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Webology (ISSN: 1735-188X)
Volume 18, Number 5, 2021
3546
http://www.webology.org
The Role Of E-Learning In Students Motivation
*Dr. Dawood Ahmad , ** Dr. Sidra Rizwan , *** Dr. Shahbaz Ahmad , ****Dr. Maqsood
Ahmad
*Assistant Professor, Department of Education, Sarhad University of Science and Information
Technology, Peshawar, KPK, Pakistan.
** Assistant Professor, Secondary Teacher Education Department, Allama Iqbal Open
University, Islamabad, Pakistan.
*** Head, Department of Education, University of Lahore, Sub-Campus Sargodha, Sargodha,
Pakistan.
****Professor, Sandal College, Faisalabad, Pakistan.
Abstract
The study aimed at finding of the role of e-learning in the students’ motivation at university level.
The study sample was 153 students of public and private sector universities of Pakistan. An
electronic questionnaire was developed based on 5- point lkert scale. Data were collected through
Google forms. Frequency distribution and one sample t-test were utilized for the analysis of
collected data. Data were analysed with the help of statistical package of social sciences (SPSS)
software. The results showed that the motivation of students towards e-learning increasing is
increasing due to the increase in usage of technology and need of Internet and Communication
Technology (ICT) in teaching and learning. Results also revealed interest of female students
towards e-learning is more as 62.1 % female participated in the study. Therefore 18 to 25years old
students were more inclined towards e- learning. The present study may provide support students
to adopt e- learning to enhance their motivation in learning and using technology for learning
purposes. The study can also be very helpful for students and faculty to understand the importance
of e- learning in motivating students. E- learning teaching and learning programmes are conducted
to continue learning of students in an uninterrupted way for better instructional practices and
motivation of students for better academic performance. So this study has shown the students at
university level are motivated to learn and adopt modern ICT techniques.
Key Words: E- learning, Motivation, ICT, online teaching, online learning.
INTRODUCTION
Webology (ISSN: 1735-188X)
Volume 18, Number 5, 2021
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The learning through web or internet now a daya as an alternative option to face to face
education is becoming popular. As a result the usages of this mode of learning have been
increasingly used by institutions with the target to increase the number of students. In this way the
faculty members are doing efforts to support learners so that they may be more motivated and
attracted towards learning through the interactive content full of modern tools of learning like
multi-media, which has momentous impact on the procedure of learning. The study of impact of
blogs and related information sites has also been observed and it was stated that they both have a
positive effects on students’ motivation.
Internationally e-learning has been known as a tool in the process of teaching and learning
in universities and institutions. E- learning is “any learning that involves using internet or intranet.”
Whereas, Wlodkowski (2005), also define e-learning by pointing out e- learning is “anything
delivered, enabled, or mediated by electronic technology for explicit purpose of learning” by
quoting researchers like Keith and Fitz Patrick. According to Li & Masters (2009), “e” in e-
learning should have its abbreviation “evolving” all the times, everywhere, every time and
enhanced rather than the word ‘ electronic’. Therefore words of Li & Tsai (2017). , are evidently
advantageous for e- learners and instructors.
As far as the term e-learning is concerned we know that it exists about more than a decade,
but educational field had not given it much importance towards students’ motivation by using e-
learning. The current researches highlight that enrolled university students in e- learning courses
perform excellently as compared with the students who have registered themselves in traditional
courses. We can have the example of American university ie Carnegie Mellon University (CMU)
in which the exam results of the students have been shown as an improvement due the techniques
of e- learning.
According to Edmundson (2007) it is imperious that a system of education is made which
is able for quick adjustable for its political, technological, political and sociological environment.
So, bringing technology in the classroom and learning process does not surely offer guarantee to
motivate students towards learning. Indeed the instruction through online has resulted the
interaction of student and teacher connection posing less personal. At the same time it is suggested
that faculty members are expected to change the classroom into an online interactive environment
for the students’ motivation.
So, the question arises here what really the faculty members are expected to motivate their
students in an online environment of teaching and learning? It is vital for the faculty to realize
their students’ motivation and its importance. The students’ enrolment behind the enrolment in
online different courses is to complete them successfully but they become unsuccessful due to
number of things. This success and failure of the online instruction is in fact associated with the
motivation of a student.
Webology (ISSN: 1735-188X)
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E-learning is considered as a vital way of information and knowledge which may be
achieved by getting skills. The motivation of students to learn adds up to their knowledge and
information which is an important element of students; success in the future. As there are numerous
factors which impact students’ motivation, the question here is how stimulation of students’
motivation to learn should be enhanced? The part here faculty members should play is to generate
a positive culture that stimulates learning of students which will focus on long term success of
students.
Furthermore, it is recommended that for the students to enhance their skills and knowledge
they must be very energetic in getting new things comprehendible. So the long term effect of
students’ perception support which may be acquired from the respective teacher by introducing
realization for self-learning having motivation during and after the lecture learning with the
presence of psychological processes which permits students to take advantages of factors like
social interaction.
A factor which has great impact for the enhancement of student knowledge and skills is
the utilization of student learning management system (LMS). A lot of systems like course
management systems (CMS) that have been made and operated by higher education institutes, they
are working for the betterment of students’ motivation toward e-learning. According to Rice
(2015), a moodle is a famous CMS which has been utilized by many institutes of higher learning
as an addition for physical teaching.
These systems of e- learning have played a significant role for bringing improvement
between faculty and students. There a many meaningful advantages of the learning experiences
through e- learning which are impressed by models like ARCS (Attention Relevance Confidence
and Satisfaction). Firstly models like this offer many tools like real life case studies for the faculty,
mass media, short movies and chances to the guest expert speakers also to enhance the students’
motivation for learning. Secondly, to uplift the students wishes the tools and gadgets are combined
in such an interesting way to achieve access and active participation in e-learning courses to have
outcomes for learning. Finally the mixing up of the important factors of e-learning with the ARCS
model, it facilitates the faculty to have a critical thought and to fix the interest of the learners and
their willingness and mental engagement mentally for their better motivation towards learning.
There are many advantages of the learning experiences through e-learning which are impressed by
different models of technology learning. It is worthwhile, however, that there is limited literature
available on ARCS and other important elements of e-learning which are associated with the usage
of different moodles in the institutes of higher learning. As a result the current research study tries
to defend and fill out the gap by exploring the key factors of e- learning and its effect on the
motivation of students to learn.
Objectives of the Study
Webology (ISSN: 1735-188X)
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The study focused the following objective, which were to:
1. Find out which teaching methodology is best for motivation of learners
2. Investigate which teaching strategy is best to motivate learners
3. Explore why learners need more motivation in learning
Research Question
Following research questions were designed to achieve the objectives of the study:
1. Which teaching methodology counts a lot in the motivation of learners?
2. What teaching strategy is important to motivate learners?
3. Why learners require motivation in learning?
Methodology
The study was descriptive in nature and random sampling technique was adopted. The
questionnaire was designed on Google forms and distributed to the respondents electronically by
using social media websites like facebook, whatsapp and also by emails. In total 153 respondents
gave their feedback and their responses were recorded on google forms.
Pilot testing was done on a small sample size of 11 and the questionnaire was modified according
to the suggestions of the experts later on. After collection of the data, the value of Cronbatch alpha
was calculated as 0.79.
Sarhad University of Science & Information Technology (SUIT), Peshawar, Pakistan was
founded in 2001. It is a well-known university in the educational circles of Pakistan and abroad
due to its excellence in teaching and learning environment. This premier institution was founded
in 2001. The sample of the study was taken from students of different departments at the Sarhad
University of Science & Information Technology.. The participation of 153 students from
different departments was recorded through a questionnaire framed in google forms and distributed
to the students in the form of whatsapp groups of the relevant department. The responses were
recoded and data were analysed by using Statistical package of Social Sciences (SPSS 22.0)
software.
Data Analysis
Table: 1
Demographical Analysis of Data
Webology (ISSN: 1735-188X)
Volume 18, Number 5, 2021
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Gender
Variables
Frequency
Percentage (%)
Male
58
37.9
Female
95
62.1
Age
18 to 25
109
71.2
26 to 30
44
28.8
The table 1 describes about the demographic data regarding the gender and ages of the respondents.
In which majority of the females recorded their responses with majority of students under the age
of twenty 26 years. Table 2
T-Test
One-Sample Statistics
State
ment
N
Mean
Std.
Deviation
Std.
Error
Mean
Q1 153
2.9608 1.22411
.09896
Q2 153
4.3137 .73869
.05972
Q3 153
3.2026 1.22667
.09917
Q4 153
4.3529 .55572
.04493
Q5 153
3.3660 1.39902
.11310
Q6 153
4.1699 .62609
.05062
Q7 153
4.4967 .57496
.04648
Q8 153
3.0915 1.56171
.12626
Q9 153
3.5098 1.15347
.09325
Q10 153
2.6144 1.00082
.08091
Q11 153
4.4706 .51374
.04153
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Q12 153
1.5163 .73542
.05946
Q13 153
4.0196 .59017
.04771
The table 2 describes about the data regarding the one sample statistics with sample size, mean,
std. deviation and std. Error Mean.
Table 3
One-Sample Test
Quest
ion
Test Value = 0
t
df
Sig.
(2-
tailed)
Mean
Difference
95% Confidence Interval of
the Difference
Lower
Upper
Q1 29.918 152
.000
2.96078
2.7653
3.1563
Q2 72.233 152
.000
4.31373
4.1957
4.4317
Q3 32.294 152
.000
3.20261
3.0067
3.3985
Q4 96.889 152
.000
4.35294
4.2642
4.4417
Q5 29.760 152
.000
3.36601
3.1426
3.5895
Q6 82.384 152
.000
4.16993
4.0699
4.2699
Q7 96.739 152
.000
4.49673
4.4049
4.5886
Q8 24.486 152
.000
3.09150
2.8421
3.3409
Q9 37.638 152
.000
3.50980
3.3256
3.6940
Q10 32.312 152
.000
2.61438
2.4545
2.7742
Q11 107.638 152
.000
4.47059
4.3885
4.5526
Q12 25.504 152
.000
1.51634
1.3989
1.6338
Q13 84.247 152
.000
4.01961
3.9253
4.1139
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The table 3 describes about the data regarding the one sample statistics applied to the collected
data.
Discussion
E-learning systems and courses play significant role in cultivating and enlightening contact with
teachers and students. An important activity for learning management system is e-teaching which
can be displayed in multiple formats. According to Dennen and Bagdy (2019) students gave
positive views regarding Open Educational Resource (OER) textbooks. Their study found that
such study material helps students in their learning objectives. Another study by Sadaf et al (2019)
found that those activities which affiliate and associate with leaning objectives such as peer to peer
interaction, group assignments and projects have significant impact on students’ learning
achievement.
E-discussion engages students with their instructors and course content by synchronous or
asynchronous modes and literature has ample references about it. Truhlar et al. (2018) found in
their study that Synchronous discussion during an online training course and came to the
conclusion that allocation of roles and responsibilities to the students in an online course increased
the confidence of the students.
Another study has propounded the same idea. According to Buelow et al (2018),
interesting and appealing tasks motivate students to express their opinions and thoughts towards
the development of a personal viewpoint. It is also pertinent to mention here that students’ opinions
vary across discussion type. Structured opinion forums were found more positive than unstructured
(Tibi, 2018).
Mitchell (2019) investigated Asynchronous environment in his study. He found that
majority of students indicated that online assignment assisted them in grasping the course
conceptions and in an effective and better way. The process of learning encompasses several
components which include students, teachers, teaching methods, use of technology, application of
A.V aids and tools for assessment. In the words of Token & Imakulata (2019), there have been a
lot of research in universities related to direct and indirect influence for the improvement of
excellence in learning they offer. They found that student motivation plays integral role in
acquisition of knowledge.
Many studies have found association between e-learning and students’ motivation towards
learning. In another study, Harandi (2015) explored the relationship between e-learning and
motivation. He found that the motivation of students is greatly associated by e- learning.
Using mobile phones instigates students to learn. As researched by Imansari et al. (2018),
the studying history proves that motivation of learners improves by e-books also. According to
Webology (ISSN: 1735-188X)
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Yili and Tsai (2017) proved that e-learning materials improve computer sciences students’
motivation also to learn. They proved that e-learning system was praised by students as compared
with paper-based as e-learning was convenient for the students which showed increment in
students’ academic performance and motivation. In another study in the same dimension, Slater
and Davies (2020), found out that students’ preference for online lectures and study material was
due to availability of electronic materials was easy to access even from remotest areas.
Cundell and Sheepy (2018) researched and proved that materials related with e- learning
were rated as of great quality by the students in the way of blended learning.
Students feel at ease in the use of technology and feel comfortable to perform their assigned
tasks. These advantages enhance their motivation to the use of technology. The inferences of these
research findings specify that Sarhad University of Information & Technology (SUIT) students
were motivated to learning with the support of e- learning notes to assessments via e-learning. It
means that universities need to stimulate the faculty to develop plans to keep students understand
courses essentially and completely (Mitchell, 2019 and Buelow et al., 2018). It is also suggested
that SUIT should develop a course related to the asynchronous activities of the students.
Conclusion
Students’ motivation is a dynamic factor which contributes a lot in enhancing the standard and
quality of education at all levels. Students’ motivation towards earning is very vital element which
can contribute towards the improvement in the quality of education. In this research the motivation
of students’ in learning in the context of e-learning were researched. This research study indicated
a significant positive association between e-learning and motivation of students’ at SUIT. The
results also showed that high motivation of SUIT students to learn. The results of the study also
showed high level of motivation of students towards e-learning materials and teaching but there
was no positive response of students towards e-discussions and e- feedback. Throughout the world,
the crises caused by COVID-19 pandemic have amplified the need of e-learning. The distance
education gave birth for the dire need of learning via e-learning. There should be more research
on how to embed e-learning into the curriculum regularly.
Recommendations for future research
This research study was limited to the factors that are main performance indicators and students
learning and motivation associated with e- learning. These limitations can be focused for further
research at multiple levels in public and private universities also.
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