Assessing the Effectiveness of E-Learning in Higher Education

Abstract

This meta-analysis examines the effectiveness of e-learning in higher education, comparing it to traditional classroom instruction and identifying factors that influence its success. The study synthesized data from 75 research articles published between 2010 and 2023, revealing that e-learning, on average, has a moderate positive impact on student academic performance, with an overall effect size of 0.65 (Cohen's d). Subgroup analyses indicated that e-learning is particularly effective for theory-based subjects and at the graduate level, while practical disciplines and undergraduate students benefit more from blended approaches. Key factors influencing e-learning effectiveness include technological tools, instructional design, student motivation, content quality, and instructor presence. While e-learning offers flexibility and accessibility, its success depends on the thoughtful integration of interactive elements and instructor engagement. The study also acknowledges limitations, such as publication bias and study heterogeneity, and suggests areas for future research, including the exploration of emerging technologies and long-term impacts. These findings offer valuable insights for educators, institutions, and policymakers aiming to optimize e-learning in higher education.