Progressive Education Society’s,

MODERN COLLEGE OF ENGINEERING,

SHIVAJINAGAR, PUNE

A PROJECT REPORT ON

“E-Learning and Students’ Motivation:

A Research Study on the Effect of E-Learning on
Higher Education”

Submitted By

ROLL NO NAME
61088 KADU SAMRUDDHI
NANASAHEB

March, 2021
 CERTIFICATE
This is to certify that the following students of M.B.A have successfully
completed the project report entitled

“E-Learning and Students’ Motivation: A Research Study on the

Effect of E-Learning on Higher Education”

Submitted By

ROLL NO NAME
61088 KADU SAMRUDDHI
NANASAHEB

Dr. Deepali Ubale Dr. Kalyani

Ma’am Srinivas Ma’am

Project Guide External. Head of Department Director

Examiner (MBA)
 ACKNOWLEDGEMENT

It gives us great pleasure while presenting this project report on

“E-Learning and Students’ Motivation: A Research Study on

the Effect of E-Learning on Higher Education”

I am indeed grateful to H.O.D. of our M.B.ADepartment Dr. Kalyani

Srinivas Ma’am for being an effective source of inspiration. A sense of
prevailing satisfaction and achievement envelopes the whole feeling of having
completed the project work under the guidance of Dr. Deepali Ubale Ma’am
. I wish to express our respect, deep sense of gratitude regard to him for his
valuable guidance, keen interest and co-operation without which it would have
been impossible to accomplish this project successfully. It was indeed great
experience to work under her guidance.

ROLL NO NAME
61088 KADU SAMRUDDHI
NANASAHEB
 CONTENTS
SR.NO CONTENT PAGE
NO.
1 INTRODUCTION

2 STATEMENT OF THE PROBLEM

3 SIGNIFICANCE OF THE RESEARCH

4 SCOPE AND LIMITATIONS OF THE STUDY

5 REVIEW OF LITERATURE

6 OBJECTIVE OF THE RESEARCH

7 HYPOTHESIS

8 METHODOLOGY USED

9 TIME SCHEDULE/ WORK PLAN

10 BUDGET/ESTIMATED COST BUILT UP

11 ORGANIZATION OF THE REPORT

12 BIBLIOGRAPHY/REFERENCES

13 CONCLUSIONS

14 APPENDIX
 ABSTRACT
Abstract—Most universities faced many educational problems and obstacles that
technology can help to overcome. An open source, such as Moodle e-learning
platform, has been implemented at many universities. Moodle could be used as
an aid to deliver e-content and to provide various possibilities for implementing
asynchronous elearning web-based modules. This paper shows that the use of
interactive features of e-learning increases the motivation of the undergraduate
students for the learning process.

INTRODUCTION
A. Overview
Web-based learning is used nowadays as another option to face to face education. As a
matter of fact, its use increases in a direct proportion with the increase of the number of
students. This has made educators exert a lot of effort to help the learners to get
interactive content that is full of multimedia as it has been proven that it has a
significant effect on the process of learning. The impact of blogs and wikis has also
been investigated on learners' collaboration and reflection and it was reported that they
both have a positive effect. E-learning has been introduced as a tool in the learning
process in the majority of the international universities worldwide. The term “e-
learning” is defined by [9] as “any learning that involves using internet or intranet.” A
year later [8] made the definition more generalized by indicating that it is “anything
delivered, enabled, or mediated by electronic technology for explicit purpose of
learning” [17][18]. According to [7] “e” in e-learning should not stand for electronic; it
should be an abbreviation for “evolving, enhanced, everywhere, every time and
everybody.” In fact, the quotation of [7] shows most of the advantages of e-learning for
learners and instructors. Although the e-learning term and tools do exist for over a
decade, the educational research field has not given enough attention to the study of
student motivation under the effect of e-learning. E-learning has grown in significance
as an educational tool just like technology has developed and progressed over the years.
Interestingly, there have been more efforts at advancing technology than on attempting
to understand the needs and learning styles of individual learners and instructional
design. The 21st century has seen rapid progress with such things as the Internet and
online learning
The increased use of e-learning among educational institutions has led to a change in
higher education. According to findings, there has been a rise of about 12-14 percent
annually in enrolment for online learning over a five year period: 2004-2009 after
secondary education [2]. One of the main reasons for this is it gives students' greater
access to education in comparison to traditional methods of teaching as students can
undertake their study from anywhere and at any time as well as being given the option
to study part-time or full-time [3]. E-learning has transformed the educational sector by
enabling students to share information and data in a relatively easy way.
B. Motivation
Recent studies indicate that university students who have been enrolled on e-learning
courses outperform those being taught on traditional courses. An example of this can be
found at Carnegie Mellon University (CMU) in America where student exam results
have shown improvement as a result of e-learning techniques [6]. It is therefore
imperative that an education system is created which is capable of rapid adaption to its
technological, social, cultural and political environment [1]. Incorporating technology in
the learning process does not necessarily guarantee motivated students. In fact, online
instruction has resulted in the student teacher relationship becoming less personal.
Teachers are required to turn the classroom into an online environment. The question is
what exactly is required of teachers to motivate students in an online environment? [5]
It is essential for teachers to understand their students’ motivations. Although students
take online courses with the intention of successfully completing them, they tend to fail
for a number of reasons. The success or failure of online instruction is perhaps related to
student motivation. To stimulate students, teachers should [13]:
1. keep in mind that motivation must be natured in students.
2. explain to their students how the online environment may be used.
3. encourage interaction and collaboration among their students.
4. build study groups so that students will no longer be studying in isolation.
5. help students to make friends by meeting fellow students in the online environment.
6. interact with their students by monitoring the online resence of them and supplying
them with continuous feedback.

7. construct their learning materials and environment to target their students.

8. facilitate the students’ interaction with the online material by explaining the goal
behind designated tasks.
9. be aware of students’ frightened, worries and nervousness because such anxiety may
have a negative effect on their accessibility and motivation. All of these approaches
could be crucial tools to develop new strategic teaching plans that might assist lecturers
to influence learners’ level of motivation.
Wlodkowski [11] claims that “learners learn more using computer-based instruction in
comparison to traditional classroom methods.” One possible factor for this seems to be
the increased level of learner participation through interactivity. This results in higher
levels of cognitive engagement and perseverance to complete the task. Furthermore,
studies also show that the success of elearning methods in higher education can only be
measured according to the effectiveness of delivery. Therefore, the adoption of e-
learning initiatives falls considerably on the training of staff which is really a major
challenge. It has been acknowledged that many faculty members are reluctant in
accepting aspects of technology in the teaching process. Unfortunately, teachers that are
not welltrained might face difficulties in application use [12]. Moreover, in order for
success to occur lecturers in higher educational institutions must accept, implement and
adopt technological advancements offered by e-learning. Such new educational
approaches are imperative in order to maintain the quality of courses [4]. Having said
that, training lecturers on how to use e-learning to enhance teaching practices should not
focus primarily on how to use the hardware and software [11], but rather on how to be
adaptable to both formal and less formal teaching methods and techniques [10].
The instructor prepares the course material via a number of educational
strategies to suit the different learning styles of students. Lecturers can use a number of
strategies to highlight the goals of an assessment [13]:
1. Explain to students why the task is important and interesting to them. It may be useful
to link the task to practices that the students may use in their professional life. 2. Define
the learning objective of the task. Such objectives will identify the performance
standards that a student needs to meet to reach the desired goal.
3. Give advice in relation to the time required to complete the activity.
4. Provide preliminary exercises that the student can practice, thereby building their
confidence and boosting their motivation
All these elements should help students to understand online exercise goals
which in turn might increase their motivation.
Assessments can be formative, i.e. taken throughout the duration of the course or
summative, at the end of the course [3]. The most appropriate method of obtaining the
 student's awareness is through a summative assessment, which is carried out towards the
end of the course. The student's performance, or achievement, may be apparent
throughout the course in the form of "homework, tests, and class discussions," but in
many classroom activities

C. Research hypothesis
The main objective of this study was to measure to what extent using the interactive
features of e-learning increases the motivation of undergraduate students for the learning
process. The significance of this study is that it raises the awareness of academic staff to the
importance of using the interactive features of e-learning as an important asset in teaching adult
students.
In this study five research hypotheses were examined to determine which hypothesis
should be accepted and which should be rejected.
H1: Students will show preference towards online activities as opposed to the traditional
method of learning.
H2: Students will show a difference in attitudes towards e-learning based on the
students’ degree year.
H3: Students will show a difference in attitudes towards e-learning based on the
students’ faculty.
H4: The exam score will influence the preference to online rather than the traditional
approach
H5: The teacher has an impact on the students’ willingness to use Web-based exercise

In this study, the p-value has been used to test the above hypotheses. P-value is a
probability statement which answers the question: If the Null Hypothesis is true, then
what is the probability of becoming aware of the test statistics at least as extreme as the
one observed. A p-value of 0.05 or less rejects the null hypothesis ‘at the 5% level’ that
is, the statistical hypothesis used suggests that only 5% of the time would the supposed
statistical process to

II. RESEARCH METHOD AND PROCEDURES

A. Design and Approach To test the previous hypotheses, we ran three studies. The
first study investigated hypotheses H1, H2, and H3 and the second study tested
hypotheses H4 and H5. Each study collected quantitative feedback to evaluate the
students’ willingness to use e-learning. This paper is an extensive study based on the
papers [14][16]. B. Participants The participants of the experimental part of the research
were students at the British University (BUE) [19] and Helwan University in Egypt [6].
Both universities have introduced e-learning as a learning tool to support traditional
face-to-face lectures and they have relevant experience with online educational systems.
They use Moodle version 2.0 and higher. E-learning has been used as an essential tool
for the learning process across both universities. In this study e-learning had been used
as a tool for the students to conduct interactive web-based exercises. Other Multimedia
tools of the e-learning could be used in future studies. The survey was administered by
instructors at the Faculty of Informatics and Computer Science (ICS) and the English
Department at the (BUE)[19], as well as the Computer Science Department in the
Faculty of Computers and Information at Helwan University[6]. This study was a part
of a longitudinal effort to try to determine the use of technology in teaching within a
higher educational context and to seek the various factors that affect students’
motivation towards e-learning.
 STATEMENT OF PROBLEM

The TCS company is based on the IT sector it does build varies technological
programs, since the in company training sessions have started the employee’s
have been more productive and focused on there work, this survey is done to
understand the changes in that happened in the employee’s after the training
sessions and what did it actually offered to them.

SIGNIFICANCE OF THE RESEARCH

Training and development is about managing and empowering people, the vital
assets of any business or firm. Human resource professionals act as a strategic
partner with senior managers and leaders by aligning training and development
strategies and practices among others with overall organizational strategies that
contribute to an organization's smooth operations. Therefore, understanding
human resource practices and particularly Training and development enable
managers to help employees perform better in the work and keep them
motivated. This in turn will strengthen individual and organizational
performance and further the organization's ability to meet its goals according to
performance objectives and standards despite internal and external challenges to
the organization. The study becomes necessary because many organizations in
this contemporary world are striving to gain competitive edge and there is no
way this can be achieved without increasing employees' competencies,
capabilities, skills etc through adequate training and development designs.
However, the study results will help the management to identify the challenges
effects and development on organizational performance, hence determine the
areas where improvements through training and development can be done It
will also help the management in planning for the development and
implementation of effective and efficient training needs that will lead to
increased performance and productivity.
 SCOPE AND LIMITATIONS OF THE STUDY

SCOPE:

It is commonly accepted that the human resource management function of any

organization plays a crucial role in the attainment of its goal. Quite a number of
practices are undertaken in the human resource management function to ensure
the organization attracts and retains competent employees who in turn create an
important source of competitive advantage for a firm. The study was conducted
to establish the relationship between Training and development as human
resource management function and their effect on performance and productivity
of TCS.

LIMITATIONS:

Similar to other research studies, this study has the following prominent
limitations: Firstly, the study is limited with relation between employee and
training program, Secondly the study was based on Probability sampling that is
it was done by random selection. With these limitations there can be a reason
for future scope of these survey.
 REVIEW OF LITERATURE

Training and Development basically deals with the acquisition of

understanding, know-how, techniques and practices. In fact, training and
development is one of the imperatives of human resource management as it can
improve performance at individual, collegial and organizational level. As the
process of increasing one’s capacity to take action, organization are
increasingly becoming particular with organizational learning and therefore
collective development. Training and development is beneficial not just for the
organization itself but also to the individual employees. On the one hand,
training and development leads to improved profitability and produce more
positive attitudes toward profit orientation, improves the job knowledge and
skills at all levels of the organization, improves the morale of the workforce and
helps the employees identify with organizational goals. On the other, training
and development benefits individual employees through helping them make
better decisions and effective problem solving, assisting in encouraging and
achieving self-development and self-confidence, helping an employee a person
handle stress, tension, frustration, and conflict, increasing job satisfaction and
recognition and moving the person toward personal goals while improving their
technical skills.

OBJECTIVE OF RESEARCH

The general objective of this research was to assess the impact of the training
and development programs on the employee’s development, performance and
productivity for the organisation. Most of the respondents through their
answers confirmed the important role of training and development on their
performance and productivity. According to responses training and
development methods and activities brought new potentials for employees
when performing task and resulted in increased performance and productivity.
 HYPOTHESES

Hypothesis development is very important because acceptance and the rejection

of hypothesis show the significance of the study. On the basis of literature
review the following hypothesis study was taken:

"There is a significant relationship between employees training and

employees performance ".

"There is a significant relationship between employee’s development and

employee’s performance ".

"There is a significant relationship between employees training &

development and employees performance ".

METHODOLOGY USED

The following methodology was used while carrying out the survey:

 Respondents Demographic Profile

 With respect to Gender

 With respect to Age

 With respect to Marital Status

 With respect to Nationality

 With respect to Education

 With respect to Occupational Status

 With respect to Experience

 With respect to income

 Reliability Analysis
 Descriptive Statistics
 Discussion of Findings
 TIME SCHEDULE/WORK PLAN

Time Scheduling was done as per the following structure:

 The Planning Phase

 Creation of the program structure
 Research of the related surveys
 Organization of the methodologies mentioned above.
 Performing the actually survey
 Analysis of the data
 Documentation

BUDGET/ESTIMATED COST

The Following are things that were essential for the Study:

 Workforce
 Computers
 Applications
 Stationary
 Related Books
 BIBLOGRAPHY/REFERNACES

 https://core.ac.uk/download/pdf/38098025.pdf

CONCLUSION

Findings of this study and supporting findings from large number of

reviewed research papers reveal that training and development has positive
relationship and strong positive impact on employee’s performance and
productivity.
Respondents across studied companies showed high agreement on the statement
that the use of different methods of training and developments is beneficial not
only to them but also for the organization as well. Benefits are obvious if
training programs and development plans are devised which fit the trainees, the
job description, the managers and supervisors and their different levels of
education and background appropriately and go in line with company goals and
objectives. Therefore Investing in training and development is imperative for
any organization, which will certainly realize returns on its investment in
training and developing its workers. Return forms include: long-term increase in
productivity and to an increase in quality as a result of potentially fewer
mistakes. Moreover, effective development programs allow for the organization
to maintain a workforce that can adequately replace employees who may leave
the company or who are moved to other areas. On the individual level
employees are encouraged to carry out self-assessment, where they are expected
to identify their opportunities and needs for improvement.
APPENDIX