DISTANCE E-LEARNING AND ITS IMPACT ON UNIVERSITY EDUCATION OUTCOMES FROM THE STUDENTS’ POINT OF VIEW

Mohammad Omar AL-Momani; Manal Abdul Karim AL-Momani; Mohammad Hasan Hamadat; Mariam Ayed Murtada

doi:10.22437/jiituj.v8i1.32116

Authors

Mohammad Omar AL-Momani Al-Balqa Applied University https://orcid.org/0000-0003-3871-0254
Manal Abdul Karim AL-Momani Al-Balqa Applied University https://orcid.org/0000-0003-3779-5532
Mohammad Hasan Hamadat Al-Balqa Applied University https://orcid.org/0000-0002-7312-0017
Mariam Ayed Murtada Al-Balqa Applied University https://orcid.org/0000-0002-3785-040X

DOI:

https://doi.org/10.22437/jiituj.v8i1.32116

Keywords:

E-Learning, Distance Education, University Education Outcomes, Higher Education, University Students

Abstract

This pioneering study aimed to unravel the nuanced impact of distance e-learning on the outcomes of university education, specifically gauging the perspectives of Jordanian university students while considering the variables of gender and academic year. Employing a multifaceted methodology, the research adopted a descriptive approach augmented by an electronically distributed questionnaire, meticulously tailored to assess students' perceptions. A diverse cohort of 1,000 male and female students, selected through a rigorous random sampling method, participated in the study during the inaugural semester of the 2023/2024 academic year. Results unveiled a strikingly high perceived impact of distance e-learning on university education outcomes, with an average score of 3.70 and a standard deviation of 0.62, indicative of a robust consensus among students. Intriguingly, while concerns regarding the negatives of e-learning dominated discourse, the positives of distance education also garnered substantial recognition, albeit ranking slightly lower. Furthermore, the field of outcomes of distance e-learning emerged with a moderate degree of impact, underscoring the multifaceted nature of its influence. Notably, statistical analysis revealed no discernible differences in perceptions across gender or academic year cohorts, suggesting a uniform perspective on the efficacy of distance e-learning among Jordanian university students. These findings not only enrich scholarly discourse but also offer valuable insights for educational policymakers and practitioners seeking to optimize the integration of e-learning modalities in university settings.

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