IRACST – International Journal of Computer Networks and Wireless Communications (IJCNWC), ISSN: 2250-3501

Vol.2, No.2, April 2012

THE IMPACT OF E-LEARNING ON STUDENTS

PERFORMANCE IN TERTIARY INSTITUTIONS
1
Oye, N. D.; 2A.Iahad, N., 3Madar, M. J. and 4Ab.Rahim, N.
1, 2, 3,4
Department of Information Systems
Universiti Teknologi Malaysia

Abstract— E-learning has become an increasingly popular students’ academic performance. This approach of learning
learning approach in higher educational institutions due to facilitates different students at different continents to attend
the rapid growth of Internet technologies. E-learning is the the same classes almost at the same time. Nowadays,
use of information and communication technology (ICT) to technology is becoming the medium for teaching and learning
enhance and facilitate teaching and learning. This study without being at university campuses. This technology enabled
examines the application of e-learning model to explain instructional method is aimed to improve quality of education
acceptance of the e-learning technology within the and student academic performance.
academic settings. The study confirms that in order to It has been found that students in higher educational
foster individuals’ intention to use an e-learning, positive institutions that engaged in E-Learning, generally performed
perception on e-learning use is crucial. By using linear better than those in face-to-face courses. (Holley, 2002) found
regression analysis, the study verified that, while attitudes that students who participate in online/ E-Learning achieve
have influence on intention to use, the actual e-learning use better grades than students who studied traditional approach.
has significant effect on students’ academic performance. As result of this finding E- learning is growing very fast and
E-learning use is associated with increased students’ become popular and that is why many higher educational
academic performance. Recommendation was that, institutions are adopting to virtual learning system. E-
training and information sessions on e-learning need to Learning is widely used in many universities in the world
focus primarily on how the e-learning technology can help today. In some universities, their E-learning does not add any
improve the efficiency and effectiveness of students’ value to the teaching and learning activities of the University
learning process. and perhaps they do not investigate the impact of E-learning
Keywords- E-learning; Students’ academic performance; on student academic performance. Much research has not been
Pedagogy; Attitudes; Regression analysis done on the relationship of E-learning use and student
Introduction (Heading 1) academic performance. UTM has an E-learning site designed
E-learning (EL) is the use of Information and for teaching and learning using module software package, but
Communication Technology e.g. Internet, Computer, Mobile is not fully utilized by both students and lecturers. The
phone, Learning Management System (LMS), Televisions, students in Universiti Teknologi Malaysia (UTM) that use E-
Radios and others to enhance teaching and learning activities. learning may perform better than those who do not use it.
E-learning is a unifying term used to describe the fields of This study will reveal the possible contributions of E-learning
online learning, web-based training and technology delivered to students’ academic performance. This study is very
instructions (Oye , Salleh, & Iahad, 2010). EL has become an important and will find out the relationship of E-Learning use
increasingly popular learning approach in higher educational and students’ academic performance in UTM.
institutions due to vast growth of internet technology. All standard paper components have been specified for
Nowadays E-learning has a competitive advantage and many three reasons: (1) ease of use when formatting individual
universities have implemented it and this has impacts on papers, (2) automatic compliance to electronic requirements
students’ performance or GPA. However, still there are other that facilitate the concurrent or later production of electronic
universities and academic institutions that use very low products, and (3) conformity of style throughout a conference
interactive E-learning which is not enough to contribute to the proceedings. Margins, column widths, line spacing, and type
performance of the students. In contrary to that, other higher styles are built-in; examples of the type styles are provided
educational institutions use highly interactive E-learning throughout this document and are identified in italic type,
which directly improves students’ performance in general within parentheses, following the example. Some components,
(Rodgers, 2008). Today technology is a tool used to remove such as multi-leveled equations, graphics, and tables are not
geographical barriers and facilitates everybody to learn prescribed, although the various table text styles are provided.
anytime and anywhere without the presence of the lecturer. The formatter will need to create these components,
The main purpose of E-Learning is to increase accessibility of incorporating the applicable criteria that follow.
education and reducing costs and time as well as improving

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Vol.2, No.2, April 2012
became available, the thought of online classes was
1. Review of Literature investigated and explored by some pioneering Colleges and
Universities. The early endeavors at distance education were
hampered by resistance from traditionalist within the
E-learning refers to the use of information and education field (Heeger, 2007).
communication technology (ICT) to enhance and/or support
learning in tertiary education. However this encompasses an According to European School net, “ E-learning is an
ample array of systems, from students using e-mail and ever-expanding field which is growing more popular and more
accessing course materials online while following a course on recognized as time progresses so much, that an organization
campus to programmes delivered entirely online. E-learning called “European School net” is distributing what are known
can be different types, a campus-based institution may be as the “E-learning Awards” for the fourth year in a row”.
offering courses, but using E-learning tied to the Internet or European School net is an international association which
other online network (Lorraine M.2007). What is E-learning? encourages the use of E-learning throughout all education
E-learning is an education via the Internet, network, or levels, starting with the primary schooling up to higher
standalone computer. E-learning is basically the network- educational institutions. The organization provides
enabled convey of skills and knowledge. E-learning refers to information for all parties participated in the educational
using electronic applications and processes to learn. E-learning process including students, teachers, and educational
applications and processes include Web-based learning, professionals on the diverse facets of teaching and learning
computer-based learning, virtual classrooms and digital with technology (Balannskat, Blamire, & Kefala, 2006).
collaboration. EL is when content is delivered via the Internet,
intranet/extranet, audio or video tape, satellite TV, and CD- In most developing countries the implementation of E-
ROM. E-learning was first called "Internet-Based training" learning was made in practice and of the early adopters of E-
then "Web-Based Training" Today you will still find these learning are Malaysia, Pakistan and etc. Specifically, in
terms being used, along with variations of E-learning. EL is Malaysia context, the ministry of education has set clear
not only about training and instruction but also about learning policy for the implementation of E-learning in the public
that is tailored to individual. Different terminologies have sectors and invested in many higher educational institutions to
been used to define learning that takes place online (Lorrain, enhance teaching and learning by using technology (Roger
2007; Oye , Salleh, & Iahad, 2011). Blamire, 2006). There are many countries that are facing
scarcity of ICT infrastructure and knowledge; mostly they are
E-learning and distance learning are not quite the same the third world countries in which the usage and
thing but are different. The basic thing that distinguishes implementation of E-learning are still at the infant stage. Most
distance education is the physical separation of the students African institutions widely use traditional approach of
from the teacher/instructor and the class room. E-learning, education. Nevertheless in 2006 there were initiatives
nonetheless, is considered to be as part of the classroom regarding ICT implementation in African Universities
environment from the beginning. The early use of computers although very view countries have the capability of an
and ICT were geared to support the classroom instructional effective ICT usage and E-learning implementations
methods. Gradually, as more and more personal computers (Balannskat et al., 2006).

Table 1. illustrates the brief history of E-learning:

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Vol.2, No.2, April 2012

Year Place and Description

1837 Sir Isaac Pitman developed the most widely used system of shorthand, Pitman Shorthand,
for postal correspondence courses using Great Britain’sPenny Post
1906 The University of Wisconsin-Extension was founded; the first true distance learning
institution
1909 The Machine Stops a short story by E.M.Forster, which describes an audio/ video
communication network being used to deliver a lecture on Australian music to a remote
audience

1920s Sidney Pressey, an educational psychology professor at Ohio State University develops the
first "teaching machine." This device offered drill and practice exercises, and multiple
choice questions

1956 Gordon Pask and Robin McKinnon-Wood develop SAKI, the first adaptive teaching system
to go into commercial production
1960 PLATO (Programmed Logic for Automated Teaching Operations) system developed at the
University of Illinois at Urbana-Champaign.
1965 SUNY Learning Network begins in 1994. Traditional faculty were hiredto create online
courses for asynchronous delivery into the home viacomputer. Each faculty member worked
with an Instructional design partner to implement the course. SLN now supports over 3,000
faculties, 100,000 enrolments on 40 of the State University of New York's campuses.

1994 Bob Jensen and Petrea Sandlin publish "Electronic Teaching and Learning: Trends in
Adapting to Hypertext, Hypermedia, and Networks in Higher Education
1995 The Stanford Centre for Professional Development (SCPD, formerly SITN) launches
Stanford Online, which "was the first university internet delivery system incorporating text
and graphics with video and audio, using technology developed at Stanford

2004 OLAT 3.0 (Online Learning And Training. It is a web application. OLAT is free
software/open source, and has been developed at the University of Zürich) released. This is
the first OLAT release that is entirely written in Java.

2005 Microsoft release Microsoft Class Server 4.0

2006 Blackboard is granted US patent 6988138 relating to "Internet-basededucation support

systems" claiming priority
2007 Software Freedom Law Centre was successful in its request that the USPatent and
Trademark Office re-examine the E-learning patent owned by Blackboard Inc.

2008- E-learning has been extensively reached all parts of the world and donations of distance
2009 learning/E-learning scholarships and trainings were conducted in many developing
countries.

2010- Many platforms of E-learning have been established and Web2.0 is widely used to establish
2011 an E-learning environment.

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Vol.2, No.2, April 2012
In the early 1990s, many companies were using example, the role of teachers is likely to change from
videotape-based training for their employees. At this point, importers of knowledge to facilitators of knowledge gaining
the industry represented a very small market and lacked the process.
'scalability' that is so important in today's applications Synchronous interaction, such as chat and conferencing
(Cooke, 2004). The idea of putting training on video was a requires the "physical" or "virtual" presence of participants
good idea, though it was lacking in a few areas (1)
at the same time. This has the benefit that collaboration is
Customization based on needs of users, (2) Expensive to done in real time and delays of communication are avoided.
maintain and (3) Could not be upgraded easily. There is also Asynchronous, such as email, blogs, and threaded
the issue of employees having to hunt down the proper
discussions have the advantage of allowing the students to
equipment in order to watch the videos. These videos often access the learning resources any time. Asynchronous mode
had limited interactions which lead to the nearly impossible
of communication is useful when parties have to
task of tracking progress and assessment (Cooke, 2004) . communicate and share information (i.e. intermediate
Since it was obvious that video was not the best solution, a software progress modules) between the interaction
new form of training evolved, CBT or Computer Based
sessions, it is important to reflect and discover.
Training. Windows 3.1, Macintosh, CD-ROMs, PowerPoint Asynchronous interaction is also beneficial when
marked the technological advancement of the Multimedia students are geographically dispersed and it is difficult to
Era(Kiffmeyer, 2004), CD-ROMs could be cheaply
assemble them at the same time. Reflection can reinforce
produced so that the problem of checking in and out videos and enhance learning. Reflection is a form of mental
was eliminated. Employees would also be able to simply processing – a form of thinking – which we use to fulfill a
pop in a CD to their personal computer at their desk and
purpose or to achieve some anticipated outcome. It is
complete the training. applied to relatively complicated or unstructured ideas for
One of the first innovations in actual e-learning was the which there is no obvious solution; the equivocality
LMS or Learning Management System. The first Learning
resulting from no "single" obvious solution to a software
Management Systems (LMS) offered off-the-shelf platforms design project requires additional processing of knowledge
for front-end registration and course cataloguing, and they and understanding and possibly display of emotions (Moon,
tracked skills management and reporting on the back-end
1999). Group reflection is an extremely important part of
(Clark & Heaney, 2003). This enabled schools and helping students retain what they learn, provide feedback on
companies to place courses online and be able to track their performance, and guide them on how to improve their
students' progress, communicate with students effectively
performance on the next group situation (Educators, 2006).
and provide a place for real-time discussions. The E-
3. E-learning at UTM
classroom evolved shortly after, which are ...web-based
synchronous events with integrated CBT and E-learning in UTM is generally defined as “the
simulations(Clark & Heaney, 2003). E-classrooms are often application of ICT to advance the effectiveness of the
called Live Instructor-Lead Training or ILT. Live instructor- teaching and learning process” (UTM, 2005). According to
led training (ILT) via the Web can be combined with real- (Soyemi, Ogunyinka, & Soyemi, 2012), there is no doubt
time mentoring, improved learner services, and up-to-date, that ICT use in the classroom increase students’ motivation
engaging "born on the Web" content to create a highly- to learn, engage in learning and give independence in
effective, multi-dimensional learning environment learning. Evidence shows that there is a correlation between
(Kiffmeyer, 2004). E-learning has come a very long way using ICT in schools and students academic achievement
since its early days of being text-based via the Web or CD- and performance. This system consists of course content,
ROM. lecture notes, communication tools, quizzes, tests and
2. E-learning and Pedagogy assignments and can be accessed through the network. UTM
uses a moodle to software and its E-learning system is
E-learning can be viewed as an alternative to the face- categorized as low interactivity since it content is
to-face teaching method or as a complement to it. E- downloadable at any time, this is a synchronize E-learning.
learning usually allows the student a greater choice as well Moodle is an Open Source Course Management System
as responsibility for their own learning (Collis, 2008; Oye (CMS), also known as a Learning Management System
et al., 2011). E-learning can change the methods of learning (LMS) or a Virtual Learning Environment (VLE). It has
and has the capability to overcome the barriers of time, become very popular among educators around the world as
distance, and economics (Vrasidas & McIsaac, 2000). E- a tool for creating online dynamic web sites for their
learning can be viewed as "disruptive technology" and as students. To work, it needs to be installed on a web server
a new paradigm for learning (Christensen, Anakwe, & somewhere, either on one of your own computers or one at a
Kessler, 2001). Disruptive technologies look at problems in web hosting company.
completely new and creative ways. E-learning challenges 4.1 Academic Performance
the traditional ways of teaching and learning, enables new Academic performance has been a fundamental concern
alliances between various educational and commercial in education right through recorded history (Plato, Apology,
entities, and presents new ways of solving old problems. For 399 B.C.).While it is daunting to try to make sense of all the

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Vol.2, No.2, April 2012
literature in this area, the dialogue tends to be centred along 5.1 Hypotheses:
four major themes: (1) meaning and measurement, (2) H01: Perceived use of E-learning has a significant effect
summative vs. Formative measurement, (3) on the attitude towards using E-learning.
underachievement and overachievement, and (4) predictors H02: Attitude towards using E-learning has significant
of performance. This section seeks to review the issues influence on the behavioral intention to use E-
centred on these themes. (Lavin, 1965) gives a valuable learning.
definition of the term academic performance: “As H03: Perceived use of E-learning has significant
traditionally used, the term ‘academic performance’ refers to influence on behavioral intention to use E-
some method of stating or expressing a student’s academic learning.
rank. Generally this is a grade for a course, an average for a H04: Perceived use of E-learning and behavioral
group of courses in a particular subject area, or an average intention to use have significant effect on the
for all courses expressed on a 0-to-100 or other quantitative actual use of E-learning.
scale.” H05: Actual use of E-learning has significant effect on
4.2 Performance Calculation in Malaysia student academic performance.
Calculating and measuring students’ academic
performance is what students have learned all the way
through the course. This can be accomplished in different 5. Reliability Analysis
ways, based on the course objectives and how student
academic performance will be measured. Assignments, class Measurement validity in terms of reliability and
participation papers and tests are all traditional methods for construct validity was evaluated. The reliability analysis was
assessment that can be created and recorded within conducted in order to ensure the internal validity and
Blackboard. Collection, projects and presentations are also consistency of the items used for each variables. (Zhang, Li,
ways that students can express their comprehension and & Sun, 2006), recommended that Cronbach alpha values
mastery of course material and these too can be from 0.6 to 0.7 were deemed the lower limit of
implemented within Blackboard. In general, whether it is E- acceptability. An alpha of more than 0.7 would indicate that
learning or traditional learning approach, academic the items are homogeneous and measuring the same
performance is measured in the same way. Different constant.
institutions and universities in the world calculate academic
performance (GPA) in different ways but similar. This paper
follows the international grading system and Malaysian Table 2: Cronbach’s Alpha (Reliability)
grading system particularly in UTM. Grades are Scale Cronbach’s alpha
standardized measurements of varying levels of Academic performance 0.89
comprehension within a subject area. Grades can be Actual Use of E-learning 0.89
assigned in letters (for example, A, B, C, D, E or F), as a Perceived ease of use 0.87
range (for example 1.0–4.0), as descriptors (excellent, great,
Perceived usefulness 0.85
satisfactory, needs improvement), in percentages, as It is
Attitude towards using 0.85
common in some post-secondary institutions in some
countries, as a Grade Point Average (GPA). The GPA can Intention to use 0.83
be used by potential employers or further post-secondary
institutions to assess and compare applicants. A Cumulative
Grade Point Average is a calculation of the average of all of Table 2 ,shows the reliability of the measurement
a student's grades for all semesters and courses completed scales. Cronbach’s alpha reliability scores were all over 0.8,
up to a given academic term, whereas the GPA may only which is considered very well (Nunnally, 1978; Zhang et al.,
refer to one term. Malaysia and other universities in the 2006). Hence, the results demonstrate that the questionnaire
region, higher education institutions usually apply the U.S. is a reliable measurement instrument and can be used in the
American grading system. research.

4. Methodology

The primary objective of the study is to confirm the impact

of e-learning on students’ academic performance. The study
was conducted in the faculty of Computer Science and
Information Systems at the Universiti Teknologi Malaysia
(UTM). The total questionnaire returned out of 300 was
215. 23% of the respondents were female students while
77% were male. A simple linear regression analysis was
conducted to accept or reject the five null hypotheses stated.

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Student Academic Performance (GPA) 

Another important category which is also one of the most important elements in the research is the academic performance of
the students (GPA). Figure 1, present the respondents by their GPA.

Figure 1: Respondents by GPA

The above pie chart introduces the percentage and the direction of the relationship, standard error of β
indicates the percentage of error that can happen. The
distribution of respondents’ academic performance (GPA).
smaller the standard error of β the less likely error can
The respondents’ GPA was categorized in to two categories happen while t statistics is the coefficient divided by its
error. The standard error is an estimate of the standard
by scale. 61 percent of the respondents have the GPA
deviation of the coefficient, the amount varies across cases.
between 3.60-4.00, while 39 percent of the respondents’ It can be thought of as a measure of the precision with
which the regression coefficient is measured. If a coefficient
GPA is between 3.00-3.50, this is only semester based data
is large compared to its standard error, then it is probably
and students were asked to give their current GPA. different from 0.
6. Perceived Use of E-learning and Attitude
6.2 Linear Regression Analysis
Towards Using E-learning
Linear regression analyzes the relationship between two
variables, X and Y. For each subject (or experimental unit), In order to test the linear relationship between students’
you know both X and Y and you want to find the best perception on E-learning use and attitude towards use of E-
straight line through the data. In linear regression matrix learning, a simple linear regression was used. Perceived E-
there are five parameters, R2 (the coefficient of the learning use was regressed upon students’ attitudes toward
correlation or the relation) which shows the strength and use of E-learning. The perceived use of E-learning was
direction of the relationship. P- Value indicates the taken as independent variable while attitude towards using
significant of the relationship, P must always equal or less E-learning of the students was taken as dependent variable.
than 0.05 for the relationship to be significant. Beta, β which The results of the regression are shown Table 3.
is another parameter in linear regression shows the slope Table 3: Regression results for Hypothesis (H01)

Variable β Standard Error of β T P R2

Perceived of E-learning Use .723 .0595 11.495 0.003 .684
Dependent Variable: Attitudes Towards Using E-learning

As shown in Table 3, the perceived E-learning use had determines if the relationship is accepted or rejected. The
a significant effect on students’ attitudes towards using the greater the value of R2 the stronger the relationship. The
E-learning. The relationship is significant at level p = 0.003 positive value of β=(0.723) shows the direction of the
while R2 (.684) which is the coefficient of the regression relationship. From this table it can be inferred that perceived
shows strong relationship between the variables. Therefore, E-learning use influence on student attitudes towards using
(H01) was accepted. The coefficient of the regression the E-learning.
7.1 Perceived Use of E-learning and Behavioral Intention to Use

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Vol.2, No.2, April 2012
Table 4: regression results for H02

Variable β Standard Error of β T P R2

Perception of E-learning use .549 .062 12.225 0.002 .758
Dependent Variable: Behavioral Intention to Use E-learning

According to the result displayed in the above matrix accepted. The β has a positive value (0.549) showing the
there is a strong and positive relationship between students’ relationship is positive as it indicates the direction. We
perception and their behavioral intention to use E-learning. conclude that perceived E-learning use increase students’
The coefficient of the regression (R2) is .758; this means behavioral intention towards using E-learning.
that the perception of E-learning use had statistically 7.2 Attitude Towards Using E-learning and Behavioral
significant influence on the behavioral intention to use. The Intention to Use
larger the R2 value, the higher the influence. Therefore, H02 Another regression analysis was conducted to test H03
was accepted. Based on the data in the table above, the regarding whether the perceived E-learning use has
relationship between the two variables are statistically significant influence on behavioral intention to using E-
significant. P = 0.002 which indicates that the hypothesis is learning.
Table 5: Regression results for H03

Variable β Standard Error of β T P R2

Attitude towards Using E- .753 .0595 7.781 0.001 .734
learning
Dependent Variable: Behavioral Intention to Use E-learning

As you can see from the table above all the parameters are 7.3 Perceived E-learning Use and Behavioral Intention to
indications of the significance of the relationship between Use by Actual System Use
the attitude towards using the E-learning and the behavioral Hypothesis 4 was also tested through a third regression
intention to use. The result shows that, the coefficient of the model with perceived E-learning use and behavioral
regression (R2) is .734 which means that attitude toward intention to use upon actual E-learning use. Stepwise
using has significant effect on behavioral intention to use. regression was performed in which perceived E-learning use
This relationship is statistically significant as P =0.001, entered in step one and behavioral intention entered in step
while β has a positive value showing us the direction of the two. Results for H04 and H05 are presented in Table: 6.
relationship. Therefore, H03 was accepted.
Table 6: Regression results for H04

Variable β Standard Error of β T P R2

Perceived E-learning use .765 .045 12.6 0.002 .567
Behavioral intention to use .654 .052 10.9 0.001
Dependent Variable: Actual E-learning Use

The perceived E-learning use and behavioral intention concludes that both perceived E-learning use of the students
to use had significant effect on E-learning actual use, with p and their behavioral intention to use have significant effect
= 0.001 and 0.002. The effect of perceived E-learning use on students’ actual E-learning use.
and behavioral intention to use explains 56.7% of the 7.4 Actual E-learning Use and Student Academic
variance of actual usage by the students. The coefficient of Performance
the regression R2=0.567 indicates the strength of the Again a separate linear regression was used to test the
relationship while the value of β demonstrates the direction relationship between actual E-learning use of the students
of the relationship depending on its positive and the and their academic performance. Actual E-learning use of
negative value. P value determines the acceptance and the the students was taken as independent variable while the
rejection of the hypothesis, the lower value of P the greater dependent variable was the student academic performance
the significance of the relationship. Therefore, we or GPA.
Table 7: Regression results for H05

Variable β Standard Error of β T P R2

Actual E-learning use .749 .0425 13.15 0.001 .559
Dependent Variable: Academic Performance. (GPA)

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As presented in Table 7, actual E-learning use had a test in the following Table 8.This table consists of three
significant influence on students’ academic performance. (β columns; the first column shows the Hypothesis in
= .749; p = 0.001). Thus, H05 was accepted. Therefore, we sequential manner, the second column shows the
concludes that the more the students use the E-learning the relationship that has been hypothesized and the third column
better academic performance they have. presents the regression results required to ensure whether
7.5 Relationship and Hypothesis Test the hypothesis is accepted or rejected.
To simplify for the reader to comprehend the
Hypothesis test, the researcher summarized the relationship
Summary for hypotheses testing (H01 to H05)
Hypothesis Relationship Tested Results
2
R P
H01 Perceived use of E-learning has a significant effect on the attitude 0.684 0.003
towards using E-learning
H02 Perceived use of E-learning has a significant effect on the 0.758 0.002
behavioral intention to use E-learning
H03 Attitude towards using has significant influence on the behavioral 0.734 0.001
intention to use E-learning
H04 Perceived use of E-learning and behavioral intention to use have 0.567 0.002
significant effect on the actual use of E-learning 0.001
H05 Actual use of E-learning has significant effect on students’ 0.559 0.001
academic performance

In summary, the table shows the hypothesis test in a very clear and simple way. Figure 2, uses the arrows to show the
direction of the relationship and the value labeled on the arrow is the coefficient of the regression or the results.

H03 (β = .749; p=0.001).

H01 (β = .723; p=0.003). H02 (β = .749; p=0.002).

Perceived of E- Attitude toward Behavioral Intention to

learning Use EL Using EL Use EL
R2 = .758 R2 = .684
R2 = .734

H04(β = .654; p=0.001).

H04(β = .756; p=0.002).
Actual E-learning
Use EL
R2 = .567
H05(β = .559; p =0.001).

Academic
performance
R2 = .559

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7. Discussion A. Acknowledgement
This study examined the relationship of E-learning use
and students’ academic performance as well as proposing B. The authors would like to thank all authors that their
model in the E-learning context. The relationship of E- papers are quoted. In addition, the authors gratefully
learning and academic performance was revealed. Based on acknowledge UTM, Research Universiti Teknologi
the data collected. The actual use of E-learning has Malaysia for their support and encouragement.
significant effect on students’ academic performance Reference
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 IRACST – International Journal of Computer Networks and Wireless Communications (IJCNWC), ISSN: 2250-3501
Vol.2, No.2, April 2012
Based on the Experience of Developed Countries.
International Journal of Managing Information [4] NorZairah Ab. Rahim PhD, Faculty of Computer
Technology, 3(2), 39-48. Science and Information systems, Universiti Teknologi
Rodgers, T. (2008). Student Engagement in the E-learning Malaysia, 81310 Skudai Johor. +60175532407,
process and impact on their Grades:. International [email protected] I am a lecturer in Department of
Journal of Cyber Society and Education., 1(2), Information Systems, Faculty of Computer Science &
143-156. Information Systems. Universiti Teknologi Malaysia (UTM
Soyemi, J., Ogunyinka, O., & Soyemi, O. B. (2012). Skudai) Academic Background : PhD (Computer Science),
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Educational Sysytem. Mediterranean Journal of Information Studies (Information Systems Management),
Social Sciences., 3(4), 127-133. Universiti Teknologi Mara (2002) Research Interests :
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Pedagogy and evaluation for web-based learning. technology adoption and use.
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Sciences.

Authors – Bibliography

[1]N.D.Oye, receive his M.Tech OR (Operations Research)

degree from the Federal University of Technology Yola-
Nigeria in 2002. He is a lecturer in the department of
Mathematics and Computer Science in the same University
(for the past 15yrs). At the moment he is a Phd student in
the department of Information Systems in the Faculty of
computer Science and Infor-mation systems at the Univeristi
Teknologi Malaysia, Skudai, Johor, Malaysia.
+60129949511,
[email protected]

[2] Noorminshah A. Iahad, PhD

She did her PhD at the School of Informatics, The
University of Manchester. She worked with Professor Linda
Macaulay from the Interactive Systems Design research
section in the same school and Dr George Dafoulas from the
School of Computing Science, Middlesex University. Her
research is on investigating interaction patterns in
asynchronous computer-mediated-communication. Her
work includes analysing threaded discussion transcripts
from the discussion feature of a well known Leaning
Management System: WebCT. FSKSM, UTM
81310 Skudai, Johor, Malaysia.Email : [email protected] ,
[email protected],Office : +607 5532428
[3] Madar, M. J.
Master Student in the Department of Information Systems.
UTM, Skudai, 81310, Johor Malaysia. +60177112525,
[email protected]

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