A review of empirical studies examining the effects of e-learning on university students' academic achievement
1 Financial University Under the Government of the Russian Federation, Moscow, RUSSIA
2 Peoples’ Friendship University of Russia, Moscow, RUSSIA
3 Volgograd State Socio-Pedagogical University, Volgograd, RUSSIA
4 Plekhanov Russian University of Economics, Moscow, RUSSIA
5 Moscow Aviation Institute (National Research University), Moscow, RUSSIA
6 I.M. Sechenov First Moscow State Medical University, Moscow, RUSSIA
* Corresponding Author
The purpose of this research is to review peer-reviewed articles on the effects of e-learning on the academic performance of university students. The SCOPUS database was searched for peer-reviewed articles. The data obtained were analyzed using the content analysis method. Twenty-seven articles were found in journals indexed in the SCOPUS database and considered suitable for this study. Two researchers used the content analysis method to determine the effects of the articles reviewed. The results showed that studies in this area have increased in intensity in recent years. These studies were generally conducted over five years. It was found that quantitative methods were predominantly chosen. Researchers published most articles in 2021 and 2022. Most of the studies reviewed used a quantitative design, and only seven articles chose an experimental research design. Most studies were conducted in Pakistan, Saudi Arabia, Spain, India, Iran, and Turkey. The results show that different measurement instruments or tools were used to measure students' academic achievement. The impact of the peer-reviewed articles on the impact of e-learning on college students' academic achievement was examined in four categories. These categories are detailed in the results. Finally, pedagogical conclusions are drawn in light of the results obtained.
Chikileva, L. S., Chistyakov, A. A., Busygina, M. V., Prokopyev, A. I., Grib, E. V., & Tsvetkov, D. N. (2023). A review of empirical studies examining the effects of e-learning on university students' academic achievement.
Contemporary Educational Technology, 15(4), ep449.
https://doi.org/10.30935/cedtech/13418Chikileva, L. S., Chistyakov, A. A., Busygina, M. V., Prokopyev, A. I., Grib, E. V., and Tsvetkov, D. N. (2023). A review of empirical studies examining the effects of e-learning on university students' academic achievement.
Contemporary Educational Technology, 15(4), ep449.
https://doi.org/10.30935/cedtech/13418Chikileva LS, Chistyakov AA, Busygina MV, Prokopyev AI, Grib EV, Tsvetkov DN. A review of empirical studies examining the effects of e-learning on university students' academic achievement.
CONT ED TECHNOLOGY. 2023;15(4), ep449.
https://doi.org/10.30935/cedtech/13418Chikileva, Lyudmila S., Alexey A. Chistyakov, Maryana V. Busygina, Alexey I. Prokopyev, Elena V. Grib, and Dmitry N. Tsvetkov. "A review of empirical studies examining the effects of e-learning on university students' academic achievement".
Contemporary Educational Technology 2023 15 no. 4 (2023): ep449.
https://doi.org/10.30935/cedtech/13418Chikileva, Lyudmila S. et al. "A review of empirical studies examining the effects of e-learning on university students' academic achievement".
Contemporary Educational Technology, vol. 15, no. 4, 2023, ep449.
https://doi.org/10.30935/cedtech/13418Chikileva LS, Chistyakov AA, Busygina MV, Prokopyev AI, Grib EV, Tsvetkov DN. A review of empirical studies examining the effects of e-learning on university students' academic achievement. CONT ED TECHNOLOGY. 2023;15(4):ep449.
https://doi.org/10.30935/cedtech/13418