An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning

• Published in: European Journal of Educational Research
• Main Author: Ramdan M.R.; Abdullah N.L.; Ngah N.S.; Yin K.Y.; Fuad D.R.S.M.; Yonus A.; Shokory S.M.
• Format: Article
• Language: English
• Published: Eurasian Society of Educational Research 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85194402063&doi=10.12973%2feu-jer.13.3.1321&partnerID=40&md5=98f90a679aa59d6f9d23a9a4925743f3

In the early stages of adopting online learning, both learners and teachers displayed resistance, but the COVID-19 pandemic has forced a widespread shift to digital learning. To facilitate this transition, there is a growing focus on highlighting the effectiveness of online learning, which directly impacts learning outcomes. This study investigates online learning effectiveness through an integrated framework that considers online assessment practices and online course design as independent variables, with online learning support as a moderating variable. Understanding the effectiveness of online learning is crucial as hybrid learning becomes the "new norm" in education, combining online and offline methods for teaching the digital generation. Using a quantitative research design involving 232 students at Universiti Kebangsaan Malaysia, the study found that online assessment practices and course design significantly influence students perceived learning outcomes in an online learning environment. Additionally, online learning support positively moderates this relationship. These findings offer a comprehensive perspective on how online assessment practices, course design, and support systems contribute to the quality of higher education in Malaysia amidst evolving educational practices. © 2024 The Author(s).