Online Learning by University Students for Improved Performance in Emerging Economies

https://doi.org/10.55549/ijaste.24

Abstract

The main purpose of this study was to investigate the uptake of online learning as a new normal by university student for improved performance in emerging economies. Objectives of this study is to determine the uptake of online learning by university students, establish effect of online learning on university student performance, and to develop a framework that promote the uptake of online learning by university students in improving their performance in emerging economies. Emerging technologies and practices, such as online learning, are reported and predicted to have the potential to influence the future of global higher education teaching and learning.  Lecturers and students in emerging economies contexts are less familiar with the use of digital technologies and had to struggle hard due to the lack of proper training and skills to utilize digital technologies which are inevitable for online learning, be it synchronous or asynchronous. A systematic literature review approach was used. 219 articles were found in the Scopus database, 69 papers were selected for the study. Results showed that online learning has bought positive impact on the lives of students in improving their academic performance for universities in emerging economies. There has been limited research into the use of digital technologies and their effects on student engagement and performance in emerging economies context. The present study was therefore designed to address this gap by focusing on the use of online learning by establishing various digital tools and their roles in fostering students’ online performance. This study therefore recommends a framework that promotes the uptake of online learning by university students in improving their performance in emerging economies through the four pillars of legislative framework, online leaning platforms, infrastructure, and human capital. The theoretical findings of this study therefore offer insights on policy implications for online learning practitioners and policymakers.