that most of those questions
are answered in other researches only.

6- Literature Review:

In recent years, e-learning has become a major phenomenon and widely adopted as a
promising solution by many universities to offer learning-on-demand opportunities to
students in order to improve the teaching process It is important to discuss the Student
satisfaction in e-learning system in order to provide more insights into how to
implement successful e-learning systems within the organizations based on a research
already conducted to similar discussion. Darko Stefanovic, etal found that The potential
advantage of using this E-learning in connection with on-site courses is that it supports
flexibility, through resources that facilitate learning anytime and anywhere . The results
indicated that instructor response timeliness, e-learning course flexibility, e-learning
course quality, technology quality, Internet quality, diversity in assessment and
interaction in e-learning environment are the critical factors affecting elearners’
satisfaction. Together, these seven factors are able to explain 79.9% of the variance of
user satisfaction. This literature proves that most universities use e-learning
environment as a supplementary tool to enhance in-class instruction, E-learners in this
study learn mainly in the traditional classroom structure but also have courses in e-
learning environment (Darko Stefanovic etal, 2011).

Perera and Nalin mentioned that performance expectancy, social influence, effort
expectancy and service quality are the factors which have significant effects on
students’ “intention to use” e-learning as a method of pursuing education, Furthermore,
it was observed that 65.6% of the students had access to technology through mobile
phones, while 53.4% of the students had engaged in e-learning for the first time. This
was mainly due to restrictions that were imposed during the Covid-19 pandemic. These
findings suggest some obstacles such as the problem of not having adequate facilities
in IT (such as bandwidth problems), which may be considered as important to address.
Also, the ability of the students to purchase equipment such as laptops and smartphones
in relation to their income levels also needs to be explored as one of the obstacles
(Perera and Nalin, 2021).

Ghada El‐Sayad , ET AL demonstrated in their study that academic self-efficacy has a

significant positive effect on behavioral and emotional engagement. These results imply
that increasing students’ confidence in their academic competence contributes to
heightening their participation in online learning activities and their positive attitudes
towards the online learning environment. The second noteworthy finding from this
study is that the usefulness of online learning systems has a meaningful positive effect
on emotional and cognitive engagement, which implies that the more students perceive
that online learning systems can improve their learning performance, the more they
show positive attitudes towards online learning; they will also spend more effort to
understand and master learning materials. Third, the current study found that teaching
presence, based on instructional design and organization, discourse facilitation, and
direct instruction, had a positive direct effect on all engagement dimensions, especially
cognitive engagement (Ghada El‐Sayad et al, 2021).
 7- Hypothesis and Theoretical Frame Work
The following hypothesis are structured to measure the effectiveness of the e-learning
comparing to the traditional one:

HA1: E-learning is effective to apply outside of the class room.

HA2: E-learning is effective to work independently.

HA3: E-learning is effective for the purpose of active learning.

Those Hypothesis are described in the following frame work which have one dependent
variable which have three factors and each factor represents one of the above hypothesis.
And one independent variable which is the Switching from transitional to E-learning

Figure1: The used theoretical frame work

 8- Research Framework

In the study, the data were collected from the students of different backgrounds, using an
online questionnaire that is addressed to ASST post graduate students through social media
platforms (whaysapp, facebook groups, telegram ) , and the received from responses was
173 .
The study covers 1 non-governmental university in Egypt as a random sample to collect
data from the students.
Most of the statements of the questionnaire have been taken from different published
papers., it contains 7- point Likert scale and fixed alternative questions. The second part
includes questions concerning the demographic state of the respondents. Eight variables are
used to measure the effectiveness of e-learning including contents structure, usability, faster
learning, quick responsiveness, learning quality, time and cost friendly, suitability outside
of the class and applicability for working independently. Cronbach's Alpha test is used to
test the reliability of the data. Frequency distribution and the percentage have been shown
to analyze demographic state of the respondents .
Factor analysis has been performed to measure the factors loading. To prove the hypotheses
Developed in the study, one sample t-test has been performed using SPSS 20.0

Table 1: Demographic characteristics of respondents

Frequency Percentage
Gender
Male 80 53.8%
Female 93 46.2%
173

Figure2: gender Q results

Table 2:Education

Education Frequency Percentage

▪ student in post graduated program 84 48.6%

▪ MBA holder 55 31.8%
▪ Diploma 16 9.2%
▪ MSc 16 9.2%
▪ Phd 2 1.2%

173

Figure3: Education Q results

Table 3: Q: How many time do you spend per week on remote learning?

Weekly Use of E-learning Frequency Percentage

Two time per week 70 40.5%

One time per week 57 32.9%
More than 2 time 46 26.6%

173
Figure4 How many time do you spend per week on remote learning?

Table 4: age

Age Frequency Percentage

32-36 42 24.3%
37-41 40 23.1%
27-31 38 22%
22-26 23 13.3%
42-46 21 12.1%
Above 46 years old 9 5.2%

173

Figure5:Age
 9- Findings and Discussion
The study found that among the 173 students 93.1% are have proper Internet access at home
and using different e-learning tools, techniques or platform for academic learning or any
other learning purposes. Students were asked that weekly how many days you like to use e-
learning as a learning mechanism. The outcome of this statement reveals that most of the
students use e-learning at least two days in a week and 26.6% percent students are using e-
learning more than 2 days in a week. and 65.9% who answer the questionnaire are pretty
good using the computer. And 56.6% say that their learn in their own place comfortably
We asked the students "Which type of quiz is more effective for testing the understanding"
and the outcome was that 62.2% prefer online Quiz -MCQ as tool for testing the
understanding effectively.

9.1-Reliability test
We have used Cronbach’s alpha test to evaluate the reliability of the factors and to
understand how far they are internally consistent. The outcome of the test can be seen from
table 2 and it shows that the coefficients ranged from 0.564 to 0.750, indicating that factors
are considered to be internally consistent.
Table 5: Reliability statistics
Cronbach's
No of Items
Alpha
Factor 1: Usability of the outside
.564 4
of the class
Factor 2:ppropriate for Working
.645 2
Independently
Factor 3: E-learning is effective
.750 5
for the purpose of active learning..

9.2-Descriptive statistics and hypotheses testing

The researchers developed three hypotheses to measure the effectiveness of e-learning for
the students at non-governmental universities . The result shows that the degree of freedom
is 653. The outcome of the test of hypotheses is presented in table 3.
 Table 6: T-Test
Sig. (2-
t df Mean
tailed)
Factor 1: Usability of the outside of the class 28.5 172 2.579 000
Facor 2:ppropriate for Working Independently 9.8 172 1.905 000
Factor 3: E-learning is effective for the purpose of 28.3
active learning..
172 1.905 000
The above table shows that for one sample t-test at 5% significant level and at 95%
confidence level the p-value [Sig. (2-tailed)] for content structure (CS) is .000 (p< .05)
which supports the hypothesis HA1 approves: " E-learning is effective to apply outside of
the class room". The second hypothesis the P value < .05 and that indictor that we can accept
HA2 "E-learning is effective to work independently", the outcome of test the H3:"E-
learning is effective for the purpose of active learning" has been approved since the P< .05.
The hypotheses are statistically proved by not accepting the null hypothesis because the p
values of the variables are far below from .05.
There are three hypotheses developed in the study and all of them are significantly accepted
that indicates that e-learning is highly effective for the students.

10-Conclusion
This study focuses on comparison between Egyptian student perceptions and Bangladesh
students perceptions regarding online learning in post graduated level in nongovernmental
universities, the study highlights some variables to consider Suitability of eLearning outside
the classroom, eLearning ability to work independently, Active Learning suitability.

11 - Limitations and Future work

The limitations of the research are :

• Due to time constraints, we only received 173 responses out of the 383 units that
were required to complete the appropriate sample size.
• We collect data from AAST post graduated students and post graduated who are
take their studies in period of the research 2020-2022

Future work:

Future studies can be undertaken to examine the effects of students' aptitude and
perceptions of the efficient application of e-learning at all levels, not only those requiring
a degree. and check to see if the results are the same in public universities.
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