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The International Conference on Information Technology and Digital Applications IOP Publishing
IOP Conf. Series: Materials Science and Engineering 482 (2019) 012009 doi:10.1088/1757-899X/482/1/012009

Assessing the impact of e-learning system of higher education

institution’s instructors and students

M A P Burac1, J M Fernandez2 , M M A Cruz3, J Dela Cruz4

1College of Information Technology and Engineering International School of Asia and the Pacific
Penablanca, Cagayan, iamgelotron21@gmail.com
2College of Computer Studies Panpacific University Urdaneta City, Pangasinan,

Janefernandez2122@gmail.com
3Institute of Engineering and Applied Technology Bulacan Agricultural State College Bulacan,

Philippines, melanieablazacruz@gmail.com
4College of Information Technology and Computer Science, University of the Cordilleras, Baguio City,

delacruzpen@gmail.com

Abstract. Through technological and globalization innovation, the traditional mode of

instruction in higher education institutions has been transformed through e-learning. It is a new
educational trend which created a new medium in the delivery of instruction. The researcher
attests by determining the e-learning systems influence on students and instructors is vital to the
advance implementation of effective and suitable in e-learning systems. In order to know the
perceptions of the students and instructors from higher education, the researcher conducted a
survey regarding their current experiences. The main purpose of the study was to investigate the
impact of e-learning in higher education. This study shall document the e-learning systems
impacts which had on Instructors and Student participant's performance about the level of user
satisfaction and productivity, utilization and problems encountered. The study found out that the
use of e-learning systems shows a positive influence on student learning. Most instructors
utilized e-learning system as presentation and preparation tool in teaching and learning.
Evidently, most instructors positively confirm that e-learning supports teaching and learning
effectively implemented.

1. Introduction
One of the trending educational tools in the market today is the E-learning system which is used as an
alternative to the traditional learning. E-learning connects two areas like learning and with the use of
technology. Nowadays online teaching and learning are used in other prestigious universities. In
achieving knowledge, a combination of learning and use of educational technology is a component of
the learning process. E-learning systems have faster delivery cycle time than traditional classroom-based
instruction because system combined with tools such as writing technologies, communication
technologies, visualization and data storage. [1]. As of now the perception of conducting classes is face
to face interaction inside the classroom with teacher and group of students has been the common practice
in some schools, however with the emergence of computer technology and internet the traditional
approach is already starting evolving into e-learning. [2]. With the new approach and environment for
learning the used of electronics networked allowed learners to interact between instructors, teachers and
peers will receive individualized support that is suitable for the students [3]. E-learning will also support
the scheduling and time management for the learning process of the learners.

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The International Conference on Information Technology and Digital Applications IOP Publishing
IOP Conf. Series: Materials Science and Engineering 482 (2019) 012009 doi:10.1088/1757-899X/482/1/012009

This research study assessed the impact of the e-learning systems used in three universities in the
Philippines namely University of the Cordilleras, Panpacific University and Bulacan State University.
The main purpose of this study is to evaluate the learner’s perception of the frequency and nature of use
of e-learning, Instructors satisfaction with access to e-learning resources and Instructors views on the
impact of e-learning on learners’ experiences of higher education.
The traditional process of teaching in other developing country has been started to evolve with the
new technologies and other learning tools [4]. A study showed that the learning process in Ajman
University with the used of Learning Management System there is a positive response and increase
collaboration of learners and peers [5]. With the use of information and communication technology e-
learning has been started to develop because it helps a lot especially on distance learning where e-
learning is one of the solutions. Colleges and Universities use e-learning to improve the classroom
experience and to deliver over the Web. E-learning is a learning process that is increasingly being used
in an institution, however, e-learning is still at the primary stage and the adoption of e-learning continues
to rise [6].
Nowadays, the use of electronic learning is not restricted to the students. Educators and institutions
can also realize the great benefits from the adoption of e-learning programs like students can perform
better when online learning is incorporated because the student can study the lesson in advance and will
increase interaction and collaboration of students, peers, and instructors compared to traditional
learning. The use of e-learning can lower the operating cost while also lowering the costs associated
with the production of materials for the activities, hand-outs and laboratory manuals. Today's students
and instructors engaged to work on their mobile devices and other digital tools. By incorporating
technology into our daily activities, classroom instruction, educational materials it can give more
improvements in student learning [7]. The use of e-learning has a great help rather than the traditional
techniques [8].
The challenges of educators and learners is the lack of knowledge and skills of how to use the e-
learning tools, however proper dissemination, focused, more time and efforts in using the e-learning and
with the help of the top management for proper implementation with enough physical infrastructure will
create a better opportunity for the user [9].
E-learning offers many opportunities for students in their learning process, but it has challenges for
Instructors who forced to create new teaching methodologies [10]. Information technology tools for e-
learning are available on the Web, however, engagement and more practice in using the e-learning will
have a better opportunity to become an effective learner. [11].
Thus, this paper presents the results of the study and their indications for the impact of e-learning
system on students and Instructors for higher education institution in University of the Cordilleras,
Panpacific University and Bulacan State College.

2. Methodology
To attain the objectives of this study, the researchers used the descriptive survey method. It is applicable
to this study primarily because it describes the influence of the E-learning system to higher education
institution instructors and students using quantitative data. The respondents of the study came from the
17 instructors and 80 students of different schools namely Panpacific University, Urdaneta City, Bulacan
Agricultural State College, Bulacan and University of the Cordilleras Baguio City. A questionnaire was
used to gather data for this study. The tool used for this research has been lifted from the study “Impact
of e-learning in Further Education: Survey of Scale and Breadth” [1]. The data gathering tool consists
of the demographic profile of the respondents, questions on how e-learning system is being utilized, the
number of occurrences in utilizing the e-learning system, the teachers’ insight on the use of e-learning
and the level of satisfaction. The researchers will then give the questionnaire among the respondents,
give them ample time to answer it and retrieve the data gathering tool upon completion. The researchers
then tabulated the data; interpreted the data. Response to the questionnaires by the respondents was
statistically analyzed; descriptive statistics which is the frequency count and percentage distribution
were used to statistically quantify the satisfaction and impact of using e-learning for teachers and

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The International Conference on Information Technology and Digital Applications IOP Publishing
IOP Conf. Series: Materials Science and Engineering 482 (2019) 012009 doi:10.1088/1757-899X/482/1/012009

students.

3. Results and Discussion

As gleaned in table 1, most students utilize e-learning system to submit their assignments or work all
the time which represents 47% of the respondents as supported in the study entitled ‘Student Awareness
Towards E-Learning in Education’ that the application of e-learning helped the students in doing their
homework’s efficiently and effectively [12]. It also noticeable that students perceived to be that they are
well organized in their work as they responded frequently (52%). Students occasionally present written
work/data research topic to the e-learning system they used most probably because they want to
personally interact with the instructor. It is also worth noting that students collaboratively work with
peers in the classroom.
As gathered in table 2, the instructors mostly utilized e-learning to prepare and present their lessons.
It is noticeable that teachers perceived to be that e-learning are used to make course materials available
to students and present it to the class through these students understanding their lessons are being
developed. Additionally, giving assistance or academic counseling is also being performed using the
system. One feature of the e-learning is the forum in which it gives the students an avenue to discuss
and solve their academic concerns. Thus, learning is implemented in this very effective medium [13].

Table 1. Learners’ insight into the number of occurrences based on how e-learning is used
No
Constan Frequently Occasionally Never
use of e-learning to: response
tly % % % %
%
Present written work/data Research topics 21 42 37 0 0
Submission of work assignment on time 47 29 23 0 2
Participation in classroom activities 29 45 23 0 3
Organize activities 31 52 13 0 5
Consultation with teachers 29 34 31 3 3

Collaboration for class activities 21 47 32 0 0

Table 2. The frequency of use of e-learning by Instructors

use e-learning to: Const Frequently Occasionally Never % No
antly % % response
% %
make course materials available to 75 19 6 0 0
learners
discuss information in the class 75 19 6 0 0
develop learners’ understanding of the 69 25 0 6 0
subject
communicate with learners outside of 56 38 6 0 0
the classroom

test learners’ understanding 50 31 13 0 6

give one-to-one consultation to students 31 50 13 6 0

in the classroom

Table 3, as shown below, instructors perceived to be that most learners utilized e-learning system for
them to engage in the class. Students also used it in presenting their output such as researches and other
written works. It is also being noticed that students used the e-learning system to catch up with their

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The International Conference on Information Technology and Digital Applications IOP Publishing
IOP Conf. Series: Materials Science and Engineering 482 (2019) 012009 doi:10.1088/1757-899X/482/1/012009

lessons. However, working collaboratively of students to their peers is occasionally practiced. E-

learning provided a new form of learning where it uses internet technologies. It does not require the
attendance of the teacher and the students in the educational activities at the same time [13].

Table 3. Instructors’ insight into the number of occurrences based on how e-learning is used
Students use e-learning to: Consta Frequentl Occasionally Never Don’t Not
ntly % y% % % know applicable
% %
Discuss written work/data 13 63 25 0 0 0
Research topics
Create visual presentations 38 50 13 0 0 0

Submit homework’s’ on time 44 50 6 0 0 0

Engage with the subject in the 63 31 6 0 0 0
classroom
Work collaboratively with peers 38 38 25 0 0 0
in the classroom
Catch up on missed lectures 44 31 25 0 0 0

Table 4 shows the satisfaction if instructors in terms of the access to e-learning resources. It can be
observed that instructors had enough access to the e-learning system for them to design their research
and make their lessons. However, they have less fulfillment with the use of e-learning to communicate
and provide support for their learners. It is evident that the learning experiences of the students were
efficiently and effectively enhanced with the utilization of blended learning [14].

Table 4. Instructors’ approval with access to e-learning resources

Enough resources to I have enough I have less access I have no Unsure %
access % % access %

Design research and make lessons 69 31 0 0

Share course materials with colleagues 56 38 6 0
Share course materials with learners 50 50 0 0
Communicate and provide support for 38 63 0 0
learners
Monitor and assess learners’ progress 44 56 0 0
Ensure that learners can use e-learning 63 38 0 0
whenever required in the classroom

Table 5 shows, that, generally, instructors are contented with the sustenance available in terms of
delivery of technical support and access to enough and relevant e-learning training. Additionally, there
is also satisfaction in the availability in incorporating learning into the process. Satisfaction in learning
using blended learning environment greatly affects students learning styles and performance [15].
It can be observed that instructors have a positive response when asked about their present
involvement and training in using e-learning. As can be gleaned in table 6, 63% percent of the instructors
strongly agreed that they have enthusiasm in using e-learning in teaching and learning, 50% of them
agreed, to some extent, that they can recognize opportunities in the use of e-learning. On the other hand,
there is a certain 13% percentage of the instructors that felt e-learning consumes so much time in
teaching and risks and issues has been created. This means that instructors must have much time as they
must prepare and upload all materials to be used by the students in the e-learning.

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The International Conference on Information Technology and Digital Applications IOP Publishing
IOP Conf. Series: Materials Science and Engineering 482 (2019) 012009 doi:10.1088/1757-899X/482/1/012009

Table 5. Contentment with the availability of assistance in the use of e-learning

Contentment with support Very Contented Uncertain Dis- Very Dis-
Contented % % Contented % Discontent
% ed %
Provision of technical assistance 25 56 19 0 0
Enough access and relevant e- 31 56 13 0 0
learning training
Provide time for attending e-learning 19 50 25 6 0
training opportunities
Provide time to incorporate e- 25 56 19 0 0
learning into teaching and learning
Reliability of equipment 31 50 13 6 0

Table 6. Instructors’ views on the knowledge of using e-learning

Instructors’ opinions on e-learning Strongly Agree Uncertain Disagree Strongly
Agree % % % Disagree
I show enthusiasm about the use of e- 63 38 0 0 0
learning in teaching and learning
I can willingly recognize opportunities in 50 44 6 0 0
my subject for the use of e-learning
I show determination to use e-learning to its 31 56 6 0 0
full potential
E-learning is too overriding to use in 25 31 25 13 6
teaching and learning
E-learning has several risks 19 38 25 13 6

It can be seen in table 7, that instructors have the most similar views on the impact of e-learning in
teaching and learning activities. Most of the instructors responded that e-learning has helped them in
making the course materials in their subject available to students which they find it more effectively.
Additionally, Instructors perceived to be that communicating with students outside the classroom and
sharing course materials to their colleagues the impact of e-learning is more effective. On the other hand,
there is a small percentage of instructors who perceived on the impact of e-learning less effectively in
managing individual student activities and outputs and giving them assistance one-to-one.

Table 7. Instructors’ views on the effect of e-learning on their teaching

Teaching activity Very No Change Less unsure Not
effective% % effective% % applicable %
Make course materials available to learners 94 6 0 0 0
Course materials sharing with colleagues 69 19 19 0 0
Lesson plan preparation 75 19 6 0 0
A medium of communication to the students 69 25 0 0 6
Management of individual activities of the 63 19 13 0 6
students
give one-to-one consultation to students 50 31 13 0 6
in the classroom

It can be gleaned in table 8, that instructors view on the impact of e-learning on learners’ experiences
shows that, it developed students understanding of the subject more effectively which represents 75%

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The International Conference on Information Technology and Digital Applications IOP Publishing
IOP Conf. Series: Materials Science and Engineering 482 (2019) 012009 doi:10.1088/1757-899X/482/1/012009

of the total response. It also impacts the students conduct of research, helped reinforcement in their
knowledge, create visual presentations more effectively. Exercises and activities provided in the system
made the students self-reliant, involved in working collaboratively and have good time management
[16]. E-learning became an effective tool in training teachers. It promotes improved teaching and
learning process [17].

Table 8. Instructors’ views on the effect of e-learning on learners’ experiences

Learning activity Very No Less effective Don’t Not
effective% change % % know % applicable %
Doing research 69 6 0 0 6
Reinforce their knowledge 63 13 0 6 0
Develop their understanding of the 75 13 0 0 0
subject
Work independently Contact me 63 13 6 0 0
with queries
Engage with the subject in the 63 0 13 6 0
classroom

Table 9. Instructors’ perceptions of the possible advantage of e-learning

E-learning has the possible advantage to: Strongly Agree Uncertain Disagree Strongly
Agree % % % % Disagree
%
Provide flexibility in learning the process 94 6 0 0 0
Provide students with a better understanding 81 13 6 6 0
of the lessons
Provide students better employability 56 38 6 6 0
improve communication of teachers and 81 13 6 0 0
students.
Identify learning to individual learners’ 75 25 0 0 0
needs
save lecturers’ time by using online 81 19 0 0 0
resources

Most respondents strongly agreed that e-learning has a higher possibility to enhance the teaching and
learning experience in all the aspects listed in table 9. Ninety-four (94%) of the respondents strongly
agreed that e-learning provides flexibility in the learning process. Also, 81% have a strong belief that e-
learning help students better understand their lessons, improve how staff communicate with learners and
saved lecturers time by using online resources. Importantly, E-learning improves the educational system
as it provides better teaching and learning experiences. It bridges a way to alleviate barriers to education
as it delivers new and creative method to implement educational practices [16].

4. Conclusion
The focus of this research is to assess the impact of e-learning on teachers and students in higher
education. Based on the result on the conducted survey, different Instructors e-learning had aided them
to be more effective in their teaching strategy. Many Instructors point out that e-learning had helped
them to prepare their teaching and learning scheme. Also, they used this application to prepare their
presentational tool to be more effective in giving lessons and learning materials to their students. E-
learning tools also aid the instructor in strengthening the interface between learners and lectures. Based
on the result of the survey, noticeably fewer indicated that e-learning tools helped them as a medium for
assisting and handling learning more effectively. However, numerous instructors stated that this

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The International Conference on Information Technology and Digital Applications IOP Publishing
IOP Conf. Series: Materials Science and Engineering 482 (2019) 012009 doi:10.1088/1757-899X/482/1/012009

particular tool had helped instructors in preparing learning materials and presentation to be more
convenient of work in strengthening and developing knowledge. Based on the result of the survey, it
shows that fewer instructors point out that this tool helped both instructors and students in undertaking
collaborative activities.
To further maximize the potential use of e-learning, enhancement of faculty multimedia skills must
be undertaken by providing them training about how to use multimedia resources for them to create their
own media for additional teaching materials which will be made available to the learners. Greater use
of e-learning tools by instructors for sharing educational materials and developing understanding
requires good access. The benefits of e-learning tools, such as improved performance, engagement in
school activities, increased motivation, and development of other skills like interpersonal
communication, let particular indirect ways in which this certain tool may impact on achievement,
contribution, and retention [18].

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The International Conference on Information Technology and Digital Applications IOP Publishing
IOP Conf. Series: Materials Science and Engineering 482 (2019) 012009 doi:10.1088/1757-899X/482/1/012009

[17] Ghavifekr S and Rosdy W A W 2015 Teaching and learning with technology: effectiveness of
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