CHAPTER 2: REVIEW OF LITERATURE

2.1 Introduction

The specific topic data collection for this study took place between late 2020 and

early 2021, and the literature review was concluded together at the same time possibly. The

novel corona virus disease (COVID-19) first surfaced in China's Wuhan city in December of

this year 2019. COVID-19's rapid global spread prompted the World Health Organization

(WHO) to officially declare it a "pandemic" on March 11, 2020. (WHO, 2020; Pelmin,

2020). Most governments across the globe have set a common aim to stop this highly

infectious disease by enforcing restriction, social/physical separation, preventing face-to-face

teaching and learning, and imposing immigration restrictions. About 600 million school-aged

children are impacted globally as a result of educational institution closures (Goyal, 2020).

Owing to the outbreak of COVID-19, educational institutions were forced to close,

causing an unimaginable effect on literacy, teachers were told to use online learning tools to

teach during the closure (Abidah et al. 2020). Raju (2020) suggested that creative teaching is

essential for ongoing learning as well as overcoming mental anxiety and stress during the

shutdown. Via online seminars, teleconferencing, digital open books, online examinations,

and participation in virtual environments, COVID-19 causes a digital transformation in

higher education (Strielkowski, 2020; Kumar, 2020).

COVID-19 had a substantial positive effect on learning quality and success through

implementing online learning strategies (Gonzalez et al. 2020). Poor and disadvantaged

students are often discriminated against in the online teaching-learning phase. Hearing-

impaired students have been reported as having difficulties with online learning (Manzoor,

2020). The closure of colleges and universities during the lockdown hindered the educational

systems and the teaching-learning process. In this crisis time, it is critical to understand the
teaching-learning process in order to design preventative measures for the smooth

functioning of learning and teaching. In light of this, the current research aims to determine

the learning status method of learning, and study-related issues during the COVID-19

pandemic lockdown.

2.2 Purpose of e-learning in Education

Ali et al. (2010:49-50) stated clearly that in the modern period, education is one of the

key drivers to achieve the double-edged goal of preserving past heritage while also increasing

acceptance of modern skills/knowledge advanced by science and technology in the general

public. The societal criteria affect the topic and content selection from among the many

branches of expertise.

All countries, communities, and cultures are trying to compete to improve their

educational systems based on solid learning, skills, and knowledge foundations. In education,

the use of technology provides students with a more conducive learning atmosphere, aids in

the development of interest, and aids in the development of motivation among students. As a

result, technology can become an important part of the teaching and learning process.

2.3 The base of Term E-learning

There was a wave of interest in the possibilities of learning through the internet, or e-

Learning, when the World Wide Web was introduced in 1991. "The use of the Web as an

educational tool was greeted as a harbinger of fundamental changes for cultures,

organisations, and sectors," according to Bowles (2004, p. 3). There seems to be some

disagreement about what e-Learning entails. "Despite all of the attention it has gained in

recent years, e-Learning remains a mystery, and its limits are far from obvious," Bowles says
(2004, p. 3). “How Internet learning will turn out, I just don't know,” says Gerhard Casper,

the outgoing president of Stanford University.

However, I am certain that in the next decade, we will see a transition from in-person

to online learning” (as cited in Muller, 2002, p. 284). Clark and Mayer (2003, p. 13)

described e-Learning as guidance processed on a computer via CD-ROM, the Internet, or an

Intranet that includes the following features: includes material related to the learning

objective; uses instructional approaches such as examples and practise to support learners;

delivers content and methods using media elements such as words and pictures; develops new

knowledge and skills linked to individual learning objectives or enhanced organisational

efficiency.

"The phrase "e-Learning" refers to a variety of approaches to teaching and learning

that make use of computer and communication technologies. Certain uses are spectacularly

effective, while others aren't “(Allen 2006, p. xi). E-Learning, according to Allen, is the

delivery of carefully constructed instructional events using computer technology. E-Learning,

according to Horton (2006, p. 1), is the "use of information and computer technology to

construct learning experiences." This term appears to be very open-ended, allowing full

flexibility in the formulation, organization, and development of these experiences.

Several e-Learning concepts tend to be identical. Some people believe that e-learning

is restricted to activities that take place entirely inside a Web browser and do not need any

additional software or learning tools. Many of the particularly innovative uses of similar

technology for learning are left out by such a strict description. "With communication

technologies in flux, adopting an inclusive concept of e-Learning that can accommodate the

widest range of technologies is critical" (Bowles, 2004, p. 16). "On-line learning, or e-

Learning," as Shultz and Fogarty (2002, p.1) put it, "is an ever-evolving, ever-changing

process."

E-Learning is presented by the American Society for Training and Development

(ASTD) as "anything processed, activated, or facilitated by digital means for the obligatory

purpose of learning." It also includes the services and applications that assist in the

development, delivery, and management of those activities (as cited in Piskurich, 2003). "E-

Learning is not a timid platform for content delivery; rather, it is an engaging mechanism

between the teacher and the student, aided by the advantages of technology" (Chin Paul,

2004, p. 123). Sloman (2002) describes e-Learning as the electronic delivery of learning or

training, primarily through the Internet, intranet, extranet or Web.

"The use of network technology is a part of e-learning. For example, the Internet and

business networks can be used to deliver, help, and evaluate formal and informal education "

(Shank & Sitze, 2004, p. 2). It's also worth noting, according to Shank and Sitze, that online

learning does not have to take place entirely online. Technology is often used to supplement

classroom and other face-to-face learning experiences. In reality, one of the most common

misconceptions about on-line learning is that it must be done entirely online.

2.4 Terms used for E-Learning

The worldwide method of exchanging knowledge and collaboration in education is

known as e-learning. Virtual learning, online learning, web-based learning, distributed

learning, and other terminologies are used to describe this form of education. Essentially,

both of these are subjected to information and communication technology-based teaching and

learning process.
 2.4.1 Web based Learning

Web-based learning, according to Bhabal (2008:29), is described as the delivery of

learning materials through a Web browser.

2.4.2 Online Learning

Online learning, according to Aroyo and Dichera (2004:59), is associated with

learning content that is readily accessible on a computer. This information can be found on

the Internet or the Web, or it can be copied to a computer hard drive or a CD-ROM.

2.4.3 ICT

ICT, according to Hassan and Sajid (2013:52), is an electronic means of collecting,

storing, processing, and communicating data. Radio, television, the internet, mobile phones,

and networks are examples of information and communication technology (ICTs). These

technologies play an important role in many aspects of fields, including education, health,

and entertainment.

Multimedia is described by the presence of text, sound, pictures, video, and

animation, all of which are arranged in order to present an articulate package, according to

Shah and Khan (2015:349). Multimedia is described by Wikipedia (2012) as a combination

of media and information that incorporates a variety of content types. Text, audio, still

images, interactivity content forms, animation, and videos are used to create these content

types.
 2.4.4 Computer Aided Instruction

Computer-Based Instruction, according to Epni et al. (2006:195), refers to the use of

computers in teaching and learning practices (CBI). Computer-based instructions refer to

the use of computers to organize teaching and learning tasks (CBI).

2.4.5 Computer Aided Instruction

Computer-assisted instruction is a method of providing visual and written information

to a student in a logical order through a computer. The learner gains awareness by reading the

text material that is easily accessible or by viewing the graphic content that is provided.

2.5 Blended Learning

Delialioglu & Yildirim (2007:133) clarified that in order to improve students' ability

to consume as much information as possible; they promoted the concept of a blended learning

system, which incorporates conventional face-to-face teaching/learning with modern

electronic learning techniques. In this way, hybrid learning combines the best features of both

conventional and online learning.

2.6 Types of e-Learning

2.6.1 Synchronous e-Learning

Synchronous E-learning, according to Smith et al (2002:404), includes online studies

through videoconferencing and chat. Synchronous messaging is similar to a virtual classroom

in that it allows students to ask questions and teachers to respond directly via prompt

messaging. Rather than taking lessons alone, students enrolled in synchronous online courses

will easily collaborate with their instructors and classmates during the course.
 2.6.2 Asynchronous e-Learning

Even if the student is not participating in any direct online courses, asynchronous

learning can be done. Asynchronous E-learning, according to Stodel and MacDonald

(2006:25), entails coursework provided through the web and interactive presentations that are

then presented on online forums. In such cases, students can complete the course at their own

intensity by simply using the internet as a resource.

2.7 Educational Technologies

Wilson (2002:43) predicted that technology will provide limitless opportunities to

enhance educational understandings, academic opportunities, and job skills. Educational

innovations make it easier for teachers, parents, and students to communicate at any time and

from any place.

2.8 Evolution and Scenario of e-Learning

People may expect to be using the same skills during their careers in the past.

Employers, on the other hand, should anticipate a strong return on any initial training offered

to those employees. That is no longer the case. Employers and workers alike face a challenge

in the computer age: keeping up with rapidly evolving technology. The teaching, as well as

the additional training, never ends. Virtual training is being used by businesses (Salopek &

Source, 1999). Computer technologies have been adapted not only to reinforce current

learning ideas, but also to foster new ways of learning since their inception (Pena-Shaff,

Martin, & Gay, 2001). In an environment where technology degrees have a five-year shelf

life and demand for training and education at the desk, at home, in accommodation, and at

work is growing, the institutions that travel the fastest will benefit, according to Peter

Cochrane, Head of Research at BT Laboratories (as cited in Leer, 1999). According to Mason
& Rennie (2006, p. xiii), "the rise in value of lifelong learning has fueled the growth in e-

Learning." These patterns and standards highlight the critical importance of not just basic

education but also lifelong learning. It is critical to use the potential of technology to improve

the learning environment on a global scale.

“Human beings have gathered for millions of years to understand and

exchange wisdom. Until now, we had to meet at the same time and in

the same location. However, today's internet advances have made this

provision obsolete. Anyone, anytime, at any moment, would soon be

able to understand something. E-learning, a recent creation, has made

this possible.” (Horton, 2006, p. 1).

We are seeing e-Learning used for worker growth, job development, new employee

induction, continued education, enforcement, customer learning prior to the selling, customer

learning after the sale, supply chain learning, leisure and affiliation learning, and higher

education, according to Elliott Masie (as cited in Piskurich, 2003). For this fast-paced

situation, the most one can do is take a sequence of snapshots over time and locate any

patterns or multiple snapshots of the big events occurring at the same time and then

interweave around the key knots to understand the fundamentals from an information

technology standpoint. Several companies, educational institutions, and governments around

the world have embraced and are in the process of successfully using available technologies

to leapfrog their economies and human resources through this process.

It would also be fascinating to see how many countries around the world will be

changed easily by following in the footsteps of others who have already started to

demonstrate the benefits of e-Learning in their own performance. Digitalization has made it

possible for businesses to work from everywhere in the world, bridging the gap between
nations and continents. The issue of distance is no longer an issue. To keep up with such

rapid developments on the field, learners must be able to train at the same rate as the rest of

the world. The World Wide Web and e-mail, according to Harvey Singh (as cited in

Piskurich, 2003), were among the first Internet inventions to be used for research or distance

education. The World Wide Web enabled multimedia or hypermedia (Hyper Text Markup

Language - HTML) based instructional material to be loaded on a Web server and viewed

through HTML based browsers, while Internet-based e-mail systems allowed learners and

facilitators to communicate asynchronously – at any time and from any place.

2.9 Information Revolution

The effect reverberated across the world, separating developed and emerging

countries along the growth continuum based on the degree of technological acceptance and

performance. The Information Revolution now necessitates a new order. Without a doubt, the

shifts are multidimensional rather than linear. Senator Robert Kerry and Representative

Johnny Isakson of the United States acknowledged that the Internet is a strong modern

medium of networking when chairing the Web-based Education Commission in 2000. It's

big, it's small, and it's rising quickly. The Internet, which has spread to every corner of the

globe, is making the planet both smaller and more connected.

It's big, it's strong, and it's rising quickly. The Internet, which has spread to every

corner of the globe, is making the planet smaller and more interactive by sharing information

at near-real-time speeds. In terms of education, the Internet allows more people than ever

before to gain access to information and learn in fresh and innovative ways. The educational

world is shifting at the turn of the twenty-first century (U.S. Web-Based Education

Commission, 2000). Many popular newspapers, such as TV, telephone, and newspaper, have

fused and collided on the Internet, resulting in fruitful variations and new features (Braa,
Sorensen & Dahlbom, 2000). Likewise, one might argue that the answer to today's

unbalanced landscape of hunger, unemployment, underemployment, employability, and

illiteracy could be found in successful information technology use. We don't have to stay in

the world's influence hubs to be on the cutting edge of technology and wisdom, according to

Clarke (as quoted in Leer, 1999).

Global navigation satellite systems are being built that will eventually enable contact

and information access from any location on the earth at any time. New wireless technologies

may enable developing countries to leapfrog improvements in wired broadband connectivity

made by developed countries. Former Vice President of the United States, Al Gore, advanced

this idea in his essay "Putting People First in the Information Age" (as quoted in Leer, 1999),

by stating that our ability to distribute, store, and process the information tends to grow at a

rapid pace, while the cost of doing so decreases. He went on to say that in 1998, $200 video

games outperformed the $20 million supercomputer available in 1976.

The uses of Information Technology can be constrained only by our ingenuity,

innovation, and desire to invent as the expense of sending and processing information

continues to fall. Many people expect that technological advancements can accelerate

economic, political, social, and cultural changes. And, as a result of this research, we will

better appreciate and examine how many countries around the world have already begun the

process of transforming their human resources through the successful use of e-Learning. Sir

Arthur Clarke wrote in his paper "Technology and Humanity" (as quoted in Leer, 1999) that

communications satellites have developed a world beyond gap and have also had a

significant impact on international commerce, news gathering, and tourism, which is one of

many developing countries' most important industries.

 Clarke went on to say that their true influence has only just started. They would have

changed the world by the end of this century, washing out much that is bad and, sadly, only a

few things that are good. Millions of miles of highly sparse copper or optical fiber will now

be substituted by a handful of satellites in stationary orbit, allowing for high-speed Internet

access. Users on the ground only need a plain, compact handset with a solar-powered

transceiver and antenna, which could be mass-produced for tens of dollars rather than

hundreds (Silicon India, 2004). In the late 1990s, the world of communications was flipped

upside down.

The spread of new technologies, the mass consumer trends of cellular telephony and

the Internet, as well as the liberalisation and privatization of telecommunication markets,

have all resulted in revolutionary economic changes in less than a decade. The technical

transition is spreading well beyond the limits of the communications industry for

governments, businesses, educational institutions, and individuals around the world, with the

widespread availability of effective yet inexpensive communications having a profound

impact on the trend of worldwide information exchange, commercial, fiscal, and social

growth.

2.10 Technology and Learning

Teaching and research have always been quite important components of any

civilization, and they are even more important today. Textbooks are pricey, hard to come by,

and take a long time to read. They can also be a lifeless medium that lacks animation and

interaction." When students use the World Wide Web as a learning environment, according

to Collins and Meeuwsen (as cited in French et al., 1999), they suddenly have the entire

world at their fingertips. At the press of a search engine, people and tools from all around the

world can be found on a student's computer.

 There are many tools for studying. The learning landscape is changing as a result of

e-learning. Its combination of technologies, interactivity, and just-in-time distribution result

in significant cost savings. E-Learning has become an integral part of our daily routine,

providing on-demand learning opportunities. Many institutions, states, and non-profit

organisations have begun to pursue companies' lead in reaping the rewards of e-Learning,

which allows learners to communicate with subject matter experts from all around the globe.

The need for less costly and more efficient methods of content delivery has contributed to the

consideration of e-Learning.

The flexibility that e-Learning provides to students, such as the ability to complete

classes at their own speed and in their own location, as well as the immersive nature of

digital distribution, has resulted in increased engagement. Since web-delivered materials are

unified, the course content and distribution are standardized for all users, regardless of their

location or time zone. The internet has evolved into a platform for the formation and

evolution of learning societies and innovative approaches (Svensson, 2002). E-Learning has

been celebrated as the best advancement in learning since the printing press, according to

long (as quoted in Piskurich, 2004). A group of learners can be formed via e-Learning

through digital communication networks.

Discussions on a specific task, the course as a whole, or larger issues will take place,

much like they will in a real school, though not in the same physical classroom. E-mail,

discussion groups, threaded threads, blog postings, voice messaging, and other forms of e-

Learning communication are asynchronous, whereas Web telephone, two-way audio video

conferencing, real-time virtual white boards, and instant web chats are synchronous. For the

latter, the students use an online notebook to arrange sessions with their peers and, of course,

tutor. When a better Brilliant Performance on optimization, self-organization, economics,

numbers, or something else is available on-line and on CD, there would be no space for a

second, according to Peter Cochrane (as quoted in Leer, 1999). As a result, we would expect

to see a lot more coaches than excellent teachers.

Our students, according to Lord Putnam, Chief Executive of Enigma Productions (as

quoted in Leer, 1999), are inevitably transitioning from being information deliverers to

learning administrators. With this in mind, it's clear that the mechanism is shifting the focus

of learning to students and learners. Technology can enable and build similar platforms for

exchanges, debates, and the "feel" of being in a single class, even though participants are

from all over the world. Web chats, e-mails, and threaded conversations, according to

Putnam, are reducing time and bandwidth. This offers teachers fresh and much more

important duties as potential guides around the educational sector – in schools, universities,

and higher education colleges, among other places.

According to Lewin (2001), with today's advancements in e-Learning technologies,

students can go on immersive field trips all over the world without ever leaving the school. In

comparison to the two-dimensional, linear text in a novel, the hyperlink experience offers an

immense amount of individual reader choices for branching out to similar content. According

to Levy (2006), e-Learning services can improve student satisfaction or enhance the learning

process (Hiltz & Turoff, 2002), resulting in increased student retention. Learners could

explain and improve their interpretation of conceptual knowledge far more richly than they

could in a written article using simple multimedia methods.

“The invention of software that allows for simple 3-D animation would bring

experimental simulation closer to reality. We will start to see where technology can make a

difference, where it can have a real impact, and how,” Simon Murison-Bowie said (as cited

in Leer 1999, p.147). Boosting collaborative dialogue, according to Groeling (1999), has the
ability to enhance teaching and learning opportunities in both traditional classroom settings

and distance learning. “Asynchronous online forums should be used as a way to give students

greater influence of their curriculum and make it "more accountable" (Harasim, 1989).

Synchronous networking technologies actually provide a modern platform by

bringing facilitators and learners together in a collaborative and live atmosphere where

highly immersive conversation can take place, effectively breaking down communication and

learning barriers. "Synchronized learning activities exist concurrently with all participants, as

occurs in schools when a teacher gives a lesson," according to Allen (2006: xiv). Web

conferencing, live chat rooms, text networking, and immersive classrooms are only a few

examples of synchronous learning." "Asynchronous learning" is described by Allen (2006, p.

xiv) as "learning events that happen at various times for each learner, preferably when and as

required by each." Self-paced classes, which have traditionally been the most common mode

of e-Learning, are examples of asynchronous learning, as are message boards, discussion

groups, and email mentoring. Synchronous classes, according to Bowman (White & Baker,

2003), are those in which both students and professors are online at the same time, normally

in a chat room, and the professor lectures in real time on the computer.

The majority of synchronous learning is still done through text (computer typing), but

the trend is quickly shifting toward voice and even video chat on computers. This makes

studying on the internet in real time feel so much like going to work. During class, students

can hear and even see the professor talk, see maps and graphics, ask questions, and engage in

conversations with classmates. Asynchronous learning is by far the most common and

commonly used method of online learning, according to Bowman (White & Baker, 2003).

Students of asynchronous courses have weekly start and finish times during which they must

fulfill unique tasks and participate in discussions. Thousands of companies – industry,

university, and government – are successfully using synchronous collaboration and live e-

Learning technology to revolutionize enterprise learning and demonstrate enormous and

immediate return on investment, according to Harvey Singh (as cited in Piskurich, 2003).

According to Elliott Masie (as quoted in Piskurich, 2003), learning delivered by technology

theoretically leads to a more intensive and engaging experience.

Flight preparation, manufacturing capabilities, and even some IT laboratories are

among the places where simulations are being successfully created. However, they are

expensive to produce and often have much too low a shelf life or user size to warrant the

investment; however, we are seeing an increase in the cost in the prototype system. The best

learning experiences have typically included an orchestrated blend of structured and

unstructured learning events, as well as diverse mechanisms for cooperation with experts and

peers. This style of experience is created by well-designed e-Learning, which combines well-

established teaching methodologies and validated instructional philosophies with a rich

combination of digital media built in response to exponential growth and improvements in

industry, corporate training, and schools and universities.

2.11 E-Learning in Education

According to White (2001:12), developments in telecommunication and the Internet,

as well as the convergence of many technologies, have opened up new possibilities and

problems in educational systems in the context of Information and Communication

Technology (ICT).

It has been described as any form of learning that is focused on the use of electronic

media such as the Internet and the World Wide Web (Garrison & Anderson, 2002), Web-

based Learning (Aggarwal, 2000), or Internet-Based Learning (French, 1999). This broad

description was used for the purposes of this research. Another problem, according to
Piskurich (2003), is that e-Learning is still a developing discipline, and what is called a good

definition today might not be in the ballpark tomorrow. Although there is still controversy on

what e-Learning is, the industry's development is undeniable, and its rise as a force for

change is unstoppable. Whatever we name it – e-Learning, iLearning, online teaching, web-

based training, or just another platform – it's all here and here to stay. It's not so much a

matter about what to call it as it is of how to make it work and bring it to use. "E-Learning

has been a significant medium for collaboration for countries, industries, markets, and major

regions.

2.12 Principles of Effective Learning

What makes E-learning successful is the subject of a growing body of study. Mayer et

al. (2003:422) described some key concepts of E-learning and how they relate to students'

learning.

2.12.1 Pictures and words are better than words alone

Individual people can understand more from images and vocabulary than from words

alone, according to Mayer et al (2003:422). Words include spoken and written text, while

pictures include static visual images, video, and animation. Using both pictures and words is

more effective than using just words.

The use of both pictures and words improves working memory's ability to store more

detail. According to Branford et al. (2002:39), video and narration are more effective than

text and narration. Similarly, video with narration seems to be more effective than text and

narration alone. Text and narrator both use the same information retrieval channel. It seems

that text-based presentations are less effective than presentations that use narration.

Knowledge in working memory would effectively make its way into long-term memory for
productive learning. E-learning content will increase the likelihood that knowledge will not

be missed and can be effectively absorbed into long term memory by using several sources of

working memory.

2.12.2 E- Learning is helpful in paying attention

E-learning applications, according to Driscoll (2002:59), would be more effective if

the learner's interest is not split. Only when students are required to listen to something that is

too far away from them, such as when the material is physically far away from the learners

on a screen or when it is only available in text form, does attention break. In a nutshell,

learning is more successful when similar content is presented visually and on time. When

similar material is not delivered together, on the other hand, learner focus is divided, and the

brain needs to work harder to assimilate the various pieces of information. Driscoll (2002:59)

figured out that when images and phrases are shown together, they are more successful than

when they are shown sequentially. As a result, animation combined with narration is more

likely to lead to students' learning than animation demonstration followed by storytelling.

2.12.3 E-learning should exclude extraneous information

According to Kalyuga et al (1999:360), the demonstration of E-learning material

should be free of extraneous details. Where the material delivered is in accordance with the

educational purpose and more important to the students' academic needs, e-learning is more

useful. When unnecessary material is removed from E-learning presentations, students are

more able to concentrate on the topic that is important to them. Because of the brain's

restricted capacity to absorb knowledge, learning is more effective when unneccessary

material is removed.
 2.12.4 E- Learning when interactive is more effective.

Students should not learn at a same tempo, according to Twig (2003:29-30). When

learners have power of the presentation's speed, they learn more effectively. E-learning is

most effective because the pupil has the ability to interact with the lecture. The speed of

learning can also be regulated by splitting the demonstration into sections rather than larger,

difficult-to-control pieces. Shorter parts perform best as students can pick and choose which

parts they want to continue learning.

2.12.5 E-learning is successful when knowledge management is enabled

According to Pollock et al (2002:65), there are a variety of ways to assist students in

remembering or attaining formation that helps them learn and organize knowledge. Allowing

students to explore material through demonstrations, dialogue, guided recollection, and

written reporting may help to improve activation. Revising the class dialogue, creating visual

presentation organisers, and assessing prior knowledge will also help to activate prior

knowledge. Preview tasks aid in the initialization of current schema and the generation of

new schema. As a result, the latest material in the introduction is designed to make it easier

to comprehend. Triggering intelligence aids in the comprehension and classification of new

learning by providing a framework from working memory to long-term memory.

2.12.6 Incorporating Animation to Improve E-Learning

Tversky et al. (2002:250) stated that successful use of animated content would

improve learning. Learning is enhanced in computer-based animation settings. When

explaining facts or ideas those learners can find difficult to visualize, animation seems to be

the most effective method. Students could envision the mechanism and other complex
phenomena using animation that could not be readily imagined. This is especially true for

systems that aren't necessarily visual, such as physics powers or electrical circuits. Mayer and

Chandler (2001:394) found that beginners seem to react better to animation than experts. It

tends to be more successful when students have the ability to start and stop the robot and

observe it at their own pace, or when they can control many aspects of the animation. When

it comes to inspiring students to imagine abstract details, animation may be able to assist

them in doing so in a manner that requires less thought. Furthermore, animation with

dialogue is more likely to be accurate when it utilizes both the visual and auditory sources.

2.12.7 E-learning is more successful when learners are actively involved

E-learning is most successful, according to Mayer (2005:17), where the subject and

organization deliberately involve the learner. The student's ability to organize information

and create facts into concrete schema is aided by active involvement. Seeing onscreen

characters will help students become more engaged. The learners get more enthused as the

onscreen character interacts. Mayer (2005:17) went on to say that presenting instructional

ideas in the context of a storey will also help students interact.

Learning is aided by storey forming and it allows students to participate in the

learning process. The plotline layout can aid in the coordination and processing of

information. It can be especially powerful to portray material as a storey by combining

imaginative storytelling with onscreen characters. Students' participation continues to be

essential in the formation of information systems. Involvement seems to aid in the

organization of systems, as well as the activation of current schema and the development of

new schema. Fresh learning can be quickly absorbed as a result, facilitating the transition of

experience from memory retention to deep memory.

 It is important to provide students with detailed guidance on their progress on a

current assignment. Students are made aware of their progress by feedback, which often

encourages them to stay connected. Immediate reviews may help to reinforce what has been

observed and still correcting some misconceptions. Where feedback is immediate and

regular, it is most powerful. E-learning programs that enable students to self-assess are a

particularly useful source of feedback.

2.13 E-Learning's Educational Impacts

According to Rodgers and Ghosh (2001:122), a study of various international

Information and Communication Technology (ICT) hybrid proposals reveals that the wide-

ranging application of technology into educational programs will be beneficial where it is

used as a core component of education. Professional growth, curriculum integration,

community involvement, connectivity, and infrastructure are all important aspects of

technology plans, whether they are local or national. Providing laptops in the classroom and

connecting them to the Internet is no longer considered an E-Learning strategy. Certainly, the

educational feature of technology as a learning instrument, which is integrated into all

aspects of teaching and learning, is a crucial area to work on.

Technology has the ability to become a student's academic companion, and the

emphasis must be on how learning occurs with the help of technology. Understanding how

students learn from technology is emphasized in the way teachers teach with technology.

According to Howie et al.(2005:15), the aim of ICT programs is to prepare students for better

employment opportunities, to raise student achievement, to support more project-based and

cooperative learning, to personalize student learning experiences, to increase student

independence and make them responsible for their own learning, to support active learning

strategies, and to promote ICT use in the classroom. More attempts should be made to
improve student academic success, as well as the most recent goals related to the

improvement of social and technological proficiencies important in the work market. As a

result, E-learning systems are expected to have a wide effect.

2.14 Learning Effects of E-Learning

Information-based technology and E-Learning, according to Kozma (2005:15), are

both rooted in the sharing of knowledge and information through the Internet and other

communication networks, also known as Information and Communications Technologies. It

is expected that E-learning would have an effect on students' learning outcomes. The findings

suggest that the effects of E-learning on learning are multifaceted and highly dependent on

how technology is used as an instructional method. It is not sufficient to simply introduce

technology into a school in order to increase learning. Students who used computer lessons in

their studies performed much higher on exams than students who did not use computers,

according to Kulik (2003:15). Similarly, simply learning computing skills is insufficient to

achieve higher grades. Means et al. (2010:15) found that students perform better while they

are fully engaged in the subject and curriculum. Good educational designers are required to

create a practical program of inquiry-based learning that ensures students' active

participation. Learners who are more engaged and motivated are the end result. It's also

worth noting that E-learning has a positive effect, mostly on student motivation.

2.15 Outcomes of Students

According to Penuel (2006:330), computers empower students to write better.

Students' access to knowledge is increased, and their academic skills are strengthened, thanks

to e-learning. In contrast to conventional classrooms, students spend more time working in

groups. They become teammates (they collaborate together to complete tasks) and participate

in further project-based tutoring. They will take charge of their own education and are able to
invest in critical thought and problem solving. They are constantly demonstrating deeper and

more flexible technological applications.

2.15.1 E-Learning's Financial Advantages

The economic returns of E-learning can be divided into two groups, according to

Dewan and Kraemer (2000:560-561). First, E-learning increases education in general,

resulting in economic benefits; and second, E-learning produces technology-trained

individuals with 21st-century career skills, resulting in economic returns for a nation that

invests in E-learning.

One goal is to improve the workforce; however, other programs can focus on fitness,

the arts, or becoming a positive member of society. Third, E-learning is a component that

combines learning and technology. The fourth, and perhaps most perplexing, aspect is the

wide range of opinions about how ICT can be used in classrooms.

2.15.2 Evaluating the Advantages of E-Learning

According to Dedrick and Kraemer (2011:50), the literature has some guidance on

how to appropriately measure the profits of E-learning operations as well as economic

efficiency. It is irrational to believe that investing in technologies would result in an

imminent increase in economic output. Time would be taken to integrate the technology into

the production processes as an option. The educational framework must be transformed

urgently in order to take advantage of the emerging technology-skilled workforce in

economic processes.

However, this improved education would encourage them to finish their education

and pursue further education, resulting in them becoming well-paid employers and

committed citizens of the twenty-first century obsessed with good government and
competently working towards a better economy. During this time, an active evaluation

program is necessary to evaluate the vital skills and their efficacy.

2.15.3 Societal Impacts of E-Learning

One of the most well-known effects of education on citizens is improved fitness. As a

result of knowledgeable families, the mortality risk of children under the age of five has

declined dramatically. Girls with a strong educational foundation have more self-esteem and

are more concerned about the hygiene and the welfare of their children and their

communities. A well-educated mother's children are more likely to attend kindergarten.

Naseem (2010:22) goes on to say that schooling has societal benefits such as delaying

girls' marriage, reducing hunger, and growing decision-making capacity. The importance of a

good school education in training students for lifelong learning cannot be overstated.

2.15.4 The Rural-Urban segregate

The word "digital divide" is used to describe the difference that exists between poorly

connected and well-connected countries, according to Walton et al (2009:308), whereas in the

region, the rural-urban divide is traditionally very high. The majority of Internet users in

developed countries used public access points such as Internet cafes. While infrastructure is a

difficult problem, it was discovered that technological expertise, the social context, and the

education of those who use these technologies are equally significant.

A technological issue that has prevented E-learning from being implemented in rural

areas is the lack of consistent energy supply. The electrical grid has yet to hit many locations,

and the grid itself does not have enough voltage. Several governments lack the financial

resources to provide energy bills to all schools, despite the fact that E-learning systems

require electricity.
2.16 Advantages of E-learning

The below are some of the most significant advantages and benefits of using E-

Learning.

2.16.1 Cutback of Time and Cost

According to Patel et al (2014:235), sitting in one seat will provide access to a wealth

of knowledge. As a result, the cost of more books and other costs provide a significant

advantage. Time is an additional wonderful and useful advantage. The time saved will be put

into other artistic endeavors. Where one can devote adequate time to research, a dedication to

studying emerges. E-learning allows for flexibility in terms of location and time, allowing the

learners to choose the location and time that is most convenient for them. E-learning is

beneficial and saves money because students do not need to fly, because if they do, they will

incur more costs. It will provide services without the need for additional structures. A

growing number of students have access to learning opportunities.

2.16.2 Essay

According to Patel et al (2013:235), the majority of E-Learning is simple to use. We

must first learn how to use the tools; after that, we can quickly practise and exchange

knowledge using the same method. Since the bulk of the tools are simple to use, students can

quickly learn how to use them. Even the user can be able to copy or exchange a large number

of files with only a single click. If a student has some suspicions when working on an

assignment, he or she may inquire the instructor directly by sending an e-mail or starting a

chat request.
2.16.3 Convenient

E-Learning methods, according to Akkoyuklu et al (2006:236), allow learning more

convenient. Any E-Learning apps have a recording feature, allowing you to review topics at

your leisure or watch and listen to lectures several times. E-learning devices display

programs over a local network or the Internet, allowing students to study from anywhere.

Through viewing all previous videos and demos, one will enhance their learning experience.

Students have the option of repeating a task or reviewing particular content as many times as

they choose.

2.16.4 Continuous Knowledge Up gradation

According to Al-Mubarak (2004:235), there are many opportunities for knowledge up

gradation in many fields if one has access to the internet and other electrical equipment.

Whatever discoveries are created, new ideas arise, emerging developments are discovered,

and other cutting-edge topics are readily accessed by computers and other technological

devices. E-learning is characterized by the ability to improve the effectiveness of skills and

interactions by providing access to a vast array of data.

2.16.5 Focus on Individual Learner

According to Hameed et al (2008:236), the interests of individual students are more

important in instructional practise than the needs of teachers or the educational institution.

Specific distinctions were often recognised by e-learning in the learning process. Some

pupils, for example, choose to focus on certain aspects of the syllabus, while others are

willing to study the whole course. E-learning often allows students to communicate with one

another via discussion groups, and it removes barriers to participation such as distance.
2.16.6 Benefits of Self-paced E-Learning learning

Students take responsibility for their own learning when they participate actively

rather than passively. In this way, students learn how to plan their time so that they can finish

their course work on time. Educational tasks should be organized in order, much as in a self-

paced course, where each part has targets that must be met before moving on to the next.

Teachers who used self-paced instruction have more opportunities to spend on students who

need extra help. Students who are not experiencing any problems with their studies, on the

other hand, need not be overlooked.

2.17 Disadvantages of E-learning

2.17.1 Lack of Social Interaction

Kwofie and Henten (2011:30) concluded that using E-learning as the sole

instructional solution could have a detrimental impact on students, causing them to waste

time, become unsocial, shy, and suffer from various psychological problems, rendering them

unfit to function in their social environment. As a result, the author stressed that E-learners

must be adequately supported, monitored, and incentivized and encouraged for their work as

a coping mechanism to mitigate the unpleasant effects of E-learning.

2.17.2 Lack of Communication Skills

Kwofie and Henten (2011:30) identified a major source of concern. It poses a

potential challenge to E-learners' communication skills, as those who become entirely reliant

on E-learning will find themselves unable to adequately communicate their excellent

information to help others.

2.17.3 Lack of Direct Contact with Instructor

Kwofie and Henten (2011:30) identified a significant source of concern. It is a

possible challenge to E-learners' communication skills, as those who become entirely reliant

on E-learning will find themselves unable to adequately communicate their excellent

information to help others.

2.17.4 Lack of Assessment

Macharia and Nyakwende (2009:20) responded by saying that deception in E-learning

is impossible to prevent because assessment checks can be performed by supplements. This

deceptive aspect of E-learning can make it less applicable, necessitating the use of alternative

strategies such as hybrid courses or blended learning.

2.17.5 Lack of Verification of Information

They went on to argue the teachers' use of computers in the classroom is

commendable. Science teachers are incorporating computing technologies and digital effects

into their lessons to make them more purposeful and efficient. E-learning is becoming more

common with science teachers. E-learning materials are readily accessible, less expensive,

and safer to use. The use of computer-assisted teaching has significantly improved learning

outcomes. However, subject teachers endorse and conduct this learning to ensure the

accuracy of knowledge at the school level.

2.18 Limitations to Self-Paced E-Learning

 Students are uncomfortable with their own learning because of the novelty.

 Active involvement and adequate reading time are needed.

 Students may not be able to control their time effectively.

 Since planning is postponed, the self-paced learning process could be less successful.
  Training is required for both facilitators and students.

 It necessitates further work in terms of administration, control, and planning.

 Developing and designing appropriate instructional resources for analysis can be

time-consuming and difficult.

 Databases that are sophisticated and well-managed are in demand.

2.19 E-learning during COVID-19

Due to the exponential spread of COVID 19, many health sciences universities have been

forced to digitalize their learning environments, allowing students to engage with substantive

online platforms in the absence of a conventional classroom setting. Entry to, affordability of,

and availability of distance learning accessories has always been a challenge for developed

countries. Nonetheless, Bangladesh, India, Pakistan, Sri Lanka, and Afghanistan, all members

of the South Asian Association for Regional Cooperation (SAARC), manage to establish e-

learning platforms for their students.

2.20 The Occurrence of E-Learning is round the clock

Entrepreneurs, Educational Institutions, and Governments are harnessing the power of

ubiquitous computing, distributed networks, and internet connectivity to provide anywhere,

anywhere access to educational information, programming, and services. These trailblazers

imagine a society in which people all over the world have access to continuous learning in

their families, offices, and on the go. They are developing e-Learning websites, instructional

forums, program, classes, and web platforms where people can access instructional materials

and mentors, instructors, scientists, and other students may help them improve their learning

experiences. This type of learning experience is essential for competing and surviving in

todays technology-driven, competitive global market ecosystems.

 E-Learning has also proven to be a blessing for businesses, allowing them to keep

their workers' learning curves ahead of their rivals and produce new technologies and designs

in record time. Richard Durr (as quoted in Piskurich, 2003, p. 41) wrote in his article Using

Learning Guides to Maximize e-Learning at Motorola that the "entire idea around e-Learning

is to have the learning when it is required and when it is needed."

Learners are motivated to get what they need and how they need it as they participate

in e-Learning program." No other source, according to Morrison (2003), provides content

anywhere in the world faster than e-Learning. Learning should occur as quickly as possible

after e-Learning has been delivered. Morrison went on to say that because e-Learning allows

a learner to learn three times faster or three times as well with the same amount of time, it

reduces downtime and potential costs.

2.21 E-Learning design

2.21.1 Simulations and Virtual Classrooms

Following its first large-scale application during the Manhattan Project in World War

II to model the mechanism of nuclear detonation, computer simulation grew hand-in-hand

with the exponential growth of the computer, as stated by Balachandra, Rabuya, Shide, and

Takalkar (2000). They went on to say that, as a result of the phenomenal performance of the

techniques on the neutron problem, computer simulation quickly gained popularity and found

numerous uses in business and industry.

"Today, computer simulation seems to be divided into four types: branching tales,

dynamic spreadsheets, virtual products/virtual laboratories, and game-based models" (Boehl,

2005). The learners are thoroughly interested in branching stories and they generate very

unique situations.
 Constructing prototypes of e-Learning was originally prohibitively expensive, which

is why simulations were only used in sectors with broad training budgets. With the cost of

simulations falling, they are now a fact for many company staff, research and development

laboratories, and university labs. "There's something new on the horizon, while computer-

based soft-skills simulations have helped learners exercise skills such as negotiation and team

bonding, and most people don't yet know what a drastic break from conventional training

these techniques are," Aldrich (2001, p. 52) said of existing developments in the use of

simulations in e-Learning. Artificial intelligence and technological advances in the gaming

environment can help to improve learning effectiveness even more. In this way, learning will

be more practical and "experiential."

2.22 The Rise in E-Learning

"Many teachers are now at least open-minded to the fact that ICT may have anything

to offer their teaching arsenal, while a decade earlier, there were significant numbers of

teachers who had pessimistic or nervous feelings toward computers in schools, or who were

ideologically opposed to the idea that computers had something to offer" (Ahrenfelt &

Watking, 2008, p. 7). It's difficult to forecast the future, particularly in terms of how

technologies we haven't used yet can change our lives. The way people learn has changed

dramatically as a result of technological advancements and the rapid pace of transition. Since

we live in an age where technologies and the pace of change are continually shortening the

lifetime of skills and experience, there is a huge need to regularly develop new skills and

keep existing skills up-to-date. Institutions must provide individuals with the skills,

intelligence, and preparation they need to make swift choices, respond to market conditions,

and predict potential opportunities in order to compete in the modern economy. In today's

knowledge-driven world, fast-paced learning and growth for individuals, businesses, and

governments has never been more critical.

 “The greatest development in the Internet, and the field that will prove to be one of

the biggest drivers of transformation, will be in e-Learning,” according to John Chamber,

CEO of Cisco Systems (as quoted in Rosenberg, 2001, p. xv), has been inspiring e-Learning

enthusiasts around the world. John Chambers has named education the next hot development

field for Internet applications at the Comdex, IT Conference in November 1999 (as quoted in

Rosenberg, 2001).

The effect of Internet technology on our everyday lives has been enormous in recent

years; therefore, delving into the specifics of all Internet technology can render this study

obsolete. "The main industries that use e Learning – academic institutions, industry, the

private sector, and the society and general market sector – view it with diverse forms of end

use in mind," according to Bowles (2004, p. 6). In business settings, the approach to e-

Learning differs from that in traditional educational institutions. In educational environments,

e learning has traditionally been structured around self-contained subjects or course units.

Many advocates of e-Learning in business environments, on the other hand, envision

programs focused on far narrower knowledge units known as learning materials.

Despite the fact that e-Learning is only in its early stages, according to Allen (2006),

it has a number of advantages: It brings people from all over the world together. It enables

more people to learn in less time, as well as assisting individuals in learning at their own

speed and ease. When opposed to classroom instruction, reference guides and extra readings

help learners remember the content for longer. It's very adaptable and allows for the use of

changeable records, reducing the time it takes to reprint a text book or burn a CD-ROM and

mail it to participants.

With its electronic white board, audio, video, and other built-in features, E-Learning

is a versatile and efficient tool for targeting large audiences in a coordinated environment. E-
Learning will include the ease of availability 24 hours a day, 7 days a week, and worldwide

connectivity, as well as just-in-time learning and assessment opportunities for synchronous

and asynchronous features integrated into the framework. Travel, copying large amounts of

content, burning CD-ROMs, and being away from home or work are all eliminated with e-

learning.

Accessibility: Information, skills, and training are accessible at any time and from any

location, including the office, home, or on the go. Information and training are accessible at

any time and from any place - at work, at home, or on the go. This also allows people to take

classes at their own speed for as long as they like, which is known as Just-in-time or Just-

enough learning. There are no time or distance hurdles. It is extremely dependable in terms of

improving market responsiveness easily. Companies can simply and efficiently upgrade

documents and instructional materials. If it's at the company headquarters or at a distant

location around the world, the course must be consistent.

Scalability: With its easy-to-distribute functionality, you can meet tens or hundreds

of people all over the world in seconds. Scalability can be improved simply by enhancing the

system's technological capability. The only thing to worry about is the latency or link level on

the other end for basic features like video playback, graphics, and two-way audio and video

capabilities.

Scalability: With its easy-to-distribute functionality, you can meet tens or hundreds

of people all over the world in seconds. Scalability can be improved simply by enhancing the

system's technological capability. The only thing to worry about is the latency or link level on

the other end for basic features like video playback, graphics, and two-way audio and video

capabilities.
 Immediacy: Learning is delivered just-in-time, when it is required, not when it is

planned. If you can't make it to a synchronous event or service, you can still go back to the

asynchronous material on the network and watch it throughout its entirety.

Affordability: By removing travel costs and classroom infrastructures, as well as the

need to be physically present at "the" site, participants are able to focus on their critical

activities. They can access the courses from their computers, whether at work, at home, or on

the go. There is no need for a special distribution system, and e-Learning can be accessed

from any device in the world, lowering shipping costs. Since the Web is accessible from their

laptop, there are no commuting costs associated with getting remote workers to a centralised

workshop. Currently, start-up costs account for the majority of e-Learning expenses. The cost

of delivering and reusing programs is lower than with traditional methods.

2.23 E-Learning circumstances in China and Pakistan

Overview

E-Learning is a worldwide movement driven by rising student demand as well as a

combination of social, economic, and technological influences. Nations are becoming more

mindful of the importance of education for future growth and social well-being. Governments

and companies all over the world are growing their learning ability and emphasizing the

importance of developing an information economy. This section aims to provide an overview

of e-Learning in various areas of the world, including developed, emerging, and developing

economies.

These circumstances, along with political unrest in many underdeveloped and

emerging countries and a shortage of funding to provide basic education, have presented

policymakers around the world with a daunting task. These countries lack the financial means

to construct large brick-and-mortar schools, colleges, and universities.

 They will, however, provide basic education by merely switching from "brick to click,

“using low-cost technologies and e-Learning strategies.

China

E-learning, which first appeared in China in the mid-1990s, has seen rapid growth in

recent years. Compared to conventional education, e-Learning is a new educational trend in

China, since it can overcome space and time constraints, allowing students to study whenever

and wherever they choose, according to Xiaoxing and Weitong (as cited in Cheung et al.,

2004). Communication and information technology (CIT) have been increasingly widespread

in our (Chinese) schools over the last two decades.

Pakistan

Despite the negative consequences of the pandemic, we have the ability to revitalize

our educational environment through using technology and the online education platform.

There is already an easy way to alleviate this misery in Pakistan by improving online

education. Online education is cost-effective, creative, and smart for Pakistan's struggling

education market. Online education has a large potential in Pakistan, and COVID-19 has

provided us with a fantastic opportunity. We need to use an online and egalitarian framework

to transform this economic crisis into an opportunity for all people. There are some

advantages of online education.

To begin with, there is no doubt that if online education becomes the norm, there will

be many benefits, including cost-effectiveness. Hameed's YouTube channel has a following

of over 5,000 viewers for A Standard chemistry lessons. For an A-Level school, the monthly

fee is Rs40,000-50,000; however, online education is cost-effective. "Anyone, even students,

can create material," he says. The benefit of online education is that it provides access to
large amounts of prepared content at little or no cost, the majority of which is digital

(Jahangir, 2020). Second, students are no longer permitted to travel to other countries in order

to pursue a decent education that they are unable to obtain due to socioeconomic or political

constraints.

Third, online learning aids in the removal of social and physical barriers. When high-

quality education is offered in their location and time, online courses are an ideal alternative

to the challenges encountered by these people (Lau, 2020). Fourth, the increase in work

opportunities is an important aspect of this movement. Via online instruction, skilled

educators and trainees will broaden their horizons. Fourth, Pakistani students will be taught

by some of the best teachers and teachers in the country. Fifth, when practicing

simultaneously, clinicians may extend and upgrade their skill set by online education.

The COVID-19 pandemic has harmed the education of millions of Pakistani children.

The potential effect of parents and teachers on students' short- and long-term success is

especially concerning. It's no surprise that it has a negative and overwhelming effect.

Closures have a disproportionately detrimental effect on low-income pupils and schools in

rural areas. The obvious advantages of online schooling must be noted, particularly in light of

socioeconomic inequality and a lack of interest in technology, infrastructure, and education.

Any of the more complicated results are mentioned below.

Third, online learning aids in the removal of social and physical barriers. When high-

quality education is offered in their location and time, online courses are an ideal alternative

to the challenges encountered by these people (Lau, 2020). Fourth, the increase in work

opportunities is an important aspect of this movement. Via online instruction, skilled

educators and trainees will broaden their horizons. Fourth, Pakistani students will be taught
by some of the best teachers and teachers in the country. Fifth, when practicing

simultaneously, clinicians may extend and upgrade their skill set by online education.

2.24 Challenges

In the beginning, the emphasis was more on e-learning accessibility. Without equality

for all of our children, technology will not contribute to productive learning. Though online

learning is common among O and A-Level students, not all schools can afford to have it.

They lack the required digital content creation technology. Second, students will need a safe

internet connection as well as mobile phones. " The amount of digital education that we had

put off before the pandemic is now a top priority. We realised that something we put into the

field of digital education had to be of the utmost quality, something that communicated,

connected, and could interact with stakeholders.

Third, whether the faculty are sufficiently trained to teach effectively online remains

an unanswered question. Most teachers, including parents, are unfamiliar with alternatives to

textbook instruction and are attempting to create multimedia content that can maintain

students' attention span in an engaging classroom that they will not see. This takes a long

time to do. A two-hour lesson in the digital world will require up to six hours of

documentation and planning. The goal is to keep students engaged as well as have material

(Mehmood, 2020). Fourth, despite the fact that campuses are rare for pupils, institutional

spending is increasing. Colleges around the world are under enormous pressure to refund

tuition fees so that employers can pay faculty. Universities, together with their public

networks, undoubtedly act as small towns. They are also significant generators of local and

regional economies, supporting thousands of skilled workers both directly and indirectly. A

significant disruption is especially daunting for educational institutions, and many

universities have failed to prepare for an uncertain future. Meanwhile, with admissions just

around the corner, schools are worried about the amount of recruiting and net tuition revenue.

As student output declines and new positions emerge, university budgets may become

increasingly strained (Ahmad, 2020). Fifth, an ambitious expansion of online instruction is

moving at a slower pace than expected, with implementation stymied at times by ambiguous

and out-of-date curriculum regulatory requirements. In addition to costly software licensing,

safety issues around Zoom, ensuring usability, and, most importantly, moving instructional

methods from the classroom to a virtual world all pose unexpected challenges. University

preparation, social networking, conferences, and the classroom environment, on the other

hand, will all be jeopardized.

2.25 An overview of the literature

Students must learn the skills to master the rapidly developing climate in order

to keep up with the multidimensional world. The global economy's growth and rapid

technological advances require students to study and apply new skills in their educational and

professional pursuits. The advent in information and technology, as well as the use of the

internet as a modern medium of education, has resulted in significant improvements in the

conventional teaching and learning process. Secondary education is being redefined by

technological and pedagogical advances. Computer-assisted learning is at the heart of this

partnership. Simultaneously, expense and quality reduction issues are causing sicknesses in

secondary education renovation. The widespread use of cost-effective and widely available

tools to access knowledge has changed understanding in secondary education dramatically.

The notion that learners should be actively engaged in supportive cultures of inquiry is at the
heart of this change in thought. It's been discovered that successful learning commitment is

linked to informative lectures and deep learning outcomes.

E-potential Learning's role in changing results, abilities, expertise, and individuals has

been recognized by schools and educational institutions. Although there are many different

modes of E-Learning, there are also many different ways to use the technology in school. E-

learning advancement in secondary education and E-learning application in the twenty-first

century was motivated by the integration of pedagogical and technical expansions. This

chapter provides a logical view of E-learning during Covid-19, as well as the potentials for

renovating teaching and learning methodologies. E-Learning is described in this context as an

instructional approach with the potential to build and support a group of learners. In today's

rapidly evolving information culture, it's critical to transform the learning experience in a

way that models and organizes learners for productive and collaborative study.

Including advanced communications technology in passive instructional methods

would be a huge mistake. If we simply integrate or repackage our existing instructional

designs into E-Learning technologies, we will fail. We must be willing to reconsider current

leading practices and be clear about the types of learning opportunities we want to create. To

direct our research and implementation of E-Learning or machine aided sustained learning in

secondary education, we will need a theoretical framework and models.

2.26 Future of E-Learning from a 2019 Perspective

According to John Chamber, CEO of Cisco Systems (as quoted in Morrison, 2003, p.

357), and “I believe we are all in the early stages of really comprehending the potential of e-

learning. It's no longer a question about if it'll work or how far it'll boost productivity; it's just

a matter of degree." With continual technical advancements, e-Learning has evolved to

become global phenomena over the last two decades.

 "The overarching purpose of e-Learning is simulation: to build an

atmosphere where learners can train, struggle, excel, and improve in a

rich and practical context," said Elliott Masie, the Masie Center's

Director (as cited in Morrison, 2003, p. 359).

Today's lesson focuses on it without the need for a physical connection. While no one

learning medium is appropriate for all types of content, wireless devices play a critical role in

delivering learning to the learner. "The event doesn't necessarily take place at a wired laptop,

and it certainly doesn't take place in a classroom or auditorium. Many employees who are

critical to an organization's performance do not sit at a desk, from sales reps in the field to

medical staff on a hospital floor to manufacturing employees in a high-tech factory "

(Gayeski, 2002, p. viii). In an as-needed basis, you could beam instruction, correspondence,

guidance, and paperwork.

Bowman (as quoted in White & Baker, 2003) clarified that, due to the rapid

advancement of technology over the last decade, many online courses now contain

technology-related tasks. Blogs, wikis, podcasts, and audio or webcam presentations are

examples of these. Live chat sessions with classmates and the professor are available in some

schools. These chat sessions can be obligatory or optional, and they can include texting or

chatting.

2.26.1 The future of e-learning is bright.

"The horse will still be there, but the car is just a fad. Marshall Ferdinand Foch, a

French military theorist, was born in 1911 " (as cited in Oakes, 2003, p. 64). E-Learning is

here to remain, much as the car, personal computer, and all other technical advancements in

the world like voice response systems, automatic teller machines (ATM), and other
automated self-service platforms. However, it is difficult to say at this time whether emerging

technology can ensure that such e-Learning platforms are engaging and successful.

No one approach to schooling will fulfill the demands of all students, and e-Learning

is still emerging. Classrooms may not yet be, and may never be, a thing of the past. However,

as technology advances, there is no chance that e-Learning can continue to change the global

learning environment. In conclusion, as Marchese (2000) put it, "the beautiful thing is that

today's innovations, with their extraordinary ability to bind, browse, interact, and

individualize, to prompt success and evaluate comprehension, are terrific enablers for just

that kind of learning in the hands of a teacher with the right aims."

With e-business evolving (Ticoll, Lowy, & Kalakota, 1998; Earl, 2000), and e-

Learning evolving as a solution to these new-economy developmental cycles (Schutte, 1996;

Magalhaes & Schiel, 1997; Karon, 2000), it is critical to consider the future of e-Learning.

We now live in an electronic world. E-commerce, e-banking, e-loans, e-mails, e-zines, and

the list goes on and on. Of course, we now have e-Learning, as Darin Hartley explained (as

cited in Piskurich, 2003). Previously, tangible and financial properties were the primary

determinants of organisational value and value generation. Intellectual capital is valued

highly in today's emerging economy. Executives are starting to realise that improving

workforce capabilities is the secret to gaining a long-term competitive edge. In order to stay

competitive, businesses are taking advantage of developments in e-Learning technologies to

educate workers more quickly and efficiently with less money.