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E-learning has become a required feature of all academic institutions worldwide, including schools,
colleges, and universities because of the COVID-19 pandemic. The offline teaching method has
been thrown into disarray as a result of this fatal circumstance. E-learning is a powerful
educational tool that helps students reach their full potential. Virtual and distant education, a
learning scenario in which the teacher and learner are segregated by distance, time, or both have
evolved into e-learning (Liaw, 2008). Students, especially those who are studying through online
education, find teaching methods by instructors on online video streaming platforms such as
YouTube or other websites to be quite common (Burke et al., 2009). A significant number of
colleges and coaching associations also involve students with a library of archived lectures.
However, to improve the quality of learning, learners must be effectively engaged by the
curriculum and the curriculum from time to time through a range of means such as homework,
quizzes, and discussion boards, rather than just listening or viewing such lectures on the method
(Dixson, 2010). Economic, social, and technical influences are continuing to transform the global
economy, as well as the way people live in institutions and around the globe. These forces have
revolutionized and continue to revolutionize organizational teaching and learning. Technology
accelerated obsolescence of skills and instruction, the need for just-in-time skills
implementation, and the need for cost-effective solutions to approach the learning needs of a
globally distributed community, according to Urdan & Weggen (2000), have redefined the
processes that underpin workplace learning opportunities planning, growth, and provision. As a
result, many academics advocate for students to take classes in the e-learning method because it
saves time and resources for students who live in remote areas far from the universities or
colleges where they are enrolled (Hubackova, 2014). In reality, most academic institutions and
universities around the world are implementing virtual learning and teaching. E-learning, also
known as web-based learning is characterized as the responsive and easy provision of lessons
through the internet to promote individual learning or organizational success objectives
(Clarkand Mayer, 2011). According to Smith (2009), e-learning is one of the most recent modes
of educational programs that have intrigued the interest of educators around the world. E-
learning, according to Arasteh et al. (2014), is a tool that enables individuals, particularly
learners to take courses from home or wherever they have access to the internet, as well as other
sites such as peer-to-peer, service provider, and software platforms. Moravec et al. (2015) noted
that many studies are looking at how e-learning technologies affect student results, such as
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Tosun (2013, who discussed the benefits of using online tools of learning in higher schooling and
proposed that this approach is beneficial to students. Furthermore, e-learning sites enabled users
to obtain information through personal computers, while web e-learning enabled consumers to
connect knowledge through portable devices (Zamfiroiu, 2014). As a result, students may use
those technical tools to communicate with their services offered. In our post-digital environment,
one might argue that the term "virtual" is losing its utility as a metaphor for students' actual
experiences (Fawns 2019), In prosperous areas of the world, where Internet-connected devices
are prevalent and the boundaries between learning and other forms of contact in everyday life
have merged, the lines among researching and other modes of participation have distorted.
Teachers became acutely aware of the difference among virtual and classroom instruction and
their other modes of service as a result of the sudden closure in response to the Covid-19
outbreak, face-to-face teaching testing was done. For several teachers, remote education is a
familiar type of operating condition (Goodson 2017). Many of what is taught and learned online
is close to what is taught and learned in more traditional educational settings (Anderson 2011).
Teachers must discuss both product- and process-oriented facets of strategy formulation as
designers (Goodyear 2015). Specific learning goals, carefully organized material, managed
workflows for faculty and students, interactive networks, related student experiences, and
evaluation closely tied to optimal learning outcomes, according to Bates (2019). Online learning
and teaching necessitate a wide variety of methods, materials, educational techniques,
responsibilities, organizational structures, and modes of engagement, supervision, and support,
with numerous replacement and adaptation possibilities (Bates and Poole, 2003). Extrinsic
(perceived utility and comfort of use) and intrinsic (perceived enjoyment) role models, according
to Lee and Lin (2005) are powerful predictors of a student's decision to use the instructional
platform. Lin (2007) described accessibility, information, and service quality as important factors
in an e-learning platform's effectiveness. A six-dimensional evaluation of knowledge
development systems was suggested by Koseler (2009). The measurements for e-learning in
academic institutions comprised device efficiency, service quality, content quality, learner
experience, teacher attitudes, and constructive concerns. Evaluating the success of e-learning
focuses on identifying positive and poor strategies, detecting and correcting failures, assessing
risk, achieving the best return on expenditure and allowing individuals and institutions to
understand (Roffe, 2002) this method is most useful for informing future decisions and
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comprehending activities and procedures in preparation for future actions. As a result, a

successful assessment is multifaceted, fluid, and takes into account the interconnectedness of
activities. Nowadays, virtual platform of learning is becoming more common all over the world.
The transmission of learning through innovation and the network is referred to as e-learning
(Aljawarneh 2020). For the teachers and students, almost every university and institution has
developed a digital learning portal. Virtual platform has a larger impact on all types of learners in
higher educational organizations in the twenty-first century, especially part-time, full-time, and
virtual learning students (Ming 2015). The majority of postgraduate students now study as part-
time learners when they work in organizations. Digital learning is a huge benefit for them
because of their time limitations. Recent research has demonstrated that e-learning adoption is
more than just a technical solution; it is also a mechanism involving a variety of factors such as
social (Wetzels, 2007), person (Liaw, 2011), operational (performance expectancy), behavioral,
and cultural factors (Masoumi, 2010).

Arasteh et al. (2014) mentioned a hybrid strategic planning framework to enhance the
infrastructure platform's virtual learning resource accessibility and consistency. During the
implementation of a virtual learning service in the network of economic system, a complex
duplication strategy was used to accommodate network collapse. The investigators found that
virtual learning options were more affordable than basic operational management process in the
developed framework. This method assumes an exchange between the cost of virtual
learning systems and their effectiveness. From either a scientific viewpoint, (Boncu, 2014)
examined at the implications of using portable devices in vocational training. Online education,
he said, is a combination of virtual learning and digital technologies that is characterized by the
ability to access educational materials from anywhere, at any time, with broad searching
efficiency, high participation, clear approval for good learning, and continuous program
evaluation. An optimum level of social involvement by teachers is important in achieving
engagement, cooperation, and promoting the solidarity of the learning group in the creation of
online practices (Komninou 2017) Instructors who were very involved in virtual forums
encouraged other students to participate, but they also overshadowed the debate and left no space
for student involvement. Learners at the moment played a critical role in the influence of online
teaching strategies: those who identified being involved, having an open mindset, and trusting
one another were able to increase the potential of digital networks (Olofsson 2007) and promoted
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power-sharing and student control of conversations (Thormann et al. 2013). Educators gained
valuable encouragement for peer communication, greater reflection, and strengthened capacity to
adopt a more reflective approach in the light of their daily experience through experiences within
online education environments (Holmes 2013). An effective educational strategy, specific and
credible tasks, and adequate software and technologies were all important factors in the design of
successful virtual learning environments. Several factors linked to the former affected teaching
and learning: enables learners to study at their own pace but also setting reasonable goals and
deadlines for them (Barnett 2009); concentrating on authentic evaluation to improve students'
learning (Burgess and Mayes 2008); addressing student preferences, skills, and desires (Burgess
and Mayes 2008); providing desired e-learning models (Barnett 2009); and users' application
knowledge.

Academic institutions and vocational training agencies, as educational service providers, are
working hard to meet the needs of their clients, the individuals, through a variety of student-
centered policies and services (Rogers, 2008). E-learning is evolving as a fantastic tool to meet
this requirement of these academic service providers, with lower physical infrastructure costs,
more diversity of course and curriculum options, greater alignment with the global educational
community, and complete flexibility of location, time, and speed of learning. Furthermore,
during the current COVID-19 pandemic, when the whole world is experiencing a health crisis
and full or partial shutdowns, learners are compelled to continue their education by virtual
classrooms (Baber, 2020). Academic institutions and other higher education institutions around
the globe are moving into different ways of digital training, and for the most part, it is uncharted
terrain (Telles-Langdon, 2020). During these unplanned transformations, educational institute
management, faculty, and learners are confronted with some unexpected web-based learning
problems (Moorhouse, 2020).
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