Beyond the classroom: Students’ perspectives on e-learning portal in blended and online learning


  • Mohammad Nur Azhar Mazlan Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, Malaysia.
  • Fitri Suraya Mohamad Hapni Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, Malaysia



e-learning, online learning, blended learning, remote learning, online portal


Evaluating the e-learning portal is essential to ensure the success of online teaching and learning activities. The portal should be assessed regularly to determine its value as a tool to support learning. This study aims to investigate students’ perspectives on using the e-learning portal as a blended and online learning activity. A survey involving two cohorts of students from a public university in Malaysia was conducted in 2016 (n = 805) and 2020 (n = 1027). The survey required the students to evaluate the use of the e-learning portal in blended and online learning, regarding their self-learning experiences, learning performances, quality of learning materials, quality of communication, and their level of interest in using the portal. The findings revealed that the majority of the students from both cohorts were generally positive about using the e-learning portal to support their learning. However, it is interesting that both cohorts preferred face-to-face instruction over online learning. Hence, future research should widen the scope of the study by analysing the perspectives of course instructors, administrators, and other relevant learning support agencies.


Download data is not yet available.


Ahmed, A., & Osman, M. (2020). The effectiveness of using Wiziq interaction platform on students’ achievement, motivation, and attitudes. Turkish Online Journal of Distance Education, 21(1), 19-30.

Bergeler, E. & Read, M. F. (2021). Comparing learning outcomes and satisfaction of an online Algebra-based Physics course with a face-to-face course. Journal of Science Education and Technology, 30, 97–111.

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289.

Budiastuti, P., Khairudin, M., Santosa, B., & Rahmatullah, B. (2023). The use of personal learning environment to support an online collaborative strategy in vocational education pedagogy course. International Journal of Interactive Mobile Technologies, 17(2).

Callaghan, R. (2018). Developing mobile teaching practice: A collaborative exploration process. Technology, Knowledge and Learning, 23(2), 331–350.

Carver, D. L., & Kosloski, M. F., Jr. (2015). Analysis of student perceptions of the psychosocial learning environment in online and face-to-face career and technical education courses. Quarterly Review of Distance Education, 16(4), 7-21.

Castro, M. D. B. & Tumibay, G. M. (2021). A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26, 1367–1385.

Chauhan, P. (2020). How to maintain discipline in online learning environment.

Cobb, R. (2003). The relationship between self-regulated learning behaviors and academic performance in web-based courses (PhD thesis). Virginia Polytechnic Institute and State University.

Corbeil, J. R. & Corbeil, M. E. (2015). E-learning: Past, present and future. In Khan, B. H. & Ally, M. (Eds.), International handbook of e-learning, Volume I. Routledge.

Fanfarelli, J. R. & McDaniel, R. (2019). Designing effective digital badges: Applications for learning. Routledge.

Ghapanchi, A. H., Purarjomandlangrudi, A., McAndrew, A., & Miao, Y. (2020). Investigating the impact of space design, visual attractiveness and perceived instructor presence on student adoption of learning management systems. Education and Information Technologies, 25, 5053–5066.

Giray, G. (2021). An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. Education and Information Technologies.

Gorbunovs, A., Kapenieks, A., dan Cakula, S. (2016). Self-discipline as a key indicator to improve learning outcomes in elearning environment. Procedia - Social and Behavioral Sciences, 231, 256 – 262.

Hasan, H., Linger, H., Chen, A., Lu, Y., & Wang, B. (2016). Enhancing perceived enjoyment in social games through social and gaming factors. Information Technology & People, 29(1), 99-119.

Hasbullah, N. H., Rahmatullah, B., Mohamad Rasli, R., Khairudin, M., & Downing, K. (2022). Google Meet usage for continuity and sustainability of online education during pandemic. Journal of ICT in Education, 9(2), 46–60.

Jung, KR., Zhou, A. Q., & Lee, R. M. (2017). Self-efficacy, self-discipline and academic performance: Testing a context specific mediation model. Learning and Individual Differences, 60, 33–39.

Ke, F., & Kwak, D. (2013). Constructs of student-centered online learning on learning satisfaction of a diverse online student body: A structural equation modeling approach. Journal of Educational Computing Research, 48(1), 97–122.

Larbi-Siaw, O., & Owusu-Agyeman, Y. (2016). Miscellany of students’ satisfaction in an asynchronous learning environment. Journal of Educational Technology Systems, 45(4), 456–475.

Lee, B.C., Yoon, J.O., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53, 1320–1329.

Markus, D. (2020). Is the online learning good in the midst of Covid-19 pandemic? The case of EFL learners. Journal Sinestesia, 10(1), 1-10.

Milligan, A. T., & Buckenmeyer, J. A. (2008). Assessing students for online learning. International Journal on E-Learning, 7(3), 449–461.

Mohamad, A. M. (2022). Analisis pola penggunaan portal e-pembelajaran dan pencapaian subjek: Analysis of e-learning portal usage pattern and subject achievement. Journal of ICT in Education, 9(1), 100–116.

Moore, M. G. (1993). Three types of interaction. In Harry, K., John, M. & Keegan, D. (Eds), Distance education: New perspectives. Routledge.

Olt, P. A. (2018). Virtually there: Distant freshmen blended in classes through synchronous online education. Innovative Higher Education, 43(5), 381–395.

Ozkan, S., & Koseler, R. (2009). Multi-dimension students’ evaluation of e-learning system in the higher education context: An empirical investigation. Computers & Education, 53, 1285-1296.

Pappas, C. (2015). Elearning course evaluation: The ultimate guide for elearning professionals. eLearning Industry.

Peltier, W. J., Schibrowsky, A. J., & Drago, W. (2007). The interdependence of the factors influencing the perceived quality of the online learning experience: A causal model. Journal of Marketing Education, 29(2), 140–153.

Powers, K. L., Brooks, P. J., Galazyn, M., & Donnelly, S. (2016). Testing the efficacy of MyPsychLab to replace traditional instruction in a hybrid course. Psychology Learning and Teaching, 15(1), 6–30.

Richardson, J. C. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417.

Roslin, A. R., Rahmatullah, B., Zain, N. Z. M., Purnama, S., & Yas, Q. M. (2022). Online learning for vocational education: Uncovering emerging themes on perceptions and experiences. Journal of Vocational Education Studies, 5(1), 1-15.

Sabani, N.M., & Razak, N. A. (2022). GeeksFelting: Web-based learning for needle felting craft. Journal of ICT in Education, 9(3), 51–61.

Seiver, J. G., & Troja, A. (2014). Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery. Distance Education, 35(1), 90–105.




How to Cite

Mazlan, M. N. A., & Mohamad Hapni, F. S. (2023). Beyond the classroom: Students’ perspectives on e-learning portal in blended and online learning. Journal of ICT in Education, 10(2), 132–141.