Online learning also referred to as E-learning or remote learning is essentially a web-based

program that gives learners access to knowledge or information whenever needed, regardless of

their proximity to a location or time constraints. This form of learning has been around for a

while, it started in the late 1990s and it has advanced quickly. It has been considered a good

choice, particularly for adult learners. Online education promotes a student-centered approach,

whereby students are expected to actively participate in the learning process. The digital tools

used in online learning include interactive elements, computers, mobile devices, the internet, and

other devices that allow students to receive and share knowledge. Different types of online

learning exist, such as micro learning, individualized learning, synchronous, asynchronous,

blended, and massive open online courses.

Online-learning is a means of education that incorporates self-motivation, communication,

efficiency, and technology. Online-learning is also called Web-based learning, E-learning,

distributed learning, computer-assisted instruction, or Internet- based learning. Online-learning

instructional techniques encompass all the instructional approach involving the use of electronic

medium for instruction.

Online learning offers several advantages to students, such as its adaptability to individual needs,

ease, and flexibility in terms of involvement. With user-friendly online learning applications on

their personal computers (PCs) or laptops, students can take part in their online courses from any

convenient place; they can take specific courses with less time and location restrictions. Online

learning resources include digital materials like e-books, video lessons, interactive apps, and

websites such as Google Classroom and YouTube tutorials. Academic performance refers to how

well a student does in school, often measured by grades, test scores, and understanding of

subjects.
Since the COVID-19 pandemic, online learning has become more common worldwide.

According to UNESCO (2021), over 1.2 billion students were affected by school closures,

leading to an increase in digital learning. In Nigeria, more students are using online learning

platforms. A report from Statista (2023) shows that about 48.4% of Nigerians have access to the

internet, meaning many students can use online resources. However, there are still challenges,

especially in rural areas where internet access, digital devices, and electricity are not always

available. Research in Nigeria also shows that about 80% of secondary schools in the country

now offer computer education (Eme et al., 2015). Despite the benefits of online learning,

students in Nigerian secondary schools face several challenges. Many students in public schools

do not have personal computers or smartphones, making it hard for them to use online materials.

Poor internet connections in some parts of Abia State also make it difficult for students to access

digital learning tools. Additionally, some students and teachers do not have the technical skills

needed to use online resources effectively. Another issue is that students may get distracted by

social media and entertainment instead of focusing on their studies. Lastly, the inconsistent

power supply in Nigeria makes it harder for students to access online learning materials

regularly. them to use online materials. Poor internet connections in some parts of Abia State

also make it difficult for students to access digital learning tools. Additionally, some students and

teachers do not have the technical skills needed to use online resources effectively. Another issue

is that students may get distracted by social media and entertainment instead of focusing on their

studies. Lastly, the inconsistent power supply in Nigeria makes it harder for students to access

online learning materials regularly.

Computer Studies is an important subject in Nigeria’s secondary schools because it teaches

students digital skills needed for higher education and future careers. Using online learning
resources in Computer Studies can make learning more engaging and help students understand

concepts better. These resources also allow students to learn at their own pace and review lessons

outside of school. According to Ogwo, Maidoh, and Onwe (2015), the benefits of Computer

Education in schools include storing information, helping teachers with visual teaching tools,

improving communication between students, teachers, and parents, and making information easy

to present and understand.

Over the past four years, COVID-19 has spread over the world, forcing schools to close, hence

the pandemic compelled educators and learners at every level to swiftly adapt to online learning

to curb the spread of the disease while ensuring continuous education. The emergence of the

pandemic rendered traditional face-to-face teaching and training methods unfeasible Some

studies acknowledged that the move to online learning was significant and sudden, but that it was

also necessary to continue the learning process. This abrupt change sparked an argument

regarding the standard of learning and satisfaction with learning among students regarding the

standard of learning and satisfaction with learning among students. While there are similarities

between face-to-face (F2F) and online learning, they still differ in several ways some of the

similarities are: prerequisites for students include attendance, comprehension of the subject

matter, turning in homework, and completion of group projects. The teachers still need to create

curricula, enhance the quality of their instruction, respond to inquiries from students, inspire

them to learn, and grade assignments. One difference between online learning and F2F learning

is the fact that online learning is student-centred and necessitates active learning while F2F

learning is teacher-centred and demands passive learning from the student. Another difference is

teaching and learning has to happen at the same time and location in face-to-face learning, while
online learning is not restricted by time or location. Online learning allows teaching and learning

to be done separately using internet-based information delivery systems.

Online-learning is beneficial to education, corporations and to all types of learners. It is

affordable, saves time, and produces measurable results. Online -learning is more cost effective

than traditional learning because less time and money is spent traveling. Since Online -learning

can be done in any geographic location and there are no travel expenses, this type of learning is

much less costly than doing learning at a traditional institute. Flexibility is a major benefit of e-

learning. Online -learning has the advantage of taking class anytime anywhere. Education is

available when and where it is needed. Online -learning can be done at the office, at home, on

the road, 24 hours a day, and seven days a week. Online -learning also has measurable

assessments which can be created so the both the instructors and students will know what the

students have learned, when they've completed courses, and how they have performed.

Finding more efficient strategies to increase student engagement in online learning settings is

necessary, as the absence of F2F interactions between students and instructors or among students

continues to be a significant issue with online learning Student engagement has been defined as

how involved or interested students appear to be in their learning and how connected they are to

their classes, their institutions, and each other.Engagement has been pointed out as a major

dimension of students’ level and quality of learning, and is associated with improvement in their

academic achievement, their persistence versus dropout, as well as their personal and cognitive

development. In an online setting, student engagement is equally crucial to their success and

performance.Change in learning delivery method is accompanied by inquiries when assessing

whether online education is a practical replacement for traditional classroom instruction, cost–

benefit evaluation, student experience, and student achievement are now being carefully
considered. This decision-making process will most likely continue if students greater learning

opportunities and technological advances.

An individual’s academic performance is significant to their success during their time in an

educational institution students’ academic achievement is one indicator of their educational

accomplishment. However, it is frequently seen that while student learning capacities are

average, the demands placed on them for academic achievement are rising. This is the reason

why the student’s academic performance success rate is below par.

Numerous authors have examined how students and teachers view online learning, but it is still

important to understand how much students are learning from these platforms. After all, student

performance determines whether a subject or course is successful or unsuccessful.The increase in

the use of online learning calls for a careful analysis of its impact on student performance and

engagement. Investigating the online learning experiences of students will guide education

policymakers such as ministries, departments, and agencies in both the public and private sectors

in the evaluation of the potential pros and cons of adopting online education against F2F

education.

Most studies on online learning in Nigeria focus on universities, with little attention given to

secondary school students. Some research highlights the benefits of digital learning, but they do

not always consider the challenges students face when using these resources. Also, few studies

have specifically examined how online learning affects Computer Studies, a subject that

combines both theory and practical skills.

This study aims to address these gaps by investigating how online learning resources influence

the academic performance of Senior Secondary School students in Computer Studies in Abia

State.

Statement of the Problem

Online learning resources have been introduced to support education and enhance students'

academic performance. However, their effectiveness in improving learning outcomes,

particularly in Computer Studies, remains uncertain. Many students in secondary schools lack

access to necessary devices, struggle with poor internet connectivity, and have limited digital

literacy, making it difficult to fully benefit from these resources. While some students who have

access to online learning platforms perform well, others experience setbacks due to these

challenges, leading to an inconsistency in academic performance.

Despite efforts by the Nigerian government and private organizations to integrate online learning

tools in schools, issues such as inadequate digital infrastructure and insufficient teacher training

persist. Schools in urban areas may have better access to digital resources, while those in rural

regions struggle to keep up, widening the gap in academic achievement. Additionally, while

some studies suggest that digital learning improves student engagement, others argue that

distractions from non-educational content and the lack of direct teacher supervision may

negatively impact learning outcomes. These conflicting findings make it necessary to investigate

the actual influence of online learning resources on students' academic performance in Computer

Studies.

This study seeks to explore the extent to which online learning resources affect the academic

performance of Senior Secondary School students in Computer Studies in Abia State. It will

examine both the benefits and challenges associated with digital learning and determine whether
these resources are a reliable supplement to traditional teaching methods. By identifying key

factors that influence student performance, this research aims to provide recommendations for

improving the effectiveness of online learning in secondary education.

 CHAPTER TWO

Literature Review

2.1 Introduction

This chapter includes a review of literature relating to e-learning as against traditional forms of
classroom teaching, attitudes and perceptions towards e-learning. Internet education is soon to
become the dominant form of education in the world. It emphases that a lot of effort is being
devoted into furthering the work methods and communication among students and professors,
aimed at bettering the quality of this kind of studying (Mirjana Radovic- Markovic, 2010). A
special emphasis has been put on the great utility value for all developed economies, which have
made great progress in the development rate and in the spreading of virtual faculties’ network.
The extent to which a country will become part of the global educational Internet network, will,
to a great degree, depend on the degree of utilization of new Internet technologies and the level
of popularization of this form of education. The author emphases that this does not mean that
“classrooms without walls” will fully replace traditional faculties. They will continue to exist
and to attract those students who prefer classical learning models, yet they will also have to
change in accordance with the needs and requirements of contemporary education. In keeping
with this, it may be concluded that virtual faculties and their expansion will have positive
consequences and impact on innovating traditional faculties work as well.

2.2 D-Learning

D-Learning General term used to cover broad range of teaching and learning events in which the
student is separated (at a distance) from the instructor, or other fellow learners. The acquisition
of knowledge and skills through mediated information and instruction, encompassing all
technologies and other forms of learning at a distance. No other learning approach matches the
integrated, continuous flow of m-Learning:
Seamless access to learning resources: With mobile learning, you can learn and study anywhere -
from the classroom to your desktop or laptop to your pocket. A true mobile learning system
allows users to take a course on any device.

Flexible, portable convenience: The ability to customize learning schedules is a key advantage to
m-Learning. Learners are not restricted to a specific physical environment, a particular delivery
channel, or a fixed set of times for undertaking training and education. Using the latest
technology, students can update their knowledge base on a just-in-time basis to prepare for
meetings or presentations.

Freedom, power, and choice: m-Learning students can choose where, when, and how they will
study. The new range of options includes online synchronized, online self-paced, downloaded
courseware, and computer-based training. mLearning offers new levels of freedom with the
ability to exercise control over learning patterns.

Organized productivity: With only a cell phone, handheld device, PDA, or hybrid unit, users can
access administrative functions, download courses, and review their learning history through a
learning management system. m-Learning offers an efficient way for learners to access key
information and maximize their time.

Collaborative Learning: Both the capabilities of mobile devices and their wide context of use
contribute to their propensity to foster collaboration. Mobile devices can easily communicate
with other devices of the same or similar type, enabling learners to share data, files and
messages. They can also be connected to a shared data network, further enhancing possibilities
for communication. These devices are also typically used in a group setting, and so interactions
and collaboration will tend to take place not just through the devices but also at and around them
as well. Research into collaborative learning with mobile devices is greatly informed by previous
research on Computer-Supported Collaborative Learning (CSCL). In reality, much current
research into mobile learning can be classed as mobile-CSCL or MCSCL, and there is a specific
focus on the use of mobile technologies to promote, facilitate and enhance interactions and
collaborations between students.
Opinions can be considered on their merits, without some of the stereotypical assumptions that
may be superimposed in a face-toface environment based on the speaker‘s gender, physical
appearance, or mannerisms. Employers - whether private or public corporations, government
organizations, or small business - are today more than ever ranking generic skills at least as
highly as subject content knowledge when they select Management graduates. Among the most
frequently listed and highly prized of those generic skills are computer literacy and the ability to
work effectively in a team environment. If introduced appropriately into the curriculum,
collaborative learning has the potential to provide students with both. A number of problems are
apparent, among the most prominent of which is the simple problem of inertia. It is often the
case in higher education institutions that it is easier for educators to follow accepted practices
than to carve out new paths. Those brave enough to attempt to replace the traditional lecture-
tutorial model with something as radical as group work may risk finding themselves subject to
abuse from superiors, colleagues, and students, who may regard nontraditional methods of
instruction with suspicion and distrust. The problems can therefore be broken down into three
categories: those occurring because of the influence of other stakeholders; those affecting the
instructors; and those directly related to the students and the learning process. Panitz (1997,
1999, 2001) in his articles deals with many fundamental topics, such as why teachers often resist
collaborative learning techniques, why students resist collaborative learning, and the reactions of
other stakeholders (such as parents and administrators). With regard to the faculty, it is typically
the case that teaching staff are most comfortable using the traditional methods by which they
themselves were taught.

2.3 E-learning

e-Learning (D-Learning utilizing electronic device): Learning from any device dependent upon
the actions of electronics, such as television, computers, microcomputers, videogames, cable,
audio books and all the other devices in the process of being invented that are electronic in
nature. The promise that ICT provides opportunities for better education to more people
including those in developing countries in a more costeffective way is opposed by the warnings
concerning the increase of the digital divide (Gladieux & Swail, 1999). Internet access is
extremely unevenly spread over countries and regions (US over 50% of households against only
3% in the world at large). And even as it is expected to reach 75% in all advanced countries in
five years, only then the real problem arises, because educational ability and cultural capital are
extremely unequally distributed and this inequality is amplified by the Internet (Castells, 2001).

2.4 M-Learning

m-Learning is An approach to e-learning that utilizes mobile devices through the intersection of
mobile computing (the application of small portable, and wireless computing and
communication devices) and e-learning.

M-Learning has now emerged as a new wave of development, based on the use of mobile
devices combined with wireless infrastructure. Mobile Learning has a strong foundational base
when it comes to how the student will learn when there is an interaction of the learning material,
technological platform, and the wireless network. Just like wireless technology which was built
on numerous technological advances, m-Learning also is a combination or a hybrid of more than
one system.

Quality Improvement Agency (2010) mentioned out that most mobile devices are useful in the
field of education and following are some of the advantages:

1-Learners can interact with each other and with the practitioner instead of hiding behind large
monitors.

2-It‘s much easier to accommodate several mobile devices in a classroom than several desktop
computers.

3-PDAs or tablets holding notes and e-books are lighter and less bulky than bags full of files,
papers and textbooks, or even laptops.

4-Handwriting with stylus pen is more intuitive than using keyboard and mouse.

2.5 Related work

Sangeeta Kakoty, et. al. (2011) analyses the current e-learning procedure and showing the new
dimension of research work on this area that follows the important and most neglected research
areas till today in this domain. It also analyses the importance of eeducation system and recent
market of e-learning procedure. This study shows that globalization of education, cross-culture
aspects and culturally complex student support system in distance education as well as in e-
learning environment is a prospective research area. Improvements in these areas could be made
by integrating new technologies and ICT tools. The ELAM (E-learning Acceptance Model)
identifies four determinants of e-learning acceptance are – (1) Performance expectancy, (2)
Effort expectancy, (3) Social influence and (4) facilitating conditions. Performance expectancy is
based on beliefs about perceived usefulness, interactivity and flexibility. Effort expectancy is
based on the beliefs about ease of learning, perceived ease of use and efficacy. Social influence
is based on subjective norm and image. The main contribution of the paper is that it presents a
framework to understand e-learning acceptance as governed by the teacher, students and
institutional factors.

Ventatesh, et.al. (2003) identifies the key factors in acceptance of e-learning as measured by
behavioural intention to use the technology and actual usage in the Unified Theory of
Acceptance and Use of Technology. It cannot be emphasized enough that individual learning
styles must be taken into account in the instructional design template used in online education.
Alina Zapalska and Dallas (2010) argue that when students’ learning styles are identified, it is
possible to define an appropriate context of learning. Teaching strategies in online courses while
recognizing the four learning styles can be identified as (1) Auditory learners, (2) Visual
learners, (3) Kinesthetic learners, (4) Read/ write learners. It could be concluded that the
achievement of online learning can be improved by providing instruction in a manner consistent
with each student’s learning style. However, it is important to keep in mind that, even if a
specific student learns best in a certain way, he or she should be exposed to a variety of learning
experiences to become a more versatile online learner.

E- Learning can deliver the following substantial positive effects: (1) Students are more engaged
and able to develop 21st century skills. (2) Teachers have a more positive attitude toward their
work and are able to provide more personalized learning. (3) Family interaction and parental
involvement may increase. (4) Communities benefit from bridging the digital divide. Thereby
economically disadvantaged students and children with disabilities benefit particularly. (5)
Economic progress can result from direct job creation in the technology industry as well as from
developing a better educated workforce.

(The Positive Impact of eLearning— 2012 UPDATE, White paper on Education

Transformation). The student’s approach to e-learning, and their perceptions of the tutor’s role
was studied by Dr Jennifer Gilbert (2007). The study revealed (1) The student approach to
elearning—students do not learn in the systematic way that is implicit in the careful design and
structuring of a learning package. Instead they interact in discussion groups to varying extents
they engage with material in different sequences, and are selective in their reading and
interactions, and they print out significant comments of the material to read off-line. (2) Student
perceptions of the tutors role—students are unsure about the tutor’s role in e-learning; they do
not know what tutors are supposed to do, and can not judge the level of interaction that they can
reasonably expect with the tutor.

Kyriaki Anagnostopoulou et.al (2009) discussed the relationships that first-year students have
with learning and with technology. Evidence of a deficit approach to elearning appears to
manifest itself in both groups and technologies that promote social interaction were primarily
reserved for personal use rather than within an institutional context. Recommendations from this
research include the need to learn how technologies promoting social interaction are used and
incorporate lessons learnt into the design of e-learning experiences. E- Learning was studied
thoroughly in Japanese universities and learners for e-learning are mainly focused in a study
conducted by Keiko Watanabe (2005). First, e-learning cases are classified into three categories:
type I, correspondence courses where students can obtain credits and/or degrees mainly based on
e-learning; type II, on-campus courses where students can obtain some credits based on e-
learning; and type III, on-campus courses where the faculty uses e-learning tools as a
supplemental measure of their classes. A Survey conducted by National Institute of Multimedia
Education clearly shows that the needs of universities for type III is comparatively high. Based
on case studies, this paper clarifies the following two points: first, students such as working
students, foreign students, and those who study specialized areas are the main beneficiaries of
types I and II ; second, all types meet students’ needs by improving the qualities of classes. It
seems reason-able to conclude that type III is expected to become the most popular model of e-
learning because it responds to the needs of students and universities and that promotion of type
I and/or II is possible if universities are successful in providing curriculums that suit the needs of
potential students. This paper uses a broader definition of e-learning since it aims to inclusively
cover various practices made by universities, especially full-scale, university- wide practices and
practices that can be properly positioned as systems. Although this paper defines e-learning as
“distance education using the Internet and/or other information technologies,” a broader
definition of the term “distance education” is used, instead of adopting the conventional practice
to regard distance education as a “correspondence course.” The term “distance education” as
used in this paper includes education, learning and/or educational support practices that became
available outside campuses owing to the development of computer and network technologies
(such as the Internet, satellite communications, and videoconferencing. Dialogue is arguably one
of the most important components of any learning process (Eileen Webb, et. al, 2004). However,
as student numbers increase and more emphasis is given to electronic delivery of courses,
opportunities for effective dialogue may be missed. The technology to support e-learning
dialogue is readily available, but design of the dialogue structures and understanding of learners’
online communication behaviour requires further research. A study was conducted on the use of
asynchronous discussion forums to support online dialogue in undergraduate learning and
teaching in two groups of students. Initial empirical evidence, obtained from online
communication behaviour data and assessment results, is presented to support a positive
association between students' participation in e-learning dialogues and learning outcomes. Other
factors that could influence effective exploitation of e-learning dialogues such as tutor
intervention, students' perceptions, dialogue quality and learning outcomes are discussed, along
with implications for the design of such systems.

Naser-Nick Manochehr (2007) attempted to compare the effects of e-learning versus those of
traditional instructor-based learning, on student learning, based on student learning styles.
Another goal was to determine if e-learning is more effective for those with a particular learning
style. The Kolb Learning Style Inventory (LSI) measured the learning styles of students. This
post-test, intact-group design examined the dependent variable of student knowledge based on
the learning style of each subject and the learning method to which each was exposed. The
results revealed that for the instructor-based learning class (traditional), the learning style was
irrelevant, but for the web based learning class (e-learning), the learning style was significantly
important. The results indicated that students with the Assimilator learning style (these learn best
through lecture, papers and analogies) and the Converger learning style (these learn best through
laboratories, field work and observations) achieved abetter result with the e-learning (web-based)
method. The results of this research paper revealed that students’ learning styles were
statistically significant for knowledge performance. This conclusion is consistent with earlier
findings on the importance of learning style. For the instructor-based learning class (traditional),
the learning style was irrelevant, but for the web-based learning class (e-learning), learning style
was significantly important. The results showed that students with learning styles Assimilator
(these learn best through lecture, papers and analogies) and Converger (these learn best through
laboratories, field work and observations) did better with the e-learning method. This mean that
those learners that like to learn through thinking and watching and thinking and doing would
learn better with e learning. In addition, students with learning styles Accommodator (these learn
best through simulations and case study) and Diverger (these learn best through brainstorming
and logs) received better results with traditional instructor -based learning. In other words, with
the Assimilator and Converger learning styles there was a slight increase in score performance as
the method of delivery changed. Staff incharge of curriculum development, and corporate
leaders, will have to motivate their learners to use e-learning as a formal learning and training
tool. The result of this study could be of specific interest in educational foundations and training
institutes; in particular those that want to transfer some of their conventional courses onto the
web. Vic Lally & Elizabeth Barrett (1999) reports the findings of a research project, conducted
within the Division of Education at the University of Sheffield, which used computer‐mediated
communication (CMC) to support postgraduate students in distance‐education contexts.
Following Moore's theory of transactional distance, the project aimed to identify and explore the
ways in which CMC may reduce transactional distance by mediating the academic and social
dialogue between distance‐education students and their tutors. In particular, we were interested
in (a) the extent to which a ‘community’ of learners could be constructed within an on‐line
environment and (b) the socio‐academic nature of such a community. The research findings
indicate that CMC can support the construction of an on-line learning community capable of
providing significant social and academic support to students. It was suggested however, that the
construction of an effective on-line learning community may depend upon the provision of
adequate opportunities for socio-emotional discourse and the establishment of co-operative
frameworks for learning. Concepts of democratization and equalization of learning are discussed
with reference to the structure (for example, group size) and process (for example, the nature and
timing of on-line events) of the on-line community. It is important to understand the nature of
learning communities constructed among a diverse group of adult learners in an online graduate-
level course. Minjuan Wang, Christina Sierra & Terre Folger (2003) engaged students in both
independent and team tasks to complete several project deliverables. The 21 students enrolled in
this online course came from across the USA and countries as far away as Hong Kong, Japan,
Argentina and Venezuela. Students and their instructor communicated via a variety of
computermediated communication (CMC) tools, including synchronous webcasts and chat
sessions and asynchronous e-mail and discussion boards. Discourse artefacts, student profiles,
survey responses, and project evaluations were content analysed for evidence of the formation of
learning communities, particularly for evidence of three markers: participation, shared identity
and the establishment of a social network. This action research also generates pedagogical
implications for promoting adult learners' active participation in online learning and instructional
strategies to facilitate the community-building process.

Abdullah Mohammad (2006) sought to explore female faculty and student attitudes toward
adopting online instruction, the benefits of implementing online instruction, as well as the most
important barriers that might prevent effective implementation of online instruction. Three
hundred ten female faculty and students in two female institutions of higher education in Saudi
Arabia participated in the study. A descriptive study was used to accomplish the objectives of
the study and data were collected through survey questions. The findings revealed that faculty
and students have positive attitudes toward online instruction; female faculty and students
received the greatest benefits of online instruction; and students had a significantly better
positive attitude towards online instruction than faculty. The results indicated that students'
access to a home computer was significantly correlated with students' attitudes toward online
instruction. Similarly, if the students had home Internet access, they were more willing to take
courses online and the better the students' English language skills were, the more willing they
were to take courses online. This study found that experience in using educational technology
did not significantly predict attitudes of faculty toward online instruction. In contrast, experience
in using Microsoft Office, imaging devices, online course support, threaded discussions, and the
computer in general, did significantly influence students' attitudes towards online instruction.
The study also discovered that female faculty and students combined agreed that there were
several barriers preventing implementation of online instruction. The study also explored what
both faculty and students considered were some advantages and disadvantages of online
instruction, and they corresponded to the findings in the survey study. Conclusions that have
been drawn from this study are that female faculty is willing to teach online courses and female
students are willing to take courses online once the environment of online instruction is
available.

Simultaneous to e-Learning the other forms of d-Learning still exist. S.K. Nayak et al. (2010)
discussed the various problems, considerations, issues and approaches to elearning in India while
giving stress on important features of e-learning and benefit of e-learning for rural child
development and e-learning’s applicability and acceptance in a developing country like India. It
stresses the role of ICT in Early childhood education and its appropriate use with young
children. The benefits of E- learning include (1)Accessibility, (2) Collaborative learning, (3)
Tools for innovation, (4) Flexible study, (5) Just-in-time learning, (6) Adaptability, (7) Cost
effectiveness, and (8) Easy management and administration. This study also enlists the problems
regarding implementation of E-learning in school education as intensive training required to be
imparted to the teachers, frequent awareness and workshops for teachers, bandwidth limitations
of the internet connections in remote areas of the country, reduction in the manpower
requirements in schools and budgetary constraints of various school administrations.

2.6 Summary:

Several studies show firm evidence that innovations designed to strengthen the frequent
feedback that students receive about their learning yield substantial learning gains. The
perceptions of students and their role in self‐assessment are considered alongside analysis of the
strategies used by teachers and the formative strategies incorporated in such systemic approaches
as mastery learning.
After literature reviewed, it has been identified that there is need to study on the Impact of E-
Learning on student learning and Performance as a Seminar research study. So this study mainly
focuses on linking E- learning and employability or performance of the student.