Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/5418
DC FieldValueLanguage
dc.contributor.authorMbangata, L.en_US
dc.contributor.authorEyono Obono, S.D.en_US
dc.date.accessioned2024-08-15T17:35:31Z-
dc.date.available2024-08-15T17:35:31Z-
dc.date.issued2019-11-15-
dc.identifier.citationMbangata, L. and Eyono Obono, S.D. 2019. A review of academic performance factors in the context of e-learning: theories and empirical studies. Journal of Theoretical and Applied Information Technology. 97(21): 2935-2951.en_US
dc.identifier.issn1992-8645-
dc.identifier.issn1817-3195 (Online)-
dc.identifier.urihttps://hdl.handle.net/10321/5418-
dc.description.abstractThere are currently more than 500 commercial e-Learning software packages and 300 educational e-Learning software packages, and their benefits to their users are well documented. For instance, with e-Learning, the rigidity of teaching and learning timetables can be overcome. Shockingly, high education still witnesses intolerable levels of academic failure even in this e-Learning era. This study will therefore attempt to examine the impact of e-Learning on academic performance based on the perceptions of academics. It is a literature review of thirty-four (34) studies. Its findings reveal that according to the perceptions of academics, the impact of e-Learning on academic performance depends on: the demographics of the learners; their intensity of use of e-Learning; their self-efficacy and learning approach; their sense of community and interactivity; their perceptions on the suitability of e-Learning; and their motivation and pride. This study also recommends more research on the validation of its proposed theoretical framework, and its identified factors, because the reviewed literature is not unanimous on their perceived effect on the impact of e-Learning on academic performance. The main contribution of this study is to broaden the scope of academic performance factors in the context of e-Learning compared to similar past reviews with a limited pre-defined scope of academic performance factors.en_US
dc.format.extent17 pen_US
dc.language.isoenen_US
dc.relation.ispartofJournal of Theoretical and Applied Information Technology; Vol. 97, Issue 21en_US
dc.subject08 Information and Computing Sciencesen_US
dc.subject46 Information and computing sciencesen_US
dc.subjecte-Learningen_US
dc.subjectAcademic performanceen_US
dc.subjectLearning theoriesen_US
dc.subjectTheoretical modelen_US
dc.subjectLiterature reviewen_US
dc.titleA review of academic performance factors in the context of e-learning : theories and empirical studiesen_US
dc.typeArticleen_US
dc.date.updated2024-08-14T10:08:15Z-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
item.openairetypeArticle-
Appears in Collections:Research Publications (Accounting and Informatics)
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