Journal of Social Sciences and Humanities
Articles Information
Journal of Social Sciences and Humanities, Vol.6, No.3, Sep. 2020, Pub. Date: Sep. 28, 2020
Perception Towards Online Learning and Social Media in Education Among Undergraduate Students
Pages: 279-291 Views: 79 Downloads: 87
[01] Buwendri Anjika Surasinghe Wijeratne, Faculty of Medicine, Melaka-Manipal College, Manipal Academy of Higher Education (MAHE), Muar, Malaysia.
[02] Anish Mathew A Thomas, Faculty of Medicine, Melaka-Manipal College, Manipal Academy of Higher Education (MAHE), Muar, Malaysia.
[03] Nirengenni a/p Amaranathan, Faculty of Medicine, Melaka-Manipal College, Manipal Academy of Higher Education (MAHE), Muar, Malaysia.
[04] Prasanth Rao a/l Chandru, Faculty of Medicine, Melaka-Manipal College, Manipal Academy of Higher Education (MAHE), Muar, Malaysia.
[05] Tishan Lakminu Wijetunga Wijetunga Lokupitumpage Don, Faculty of Medicine, Melaka-Manipal College, Manipal Academy of Higher Education (MAHE), Muar, Malaysia.
Online learning is an effective and efficient way of learning. It is also a more cost-effective way of delivering instructions and knowledge. Although many studies have shown the effectiveness of online learning and blended learning (online and traditional approach to learning), only few studies have shown the value and perception of online leaning particularly during a period where there is sudden transition to online learning from traditional approaches. This study was conducted to assess the value and perception towards online learning and social media among undergraduates during a pandemic. A cross-sectional study was conducted from May 2020 to June 2020 in our College which is Melaka Manipal Medical College Malaysia. Purposive sampling method was used to select students for this study and they were asked to respond to a validated online questionnaire which involved multiple choice questions and questions regarding perception, preference and frequency of usage of technology which was assessed on a Likert scale. The analysis included frequency tables, percentages, standard deviation, unpaired T test, ANOVA and Pearson’s correlation test. Out of the 186 students who participated, 31.7% preferred classroom teaching (traditional approach), 3.8% of the students preferred online only and 64.5% of them preferred blended learning (online and traditional approach). Based on the Pearson’s correlation test, there was a moderate positive correlation (0.671) which is significant (p-value <0.001) which shows that when there is an increase in students’ preference, the frequency of usage of technology and social media also increases. Nevertheless, technology and social media has become a major part in the present generation’s day to day lives, hence involving e-learning into education would do better than harm especially during this COVID-19 pandemic. Just because the world has been put on hold temporarily, teaching and learning should not come to a halt and as e-learning has proven its net worth it should be the mode of disseminating knowledge among undergraduates now and in the future.
Perception, Online Learning, Undergraduate Students
[01] Aparicio M, Bacao F, Oliveira T. Grit in the path to e-learning success. Comput Human Behav. 2017; 66: 388–399.
[02] Bostrom C. Educational leadership and the e-learning paradigm. Global Partners in Education Journal. 2012; 2 (1): 42–56. Available from:
[03] Duvenger, P., & Steffes, E. (2012). Using YouTube videos as a primer to affect academic content retention. Working Together Works: Partnering for progress 2012 CUMU national conference, (pp. 51-66).
[04] Buzzetto-More. (2013a). The use of YouTube to engage digital natives: Student preferences and perceptions in online and hybrid courses. Proceedings of the 19th Annual SLOAN COnsortium International Conference on Online Learning. Orlando, Florida.
[05] Jones, C., & Shao, B. (2011). The net generation and digital natives: implications for higher education. York, UK: Higher Education Academy
[06] Mangold, W. G., & Faulds, D. J. (2009). Social media; The new hybrid element of the promotion mix. Business Horizons, 52, 357-365.
[07] Selwyn, N., Crook, C., Carr, D., Carmichael, P., Noss, R., & Laurillard, D. (2008). Education 2.0? Designing the web for teaching and learning. Teaching and Learning Research Programme. Retrieved February 3, 2011 from
[08] Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, learning and sharing: How today’s higher education faculty use social media. Retrieved 21-01-2013 from
[09] Adamson, C. (2012). The role of social media in education. Retrieved 21-01-2013 from, D., Laffey, J., Lin, Y., & Huang, X. (2006). Social influence for perceived usefulness and ease-of-use of course delivery systems. Journal of Interactive Online Learning, 5 (3), 270-282
[10] Kabassi, K., Dragonas, I., Ntouzevits, A., Pomonis, T., Papastathopoulos, G., & Vozaitis, Y. (2016). Evaluating a learning management system for blended learning in Greek higher education. SpringerPlus, 5: 101.
[11] Zanjani, N., Edwards, S. L., Nykvist, S., & Geva, S. (2017). The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology, 33 (1), 19–31.
[12] Dahlstrom, E., Brooks, D. C., & Bichsel, J. (2014). The current ecosystem of learning management systems in higher education: Student, faculty, and IT perspectives. EDUCAUSE.
[13] Docebo. (2016). eLearning market trends and forecast 2017-2021. Docebo. Retrieved from
[14] Al-Youssef, I. Y. (2015). Student acceptance and use of internet-based distance education in Saudi Electronic University (SEU): A mixed method study. Doctoral dissertation, The Patton College of Education, Ohio University, USA.
[15] Research and Markets. (2017). Middle East Online Education & E Learning Market Size, Demand, Opportunity & Growth Outlook 2023. Research and Markets. Retrieved from
[16] Kanwal, F., & Rehman, M. (2017). Factors affecting e-learning adoption in developing countries–Empirical evidence from Pakistan’s Higher Education Sector. IEEE Access, 5, 10968–10978.
[17] Teo, T. (2016). Modelling Facebook usage among university students in Thailand: The role of emotional attachment in an extended technology acceptance model. Interactive Learning Environments, 24 (4), 745–757.
[18] Alenezi, A. R. (2012). E-learning acceptance: Technological key factors for successful students’ engagement in e-learning system. In Proceedings of the International Conference on e-Learning, e-Business, Enterprise Information Systems, and eGovernment. Retrieved from
[19] Tarhini, A., Hone, K., Liu, X., & Tarhini, T. (2017). Examining the moderating effect of individual-level cultural values on users’ acceptance of e-learning in developing countries: A structural equation modeling of an extended technology acceptance model. Interactive Learning Environments, 25 (3), 306–328.
[20] Baroud, F., & Abouchedid, K. (2010). E-learning in Lebanon: Patterns of e-learning development in Lebanon's mosaic educational context. In U. Demiray (Ed.), ELearning Practices (pp. 409–424). Eskisehir, Turkey: Anadolu University.
[21] Mtebe, J. S., & Kissaka, M. M. (2015). Heuristics for evaluating usability of learning management systems in Africa. In Proceedings of the IST-Africa Conference (pp. 1– 13. IEEE.
[22] Tarhini, A. (2013). The effects of individual-level culture and demographic characteristics on e-learning acceptance in Lebanon and England: A structural equation modelling approach. Doctoral dissertation, Brunel University, UK.
[23] Binyamin, S., Rutter, M., & Smith, S. (2017b). Factors influencing the students’ use of learning management systems: A case study of King Abdulaziz University. In Proceedings of the 12th International Conference on e-Learning (ICEL2017) (pp. 289–297). Orlando, FL: Academic Conferences International Limited.
[24] Binyamin, S. S., Rutter, M. J., & Smith, S. (2018). The influence of computer self efficacy and subjective norms on the students’ use of learning management systems at King Abdulaziz University. International Journal of Information and Education Knowledge Management & E-Learning, 12 (1), 30–62.
[25] Binyamin, S., Smith, S., & Rutter, M. (2016). The utilization of system usability scale in learning management systems: a case study of Jeddah Community College. In Proceedings of the 9th International Conference of Education, Research and Innovation (ICERI2016) (pp. 5314–5323). Seville, Spain: International Academy of Technology, Education and Development (IATED).
[26] Ariffin, N. H. M., Alias, N. A., Abd Rahman, H., & Sardi, J. (2014). Assessment of the students' utilization of a learning management system in a Malaysian higher education. In Proceedings of the IEEE Conference on e-Learning, e-Management and e-Services (IC3e) (pp. 18–23). IEEE.
[27] Back, D. A., Behringer, F., Haberstroh, N., Ehlers, J. P., Sostmann, K., & Peters, H. (2016). Learning management system and e-learning tools: an experience of medical students' usage and expectations. International Journal of Medical Education, 7, 267– 273.
[28] Islam, A. K. M. N. (2013). Investigating e-learning system usage outcomes in the university context. Computers & Education, 69, 387–399.
[29] I. E. Allen and J. Seaman. (2015). “Grade level. Tracking Online Education in the United States. 2015.” (Online article).
[30] I. E. Allen and J. Seaman. (2014). “Grade change. Tracking Online Education in the United States.” Babson Survey Research Group and Quahog Research Group, LLC. (Online article).
[31] I. E. Allen and J. Seaman. (2018). “Grade increase. Tracking Online Education in the United States.” Babson Survey Research Group and Quahog Research Group, LLC. (Online article).
[32] I. E. Allen and J. Seaman. (2010). “Class Differences: Online Education in the United States" Sloan Consortium (NJ1)
[33] I. E. Allen and J. Seaman. (2016). “Online Report Card: Tracking Online Education in the United States.” Babson Survey Research Group. (Online article).
[34] T. D. Snyder, C. de Bray, and S. A. Dillow. (2016). "Digest of Education Statistics 2014, NCES 2016-006." National Center for Education Statistics.
[35] T. D. Snyder, A. G. Tan, and C. M. Hoffman. (2006). "Digest of Education Statistics, 2005. NCES 2006-030." National Center for Education Statistics.
[36] T. D. Snyder and S. A. Dillow. (2012). "Digest of Education Statistics, 2011. NCES 2012-001." National Center for Education Statistics.
[37] Beyth-Marom R, Chajut E, Rocas S, Sagiv L. Internet assisted versus traditional distance learning environments: factors affecting students’ preferences. Comput Educ. 2003; 41 (1): 65–76. 10.1016/S0360-1315(03)00026-5
[38] Sun J. Multi-dimensional alignment between online instruction and course technology: A learner-centered perspective. Comput Educ. 2016; 101: 102–114.
[39] Eom SB, Wen HJ. The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education. 2006; 4 (2): 215–235.
[40] Webster J, Hackley P. Teaching effectiveness in technology-mediated distance learning. Acad Manage J. 1997; 40 (6): 1282–1309.
[41] Almerich G, Orellana N, Suarez-Rodriguez J, Diaz-Garcia I. Teachers’ information and communication technology competences: A structural approach. Comput Educ. 2016; 100: 110–125. 10.1016/j.compedu.2016.05.002
[42] Garrison DR. E-learning in the 21st century: A framework for research and practice. 2nd ed. New York, NY: Routledge; 2011.
[43] Park SY. An analysis of the technology acceptance model in understanding university students’ behavioural intention to use e-learning. J Educ Techno Soc. 2009; 12 (3): 150–162. Available from:
[44] Volery T, Lord D. Critical success factors in online education. International Journal of Educational Management. 2000; 14 (5): 216–223.
[45] Alsabawy AY, Cater-Steel A, Soar J. Determinants of perceived usefulness of e-learning systems. Comput Human Behav. 2016; 64: 843–858.
[46] Sun P-C, Tsai RJ, Finger G, Chen Y-Y, Yeh D. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Comput Educal. 2008; 50: 1183–1202.
[47] Lee, L. C. & Hao, K. C. (2015). Designing and evaluating digital game-based learning with the ARCS motivation model, humor, and animation. International Journal of Technology and Human Interaction, 11 (2), 80-95. doi: 10.4018/ijthi.2015040105
[48] Lee, C. H. M., Cheng, Y. W., Rai, S. & Depickere, A. (2005). What affect student cognitive style in the development of hypermedia learning system? Computers & Education, 45 (1), 1-19.
[49] Trespalacios, J. & Rand, J. (2015). Using asynchronous activities to promote sense of community and learning in an online course. International Journal of Online Pedagogy and Course Design, 5 (4), 1-13. doi: 10.4018/IJOPCD.2015100101
[50] Leslie A Hamilton, Andrea Franks, R. Eric Heidel, Sharon L. K. McDonough, Katie J. suda. Assessing the value of online learning and social media in pharmacy education. American Journal of Pharmaceutical Education 2016; 80 (6) Article 97.
[51] Karl L Smart and James J. Cappel. Students perceptions of Online Learning: A Comparative Study. Journal of Information Technology Education (June 2006).
[52] B., N., Reddy, B. S., & Pricilda, U. (2016, August). A Study on the Relationship Between Demographic Factor and e-Learning Readiness among Students in Higher Education. Retrieved May/June, 2020, from
[53] Ashong, C. (2012). Ethnicity, Gender, and Perceptions of Online Learning in Higher Education. Retrieved 2020, from
[54] Wilmer, H. H., Chein, J. M. Mobile technology habits: patterns of association among device usage, intertemporal preference, impulse control, and reward sensitivity. Psychon Bull Rev 23, 1607–1614 (2016).
[55] Chew, R. S. Y. (2011, June 3). Perceptions of Online Learning in An Australian University: Malaysian Students' Perspective. Retrieved June 11, 2020, from
[56] Boyette, M. A. (2008, May 29). An Investigation of the Online Learning Environment in Higher Education through the Observations and Perceptions of Students of Color. Retrieved June 11, 2020, from
[58] Adams, D., Sumintono, B., Mohamed, A., & Mohamad Nur, N. (2018, November 21). E-LEARNING READINESS AMONG STUDENTS OF DIVERSE BACKGROUNDS IN A LEADING MALAYSIAN HIGHER EDUCATION INSTITUTION. Retrieved May/June, 2020, from
MA 02210, USA
AIS is an academia-oriented and non-commercial institute aiming at providing users with a way to quickly and easily get the academic and scientific information.
Copyright © 2014 - American Institute of Science except certain content provided by third parties.