Perceptions Of E-learning Research Articles

Understanding Medical Students' Perceptions of E-Learning: A Study at the Faculty of Medicine and Pharmacy in Casablanca

Introduction: E-learning is essential in today's medical education, since it enhances the learning outcomes through easy access to resource materials and interactivity. Nonetheless, obstacles like technological aspects and the limited interaction of the student-teacher can impact its effectiveness. The purpose of this study was to understand how medical students perceive e-learning. Methods: A cross sectional study was conducted at the Faculty of Medicine and Pharmacy in Casablanca in 2023. A stratified cluster sampling method was adopted to select the participants. A self administrated questionnaire was distributed. We asked students about their demographic data, previous experience with online learning, learning formats preference and perception of e-learning. Results: A total of 373 students participated in the survey, with a mean age of 20.4 years and 61.4% being female. Just over half supported implementing e-learning (55.8%), about 63% of students had prior experience with the university's platform, and 59.8% found it easy to use. Most students preferred blended learning (74.8%) and asynchronous online learning (79.9%), additionally 72% favored live streaming with recordings as an e-learning resource. The primary advantage cited was flexibility (93.6%), whereas challenges included technical issues (71.5%) and limited interaction (54.8%). Prior experience significantly influenced students' positive perceptions of e-learning (p<0.001). Conclusion: Overall, medical students have a positive perception regarding e-learning, valuing its flexibility and convenience. However, technological difficulties must be resolved. These insights can help policymakers put effective e-learning infrastructure and strategies into place.

Exploring student's learning experience with an e-learning platform

In this paper, we present the results of the research on students' learning experience with the use of an e-learning platform. The research aimed to have a better overview of the student's perception of the e-learning platform and their satisfaction with its features for learning. The virtual learning environment can influence student learning, and enable rich and engaged students’ experience. E-learning can offer many opportunities for learning beyond traditional boundaries so e-learning platforms are popular and massively used. Nevertheless, some factors could potentially affect the outcomes and results of e-learning. One of them is the learner's perception of e-learning and another is digital technology used to facilitate e-learning with a focus on the reliability, ease of use, quality and usefulness of the technology itself. In this paper, we will talk about the e-learning platform Merlin, in this case, the Learning Management System that is part of the Virtual Learning Environment and students' experience in its use. The E-learning platform Merlin is maintained by the E-learning Centre at the University of Zagreb University Computing Centre (SRCE) and is part of the virtual learning environment for the higher education system in Croatia. The e-learning platform is based on the open-source system Moodle. Student feedback is important and enables the E-learning Centre team at SRCE to have a better overview of the student's perception of the e-learning platform and their satisfaction with its features for learning. The results indicate that students' perception of the e-learning platform depends as well on the e-courses they attend, therefore how teachers are skilled to know how to use the e-learning platform and its features. Research results indicate that students’ experience is modest as their e-courses are prepared using basic LMS features. Nevertheless, the results show that students find the e-learning platform important for their learning, they recognize its flexibility in accessing the course content and information about the course and performing tasks needed in the course. In addition, they prefer hybrid learning and find themselves knowledgeable in the use of ICT and e-learning.

E-learning within the European cystic fibrosis society - A multidisciplinary cross-sectional survey

BackgroundContinuing professional development (CPD) is a component of practice that spans all disciplines within cystic fibrosis (CF). E-learning resources theoretically represent flexible, low cost and time efficient methods of CPD. We aimed to explore European Cystic Fibrosis Society (ECFS) members' and CF health professional communities’ current views, experiences and perceptions of e-learning and the ECFS education platform (ECFS-EP). MethodsAn online cross-sectional survey was developed by the ECFS Education Committee and circulated via the ECFS conference, emails and within the society subgroups between June and September 2023. Results547 responses were received from 58 countries; 57 % of responders were ECFS members. A wide range of specialities were represented from the multidisciplinary team including 36 % clinicians. The majority of respondents (63 %) spent 6 or more hours a week on their professional education. Online platforms were used either weekly (34 %) or monthly (37 %); 54 % of respondents had used the ECFS-EP and this was rated favourably overall, specifically for content quality. Preferred formats for education were articles and medium length (15–30 min) webinars. ConclusionsThis multidisciplinary cohort survey illustrates contemporary practice and opinion relating to e-learning and the ECFS-EP. Strengths include the high number of responses and the wide range of countries and specialities represented. Results suggest the ECFS-EP is valued and highlights priority topics, preferred formats and opportunities to optimise awareness. Results support continued provision and oversight of high quality education via an online platform. Continued success will rely on learning from user experience and feedback to inform future practice.

Flipbook and e-learning for teaching English to elementary school teacher education students

The purpose of this study is to investigate the lecturers’ and students’ perception of flipbooks and e-learning in enhancing English learning for teacher education students, the influence of technology integration on student-centered pedagogy for teacher education students, and the use of flipbooks and e-learning to improve English skills for teacher education students. Thirty students and nine lecturers from elementary school teacher education programs at three Indonesian universities participated in this study, which used the qualitative descriptive technique. They attend Universitas Halu Oleo Kendari in Southeast Sulawesi, Universitas Borneo Tarakan in North Kalimantan, and Universitas Negeri Jakarta in Jakarta. Data collection was conducted through documents, observations, interviews, and questionnaires. This study found that both lecturers and students positively perceive flipbooks and e-learning as tools for enhancing English learning in elementary school teacher education. Flipbooks effectively present complex concepts, while e-learning provides accessible, diverse resources that develop digital skills. Technology integration significantly benefits student-centered pedagogy but also poses challenges such as technical issues and increased workloads. The study highlighted the need for interventions to improve students’ listening and speaking skills, suggesting that combining effective teaching methods and digital media can enhance English language proficiency and the overall learning experience. It is suggested that more efforts should be directed toward promoting technology pedagogy content knowledge that fosters students’ higher-order thinking skills in English teaching materials for elementary school teacher education programs in higher education in Indonesia.

Exploring Challenges and Satisfaction from E- Learning in Higher Secondary Grade School Students in Rural Tamil Nadu

This study investigates the landscape of e-learning among high school students (grades 10-12) in India, aiming to identify challenges and opportunities within digital education platforms. Through surveys and qualitative analysis, it uncovers insights into students' perceptions of e-learning. Findings reveal significant challenges, with 43% of students disagreeing that e-learning effectively engages them, while only 10% find it innovative. Additionally, 72% report feeling stressed and requiring more mental effort during e-learning, impacting their well-being. Confidence in facing examinations decreases for 66.7% of students, and 79.2% experience reduced interest in studies during virtual learning. Furthermore, 81.7% note a decline in interaction with teachers and peers, a vital aspect of traditional learning. Technical obstacles persist, with only 23% using laptops/desktops, 77% relying on mobile phones, and 22.9% receiving no e-materials for reading. Most students (85%) endure 1-5 hours of e-learning daily, primarily through real-time platforms like Zoom and WhatsApp calls (75%).In conclusion, this research sheds light on the multifaceted nature of e-learning experiences among high school students in India. While significant challenges exist, including reduced engagement, increased stress, and technical obstacles, there are also opportunities for enhancing learning outcomes through flexible access and innovative methodologies. By addressing these challenges and capitalizing on opportunities, educational institutions and policymakers can optimize e-learning experiences and ensure equitable access to quality education for all students.

Assessing the Impact of E-Learning Adoption on Learning Behavior in Sierra Leonean Higher Education

This study aims to analyze the adoption of e-learning in higher education institutions in Sierra Leone and its impact on learning Behavior using the Technology Acceptance Model (TAM). The research employs a survey design, utilizing Structural Equation Modeling (SEM), to analyze the responses of students and lecturers. The study was conducted in Sierra Leone, involving ten universities. The duration of the study is not specified. 728 students and 327 lecturers were surveyed to assess their attitudes towards e-learning. The TAM was used to predict behaviors based on the perceived usefulness and ease of use of e-learning tools, such as mobile devices and social networking applications. The findings indicate that e-learning is more likely to be adopted if the tools are perceived as useful and easy to use. Additionally, prior experience with computers enhances the positive perception of e-learning's attributes and attitudes toward its utilization. The study highlights the potential of e-learning in developing countries like Sierra Leone. It provides insights for stakeholders in the education sector to develop strategies that can promote the adoption of e-learning in regions with similar developmental profiles.

Student's Perception of E-Learning During Covid-19 Pandemic at Nurul Huda

The COVID-19 pandemic has compelled the Indonesian government, via the Ministry of Education and Culture, to enact laws switching from traditional classrooms to online learning environments. This study, which is a collective case study, analyzes survey data regarding students' opinions of their online education during the pandemic. This study involved 71 students from Nurul Huda University Sukaraja's English Language Education Study Program. Using a survey, the opinions of the students regarding online education during the COVID-19 pandemic were noted and documented. This study concentrated on how the students felt about their involvement in the online course, how accessible they felt about the material and assignment delivery, and how they used e-learning platforms to complete their homework at home. Tables and narrative summaries of the findings followed .Additionally, this study found three main issues with the way the Nurul Huda University English Language Education Study Program conducts online instruction. The first concerns the accessibility of the teaching materials, the second the availability of the internet connection, and the third the interoperability of the student devices. Based on the findings, it appears that the primary element contributing to the success of online learning is still accessibility. Keywords: Covid-19 E-Learning Student’s Perception.

Knowledge, perception and usage of E-learning among medical undergraduates in Andhra Pradesh, India.

Electronic gadgets help to get study material outside classroom and it is used for self-directed learning which helps user to overcome limitations of Conventional teaching methods. Medical education is constantly growing and evolving with rapid speed. So, it is necessary to keep the upcoming medical graduates and established medical practitioners updated in this competitive world. For this, E-learning is the important tool in the medical field. This cross-sectional study was conducted in the medical college of Andhra Pradesh. Total 285 medical students were included in this study and data is obtained from semi structured self-administrative questionnaire. Among 285 students 99.6% students had smartphone and 89.5% were aware of E-learning. Most of the students 96.1% were Conversant with use of internet and 75.4% participants were aware of academic websites. Majority of students 73% agreed that E-learning helps in writing exams and 87.4% students recommended provision of free internet by institute for e-learning. All students were aware about e-learning and using it in the medical field. So, it is necessary to provide essential facility at institutional level for e-learning.

Students perceptions of distance learning effectiveness among nursing students during the COVID-19 pandemic

<b>Background:</b> During COVID-19, the majority of higher education institutions in Morocco adopted distance learning. In this sense, the High Institute of Nursing Professions and Health Techniques (ISPITS) used alternative teaching/learning methods to ensure continuity of studies in case of health crises.<br /> <b>Materials & methods:</b> This is a quantitative cross-sectional study. A questionnaire survey was conducted among the students (n=109). The results were analyzed using statistical software Jamovi.<br /> <b>Results:</b> We found that distance learning is not suitable for 67% of the students, distance learning does not allow learning more than presential learning for 75% of the participants, half of the students find this learning method difficult and 48% of the students specify a low level of satisfaction. Significant relationships were confirmed between satisfaction and level of study (p=0.01), as well as for the student’s perception of e-learning (p<0.001).<br /> <br /> <b>Conclusions:</b> The results seem legitimate given unexpected adoption of this training mode without any prior preparation.

E-learning in medical education: a perspective of pre-clinical medical students from a lower-middle income country

BackgroundMany of the educational institutions in developed countries have shifted to online learning. While transition from traditional to electronic learning (e-learning) has remained a great challenge in low-middle income countries, where limited resources for teaching and learning are important factors. Medical education involves not only lecturing but also deep understanding through laboratories and patient exposure. The debate about the effectiveness of e-learning in medical education is still in contradiction due to its limitations. This cross-sectional survey was conducted to assess pre-clinical undergraduate medical students’ perception of their first online learning in a lower-middle income country.MethodologyThe survey was conducted among the students who had participated in online learning during COVID-19 for at least a year. A total of 824 preclinical medical students who completed the survey from public and private medical universities in Sindh, Pakistan were included in the study. We used a validated online-based questionnaire, distributed through E-mail and social media platforms to assess the perception of students regarding their first online learning experience.ResultsThe response rate of the survey was 87.9%. The mean age of students was 20.7 ± 3.8 years. 392/824 (47%) were males and 57% were females. Our study indicated that 613/824 (75%) of students were experiencing online learning for the very first time while 631/824 (77%) were facing technical issues like internet accessibility and lack of IT-related skills. 381/824 (46%) were not satisfied with the institute’s readiness for online teaching. However, 79% (654/824) of participants were of the idea that traditional learning is more effective in developing their practical skills as compared to e-learning. Of note, 668/824 (81%) showed overall dissatisfaction with e-learning.ConclusionBased on our study findings, we concluded that most students have a negative perception of e-learning. Difficulty in connectivity, electricity issues, less interaction with colleagues and teachers, and issues with the structure of online courses were the most frequently reported problems by the students.

Learned Lessons and New Normal in Education After the Covid-19 Pandemic From Saudi K-12 Teachers’ Perspectives

Aim/Purpose: This study evaluated the e-learning experience of Saudi K-12 teachers during the COVID-19 pandemic. More specifically, it explored their perceptions of e-learning. It also investigated the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media used by teachers for communicating with students in e-learning during the pandemic. Furthermore, it identified the weaknesses of e-learning as perceived by the teachers. Background: The education sector has been severely impacted by the coronavirus disease (COVID-19) epidemic that has spread globally. The lockdown has damaging effects on the educational system as well, notably in Asia. Traditional classroom education has quickly changed to online instruction as a result of the extended closure of schools and institutions. Methodology: The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis in this exploratory study. A cohort of 426 randomly selected K-12 teachers completed an electronic questionnaire in the second semester of the 2021 school year. Contribution: The study revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. The teachers reported favorable perceptions of e-learning and used teaching approaches and strategies aligned with e-learning. Findings: The results revealed that the teachers’ perceptions of e-learning were positive. However, substantial differences in e-learning perceptions in some variables were found, e.g., experience using the Internet and computer applications. However, no significant differences by sex were found. The results also revealed the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media for communicating with students, which were used more frequently by the teachers in e-learning during the pandemic. Recommendations for Practitioners: The findings of this study would persuade educational institutions and policymakers to improve the quality of online teaching with the most up-to-date teaching methods, along with government support for bettering basic infrastructure and Internet connectivity, bridging the digital divide, and developing rural areas to make e-learning more successful and well-liked throughout the nation. Recommendation for Researchers: This new discovery prompts aspiring researchers to explore teachers’ perceptions of e-learning. Researchers would find this work important because the results revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. Impact on Society: Because of the impact of e-learning during COVID-19, schools and society should not discard it. This can improve the e-learning experience for both teachers and students. Online-based and classroom-based education modes have advantages, and combining both methods is appropriate to benefit from these advantages. Future Research: Future work will need to be more detailed, including either qualitative or investigations. Further, more research can investigate instructors’ discernments alongside students’ and parents’ insights toward virtual classes.

Perception of E-learning among Banaras Hindu University Students: A Comprehensive Analysis

The COVID-19 pandemic necessitated a transformation in teaching and learning methods, leading to the widespread adoption of E-learning. The study was conducted in 2021, employing a structured questionnaire and descriptive research design to analyze the perception of Banaras Hindu University Students towards E-learning. The survey included 127 respondents, with representation from the Institute of Agricultural Sciences (I.A.S.), Indian Institute of Technology (I.I.T.), Institute of Medical Sciences (I.M.S.), Institute of Management Studies (I. Mg. St.), Institute of Sciences (I.Sc.), and Institute of Environment and Sustainable Development (I.E.S.D.). This perception of students towards E-learning was measured using a 3-point continuum Likert scale consisting of 17 items. The majority of (66.92%) respondents had a favourable perception towards E-learning. Age and parent education level education had a positive and significant relationship with the perception of respondents towards E-learning. It can be concluded that the perception towards E-learning among students of six institutes of BHU is positive and this will be the most important aspect as this only affects the further acceptance or rejection of E Learning.

E-learning's influence on organizational excellence in UAE universities: Exploring the moderat-ing role of demographic variables

This study employs a quantitative approach to investigate the relationship between E-learning and Organizational Excellence in UAE universities. The study focuses on 250 senior and middle administrators from public universities selected through a convenience sampling method. The advanced statistical tools SPSS and AMOS were used to analyze the research data through Structural Equation Modeling (SEM). The findings reveal the impact of e-learning dimensions–Technical Knowledge and Management Willingness—on Organizational Excellence. Additionally, the study delves into moderation effects, revealing that Gender, Age, Educational Level, and Experience play pivotal roles in influencing perceptions of e-learning among senior and middle administrators at UAE public universities. This research contributes to the understanding of how e-learning impacts Organizational Excellence within the UAE university landscape while also highlighting the crucial moderating roles of demographic variables. These findings offer valuable insights for educational institutions aiming to optimize e-learning strategies and enhance organizational performance.

Barriers of e-Learning Perceptions among University Students and Lecturers during the COVID-19 Crisis: A Cross-sectional Study in Malaysia, 2021

The COVID-19 pandemic disrupted teaching and learning in a variety of institutions. During the pandemic, e-learning replaced traditional classes to prevent transmission among lecturers/teachers and university students. The study’s main objective was to identify the attitude and barriers to e-learning perceptions among university students and lecturers during the COVID-19 pandemic in Malaysia in 2021. The specific objectives were to identify the infrastructure, attitudinal, technical expertise, and human and educational skill barriers to e-learning implementation during the COVID-19 pandemic and to identify significant differences in e-learning perceptions among university students and lecturers. A cross-sectional study collected closed-ended questionnaires from university students and lecturers shared via electronic platforms. The minimum sample size required in this study was 462; 847 respondents (217 were lecturers/teachers and 630 university students) voluntarily participated. Cronbach’s alpha coefficient of the questionnaire of attitudes and barriers and its values was 0.851 and 0.96, respectively. Findings were tabulated with mean scores for the attitudes towards the use of e-learning, and barriers to e-learning included five categories: infrastructure barriers, attitudinal barriers, technical expertise barriers, human barriers, and educational skill barriers. University students and teachers/lecturers did not prefer replacing traditional teaching methods with e-learning as it affects their interaction. Administration, faculty admins, and the department of education should take note of the improvement and the necessary measures that can be applied for effective and better teaching and learning during the lockdown due to COVID-19.

PERSEPSI MAHASISWA KEPERAWATAN TERHADAP PEMBELAJARAN ONLINE Indonesian Nursing Students’ Perception of Online Learning : A Descriptive Study

Introduction: Online learning is a novel approach that requires adaption and development. The process of adapting and transitioning to online learning methods impact various aspects of learning components, especially among students. Negative perceptions of e-learning have been expressed by student, potentially leading to psychological pressure due to encountered challenges. This study aims to describe nursing students' perceptions of online learning Method: A cross-sectional approach was employed among nursing students in Indonesia. Data was collected online through a Google Form across three regions in Indonesia: Java and Sumatra, Bali and Nusa Tenggara Timur (NTT), and Maluku. Thirteen questions were used to measure respondents' perspectives using a Likert scale. A total of 403 nursing students participated in the study, including Diploma, Bachelor's, and Professional Nursing Program students. Results: 46% of respondents were unsure about the benefits of online learning. 84% agreed that poor internet connectivity and scheduling difficulties (55%) were barriers. 57% of respondents believed that online learning is suitable for theoretical aspects, but strongly disagreed with using it for practical/clinical components (52%). Respondents agreed that instructors provide timely responses (52%) and feedback (75%). 37% of respondents agreed that online learning could incorporate conventional/classroom teaching methods. 36% lacked confidence in performing patient procedures after online learning and expressed uncertainty about taking exams (45%). 57% of respondents preferred a mixed teaching approach (classroom, clinical, and online) Respondents consider online learning more appropriate for theoretical instruction, leading to uncertainty in applying practical skills after online learning. Discussion: Respondents consider online learning more appropriate for theoretical instruction, leading to uncertainty in applying practical skills after online learning.

E-Learning Development as an E-Teaching Innovation in Graduate Education

The rapid evolution of technology has brought about transformative changes in the landscape of higher education, prompting institutions to explore innovative pedagogical approaches. This case study examines the implementation of e-learning as an e-teaching innovation within the graduate education programs at Guimaras State University. The research adopts a mixed-method approach, combining quantitative surveys and qualitative interviews to comprehensively assess the impact of e-learning on graduate students and faculty members. The quantitative phase reveals a positive perception of e-learning, with a significant majority of respondents recognizing its usefulness and ease of use. This favorable attitude translates into a strong intention to use e-learning resources and a notable increase in actual usage. The qualitative phase provides deeper insights, highlighting the enhancement of student engagement, flexibility, and accessibility as key benefits of e-learning. However, it also identifies challenges, including technical issues and the need for faculty training and support. The study's findings underscore the importance of continued investment in technological infrastructure, faculty development, and institutional support. Clear e-learning policies and guidelines are recommended to ensure effective integration, and opportunities for collaboration and networking with other institutions are encouraged. By addressing challenges and capitalizing on the benefits of e-teaching innovations, Guimaras State University can further enhance the quality of graduate education and position itself as a progressive institution responsive to the evolving needs of learners and educators in the digital age. This case study contributes to the broader discourse on e-learning development and adoption in higher education.

Designing A Blended Learning Model for Public Sector Universities of Pakistan

The purpose of this study is to develop a blended learning model for public sector universities in Pakistan. A mixed method of research was adopted with a pragmatic research philosophy. This study consists of several steps; first, a group interview with university teachers was conducted to explore their perception of e-learning. Simultaneously, extensive literature was reviewed. This step helped in defining factors and requirements for the blended learning model. The second step was the development of a blended learning model. The model was developed and validated through several tests. In the third step, once the blended learning model was developed, software was designed according to the model by outsourcing. Public sector university teachers were asked to implement and test the model in their classrooms. The feedback on the blended learning model was collected from university teachers and students. Public sector university teachers and students found the model effective and useful for the teaching-learning process. However, some challenges and the need for improvement were proposed.

Impact of COVID-19 on performance of college and university graduate students: Implications for science education

The aim of this study is to investigate the impact of COVID-19 on the academic performance of colleges and Kotebe Metropolitan University students in terms of the Internet access, resource availability, and students’ perception of e-learning. The study also described the concerns of students, parents, and teachers related to the circumstances caused by social isolation and the perspectives of teachers and parents with regard to remote or online learning. This study adopted a mixed research design. For data collection, survey questionnaires, which were conducted on a total population of n=350, and semi-structured interviews were used with department heads and stream heads. In addition, simple random sampling was used for all instructors from the college, university, and students from the college of teachers’ education. According to the study’s findings, there was a lack of the Internet access, a lack of ICT resource availability, and a lack of online competency among students and teachers throughout the epidemic. The findings of this study confirm the readiness and motivation of teachers to advance their knowledge and skills, as well as to contribute with the aim of improving the quality of education. The findings also confirmed that COVID-19 comes with both challenges and opportunities for the Ethiopian education system.

Student Perceptions Regarding E-Learning During the Covid-19 Pandemic on the Level of Technostress

The problem studied in this study was regarding the level of student technostress during the COVID-19 pandemic. This study aims to determine the effect of student perceptions of e-learning during the COVID-19 pandemic on students' technostress levels. This study uses quantitative research methods with explanatory survey research design. The population in this study were students of the economic education class 2019-2021. The sampling technique is simple random sampling, so a sample of 180 students is obtained as respondents in this study. Data collection was obtained by distributing questionnaires. The data analysis technique used is a simple linear regression test. The result of this study indicates that students' perceptions of e-learning and students' levels of technostress are in the high category. The study's result stated a significant effect of students' perceptions of e-learning on students' technostress levels with a sig value of 0.000 < 0,05. In other words, e-learning contributes to student's technostress by 20,7%

Final Year Mathematics Students Perception of e-Learning and Instruction During the Covid-19 Era

The current trend of most tertiary teaching to reach out students in different modes such as distance, weekends and sandwich resorts largely to online system. The Covid-19 pandemic brought up various lock-down strategies in most countries. This allowed most universities such as Valley View University (a Premier Private University in Ghana, West Africa) to start with online lesson delivery modes to help maintain their academic calendar. The aim of this study was to investigate into the perception final year students and lecturers in the Mathematics Education department had on the Online Learning System during the Covid-19 pandemic lockdown era. The study adopted an explanatory investigation design through a sample size of 378 respondents comprising 36 lecturers and 342 students. Students’ and lecturers’ response to questionnaires put in a Likert Scale were investigated in numerous descriptive and inferential statistics. The results revealed that lecturers registered a higher positive perception of online learning than students. This variation was however not significant. Specifically, lecturers perceived an increased flexibility in online learning, with learners utilizing a wide range of learning sources. Student interest however decreased in terms of the absence of in person meetings, promotion of students learning, ensuring autonomous learning environment, the absentness of cooperative learning strategies and among others. It was recommended that universities who resort to online means of teaching and learning should resource teachers and learners with the necessary accoutrements to help sustain their interest and minimize stress of teaching and learning. Researchers are however encouraged to further investigate into other factors necessary to sustain learners’ and teachers’ interest in coping with online (e-learning) modes.