MINISTRY OF EDUCATION AND TRAINING
BA RIA VUNG TAU UNIVERSITY

NGUYEN THI YEN

NON-ENGLISH MAJOR’S ATTITUDES TOWARDS
THE USE OF E-LEARNING IN AN EFL CLASSROOM
AT BA RIA-VUNG TAU UNIVERSITY
MASTER’S THESIS

Ba Ria - Vung Tau, March 2022
i


MINISTRY OF EDUCATION AND TRAINING
BA RIA VUNG TAU UNIVERSITY

NGUYEN THI YEN

NON-ENGLISH MAJOR’S ATTITUDES TOWARDS
THE USE OF E-LEARNING IN AN EFL CLASSROOM
AT BA RIA-VUNG TAU UNIVERSITY

MASTER’S THESIS

Submitted to the Postgraduate Institute in partial
fulfillment of the Master’s degree in TESOL
Course code: 8140111

SUPERVISOR: DUONG MY THAM, Ph.D

Ba Ria -Vung Tau, March 2022


ABSTRACT
In education in general and English language instruction in particular, technology has
become an essential component. As a result, it should be mandatory to use technology
in the process of teaching and learning English at university level. This study aims
exploring non-English majors’ attitudes towards the use of e-learning in the context of
BaRia VungTau University in order to make some suggestions for the learners to
improve their English ability. One hundred thirty three non-English majors are chosen
as research subjects, and six of them are invited to participate in interviews. In this
study, the mixed-method is employed to collect both quantitative and qualitative data
using questionnaires and semi-structured interviews. There are three types of attitude
(affective, cognitive, and behavioral) are addressed in this study. The finding reveals
that the research participants have positive attitude towards the use of e-learning
(behavioral attitude). The finding also shows that most of the participants have
favorable affective attitude regarding the employment of e-learning. When using elearning, students who are not English majors can improve their English learning
thanks to their affective attitude. It is believed that these preliminary results would
throw light on learners’ attitudes toward using e-learning to teach and learn the
English language.
Keywords: attitude; e-learning; non-English major; language learning

i


TABLE OF CONTENTS
Abstract….................................................................................................................i
Table of Contents ..........................................................................................………ii
List of Figures .......................................................................................................... iv
List of Tables ............................................................................................................ v

List of Abbreviations ............................................................................................... vi
Statement of Original Authorship ..........................................................................vii
Acknowledgements .............................................................................................. viii
Retention and use of the thesis…………………………………………….……....ix
CHAPTER 1. INTRODUCTION.......................................................................... 1
1.1

Background of the study ................................................................................. 1

1.2

Statement of the problem ................................................................................ 3

1.3

Rationale for the study .................................................................................... 5

1.4

Research objectives ........................................................................................ 8

1.5

Research questions ......................................................................................... 8

1.6

Scope of the study........................................................................................... 8

1.7


Significance of the study ................................................................................ 9

1.8

Definition of terms........................................................................................ 10

1.9

Organization of the study ............................................................................. 10

CHAPTER 2. LITERATURE REVIEW ............................................................. 12
2.1

E-learning ..................................................................................................... 12

2.1.2 Definition of e-learning ................................................................................ 14
2.1.3 Characteristics of e-learning ......................................................................... 15
2.1.4 The application of e-learning in EFL teaching and learning ........................ 19
ii


2.1.5 Gender difference in e-learning .................................................................... 21
2.2

Attitude ......................................................................................................... 22

2.2.2 Components of attitudes ............................................................................... 23
2.2.3 Students’ attitudes towards the use of EL..................................................... 25
2.3


Previous studies ............................................................................................ 29

2.4

Conceptual framework ................................................................................. 31

2.5

Summary ....................................................................................................... 32

CHAPTER 3. METHODOLOGY ...................................................................... 33
3.1

Research questions ....................................................................................... 33

3.2

Research design ............................................................................................ 33

3.3

Research setting and participants ................................................................. 33

3.3.2 Participants ................................................................................................... 34
3.4

Instruments ................................................................................................... 36

3.4.1 Questionnaire ................................................................................................ 36

3.4.2 Semi-structure interviews ............................................................................. 36
3.5

Data collection .............................................................................................. 37

3.6

Data analysis procedure ................................................................................ 38

3.7

Validity and Reliability ................................................................................ 39

3.8

Ethical considerations ................................................................................... 41

3.9

Summary ....................................................................................................... 41

CHAPTER 4. RESULTS AND DISCUSSION .................................................. 42
4.1 Findings ......................................................................................................... 42
Affective attitude .................................................................................................... 43
Cognitive attitude ................................................................................................... 45
Behavioral attitude .................................................................................................. 46
iii


4.2


Differences in terms of gender ..................................................................... 48

4.4

Summary ....................................................................................................... 50

CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS ..................... 52
5.1

Conclusions .................................................................................................. 52

5.2

Implications of the research .......................................................................... 53

For teachers ............................................................................................................. 54
For students ............................................................................................................. 54
Stakeholders............................................................................................................ 56
5.3

Limitations of the research ........................................................................... 56

5.4

Recommendations for further research ........................................................ 57

5.5

Summary ....................................................................................................... 57


REFERENCES ..................................................................................................... 58
APPENDIX A ........................................................................................................ 61
APPENDIX B ........................................................................................................ 64

iv


LIST OF TABLES

Table 3

Participants’ general information……………………………… 35

Table 4.1

Non-English majored students’ attitudes towards the use of elearning…………………………………………………………. 42

Table 4.2

Non-English major students’ affective attitude towards the use
of e-learning……………………………………………………. 43

Table 4.3

Non-English majored students’ cognitive attitude towards the
use of EL……………………………………………………….. 45

Table 4.4


Non-English majored students’ behavioral attitude towards the
use of e-learning………………………………………………… 47

Table 4.5

Differences in attitudes towards the use of e-learning according
to gender……………………………………………………….. 48

Table 4.6

Differences in attitudes towards the use of e-learning according
to gender……………………………………………………….. 49

v


LIST OF FIGURES

Figure 2.1:The ABC model (Eagly & Chaiken 1993) ................................................... 25
Figure 2.2: Conceptual framework of the study ............................................................ 32

vi


LIST OF ABREVIATIONS
TUOEL

The Use Of E-learning

BVU


Ba Ria Vung Tau University

NEM

Non-English Majors

ATTs

Attitudes

ATT

Attitude

EL

E-learning

OL

Online Learning

JS

Jetstream

HE

HELBLING e-zone


SPSS

Statistical Package for the Social Sciences

ANOVA

Analysis of Variance

vii


STATEMENT OF ORIGINAL AUTHORSHIP
Except where reference is made in the text of the thesis, this thesis contains no
material published elsewhere or extracted in the whole or in part from a thesis by
which have qualified for or been awarded another degree or diploma.
No other person’s work has been used without due acknowledgement in the
thesis.
This thesis has not been submitted for award of any degree or diploma in any
other tertiary institution.

Ba Ria- Vung Tau March 2023

Nguyễn Thị Yến

viii


ACKNOWLEDGEMENTS


My sincere thanks goes to Dr. Duong My Tham, who served as my adviser and
provided me with academic counsel and helpful criticism while I wrote this
thesis. Certainly, without her support and encouragement, this job could not
have been finished. She has provided excellent leadership, and I much
appreciate how persistent she has been. I appreciate the cooperation of my
coworkers and professors throughout data gathering. Additionally, I owe a
debt of gratitude to my family, especially my parents, who have supported me
throughout my working and helped me care for my daughter while I have
been attending the MA classes and worked on my thesis. A special thanks to
my husband's parents for their patience and prompt support is also in order.
Last but not least, I want to convey my heartfelt gratitude to my spouse, who
has always been a strong spiritual support in both my life and my career.

ix


RETENTION AND USE OF THE THESIS

I hereby confirm that I, Nguyen Thi Yen, a candidate for the degree of
TESOL, recognize the University's rules regarding the keeping and usage of
Master's Theses placed in the Library.
In line with these terms, I agree that the original of my Master's Thesis,
which has been placed in the Library, shall be available for study and research
purposes, in accordance with the regular criteria established by the Librarian for
the care, lending, and reproduction of theses.

Ba Ria -Vung Tau, March 2023

Signature…………….


x


CHAPTER 1. INTRODUCTION
1.1 Background of the study
The growth of science and technology impacts every field in our life in
general and in education in particular. Especially when technologies and
educational techniques develop constantly, it is important to invest to
educational institutions including technology infrastructure. A significant
contribution of technology to education is the increase in EL settings. Thanks
to technology and communications, the learning environment has been
improved. Especially everyone has opportunities to enjoy lifetime learning
through audiovisual appliances and online learning environments (Duran et al.,
2006).
In order to make certain the majority of young Vietnamese people
graduate from secondary schools, colleges and universities have sufficient
foreign language ability to use independently, confidently in communication,
study and work in an integrated, multilingual and multicultural environment;
making foreign languages a strength of the Vietnamese, serving the cause of
industrialization and modernization of the country, schools and teachers have
used a variety of new methods or approaches to improve students' foreign
language skills such as learning English through applications, YouTube
channel EL and other forms of English language learning while EL is also a
new effective and useful which should be applied.
Recently, besides familiar teaching and learning modes, EL has emerged
as a new type of learning which is carried out through digital resource. Thanks
to the advantages of conveniences, diversity, student-oriented programs, EL
has become an inevitable trend of higher education. The Ministry of Education
and Training has coordinated with businesses to deploy EL and online exams
such as the contest "Designing electronic lecture records for EL" in the 20202021n With the increasingly growing internet network, a few Vietnamese

universities have used this advanced training method.
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At the 19th international conference on "Application of Information
Technology and Management-ITAM" held in early 2018 at Dong A University,
Da Nang City, Vietnam, Mr. Pradeep Bastola said EL has risen at a rate never
previously witnessed in its ten-year existence and is expected to continue to
develop quickly in the future as traditional teaching and learning techniques are
being replaced.
This is the reason why at the third Annual High-Level Forum on Industry 4.0 on
December 6th, 2021, Nguyen Kim Son – Minister of the Ministry of Education
and Training declared that in order to train high-quality human resources to meet
the 4.0 revolutions, 4.0 educations, especially in higher education, is necessarily
promoted. The Ministry of Education and Training has coordinated with
businesses to deploy EL and online exams such as the contest "Designing
electronic lecture records for EL" in the 2020-2021 school year.
With the advantage of rapidly developing internet infrastructure, people are
gradually getting used to digital transformation through online transactions and
Government’s determination to digital transformation, according to many
experts, uses EL in education will grow strongly in the higher education system
in Vietnam when we promote two factors that are improving teaching and
learning in a combination of face-to-face and online to help students equip
needed necessary skills to meet the needs of personnel in a changing working
environment.
According to Miller et al. (2014) EL includes features that provide productive
ways to achieve learning goals, and nowadays, with the internet's strong
development, learning English has become easier than before. EL has had a
great impact on education in general and English in particular. There are many
factors affecting the results of learning English through EL such as environment,

learning time, motivation, etc. And one factor that cannot be overlooked is
students' ATTs towards learning English.
Also, Smith (1971) stated a generally persistent arrangement of thoughts about
a thing or a circumstance is called an ATT, and it predisposes a person to
2


behave in a particular way. Besides the benefits of EL in the language learning,
it is also beneficial in promoting learners' self-discipline, but learners' ATTs
towards the use of EL also have a great impact on learning outcomes. Gardner
(1994) claimed that a person's ATT is their evaluation of a referent or ATT
object based on their thoughts or beliefs about the referent.
1.2Statement of the problem
It is true that the results or learning potential of learners are increased
when learners have a positive ATT and a high level of motivation. For
example, to see if students' ATTs towards learning English really affect their
ability to learn a foreign language, instructors could recognize the positive and
negative ATT of students then teachers can change materials, and teaching
methods, and adopt other activities to change learner ATTs. Moreover, if
learners have positive ATTs towards using EL in learning, the results will also
be increased.
In the context of global integration, learning English is a necessity.
However, many Vietnamese students have difficulty accessing this new
language. With many changes in the application of technology in teaching,
some varieties of online English learning software aim to help students get
better results in English as well as increase learning intensity, and earning
English through apps is an extremely popular method nowadays, no one can
deny the benefits it brings.
BVU has implemented a 30-credit English program for non-English majors’
students with JETSTREAM which is a brand-new digital-age 6- level course

for adult learners which I have taught my students so far. It is a useful
application that is cheap, convenient, and necessary for every language learner.
According to the author Jane Revell and Mary Tomalin, the Helbling e-zone is
a friendly online platform for teachers and students to support teaching and
learning, which offers a Learning Management System. As a central platform
for coursing books, grammar books, and readers, the Helbling e-zone is a
comprehensive resource for teachers as well as supporting students’ learning in
3


class and at home. HE is a flexible and intuitive tool for inside and outside the
classroom. Besides exciting and interesting classroom activities, they also have
a variety of reinforcement and self-training exercises for each lesson.
On the other hand, it has become common for learners to use online
resources and personal technology devices to learn foreign languages in general
and English in particular in recent years. There are many diverse and attractive
resources for learners. Moreover, the supports of technology, the attitude, and
perception of learners orteaching methods of teachers also have a strong impact
on students’ learning outcomes. Investigation and establishment of the factors
affecting learners' ATTs towards using EL to learn English are the focus of this
study because one’s ATT and behavior are closely related to each other.
To achieve in-depth view into terms of learners’ ATT, people have
conducted several studies recently. Brown (2001) emphasized that attitude
plays an important role in learners' learning process. To master a language and
simplify language acquisition, ATTs are very important (Gardner & Lambert,
1972). The learners' perceptions as well as the knowledge gained by the
students and the different purposes of using the language in their future career
have formed different ATTs to learning foreign languages. Therefore, ATT
affects students learning process. Ellis (1994) said that learning a language can
be impeded by negative ATTs. Moreover, learners can change their negative

ATT into positive ones in order to achieve positive results (Elyildirim and
Ashton, 2006). With strong integration with the world in the fields of trade,
technology, import-export or intercultural exchange, English is the bridge to
develop the country. Students' ATTs and English ability are related to the
success in the development of Vietnam in general and in Vung Tau in
particular.
There might be some positive and negative factors affecting students' learning
results. After three years of teaching at BVU, the researcher found that the
students do not have motivation and positive ATTs towards using EL to learn a
language and they usually follow teachers’ orders during the lesson without
4


any interest in studying the subject. Most of them consider learning English as
compulsory course credits while the ultimate aims of the program is to help
them use this language fluently to bring them more opportunities for their
occupation after graduating. Despite a lot of support from EL and teachers in
learning English, the level of their language proficiency has not been improved.
1.3 Rationale for the study
There have been studies about improvements in learning English results
by applying EL. However, these studies have been done in the Western
contexts. There have been few investigations about non-English major students'
ATTs affecting their outcome learning, while the English language is a
compulsory subject in the curriculum and demands skill for a future career.
Additionally, many studies have shown the positive and negative effects
of EL on learning, this topic wishes to conduct research on learners' ATTs
towards the use of EL as well as support teachers and learners to get the desired
results.
Implement the Resolution of the 02-NQ/HNTW Party Central
Committee, term VIII and the guidelines of the Party and State on strategic

orientations for the development of education and training in the period of
industrialization and modernization. Higher education focuses on training
highly qualified human resources, fostering talents, developing learners'
quality and capacity for self-study, and self-enrichment of knowledge and
creativity. Many educational and learning programs have been established to
achieve this goal. The use of information technology in teaching has been
thoroughly used. In addition to the continuous efforts of teachers and support
from the government, students' ATTs towards the use of technology in learning
also contribute a lot to the implementation of the policy.
Students' ATTs towards the use of EL may be viewed as considerable
for ICT-supported instructional practices (Internet and communication
technologies). It is shaped by students' agreement or dissatisfaction with
technology's usefulness and individual abilities. Besides, their knowledge of the
5


drawbacks and advantages of this category of education influences learners'
ATTs towards the useof EL (Rafi et al. 2006).
It is clear that students' ATT plays an important role in determining
whether EL is effective in helping learners acquire knowledge or not. If
learners have positive ATT, learners can make full use of EL improve language
ability, learning results and vice versa if the ability to use technology is not
flexible. Active or lack of knowledge about this type of learning will cause
learners to be limited in the process of knowledge discovery by their own
learning ATT.
On November 16, EF Education released its 2021 report on the English
proficiency index (EF-EPI) in 112 countries where English is not the first
language. “Despite travel restrictions, English continues to facilitate crossborder communication and cooperation and new ways of working. This year's
EF EPI is more comprehensive than ever, providing valuable insights for
governments to evaluate foreign language learning policy and highlighting

areas for improvement,” said Kate Bell, Author of the Index English
proficiency number EF indicates. And Vietnam ranked 66 outs of 112
countries, still ranking high in Southeast Asia, ahead of Indonesia (ranked 80),
Myanmar (ranked 93), Cambodia (ranked 97th), and Thailand (ranked 100).
Although Vietnam's ranking is quite good, there are still numerous students
who have not really achieved their goals in learning English for many reasons
while the ATTs towards the use of EL to study is still a topic that needs to be
studied.
There are some disadvantages for students to using EL such as lacking
using techniques or guidance from teachers are not enough for them to use it as
one of the useful ways to learn English. Students still do not have appropriate
learning strategies, leading to unsatisfactory results. Many other students are
passive in learning lessons as well as practicing, they lack the skills to do
exercises on their own, and some are waiting for guidance from teachers due to
the traditional way of learning because learners believe that teachers and
6


textbooks always have the keys and instruction.
Obviously, most of the research on ATTs towards the use of EL is an
important and urgent issue in training in general and teaching languages in
particular. Applying EL in language training has existed for quite some time. In
order to achieve learning results through EL, many factors are needed, of which
the ATTs towards the use of EL in language learning is a new issue that needs
to be discussed.
In addition, this study also shows the difference in ATTs towards the use
of EL among different groups of disciplines in order to make appropriate
suggestions for the curriculum, as well as bring teachers a new perspective on
students using EL. From there, teachers can adjust programs and lesson plans to
bring more effective learning experiences to learners. Besides, the study also

shows the negative aspects of students when using EL as an indispensable
learning tool. Last but not least, using English well not only helps students
achieve their future career prospects but also contributes to the formation of
thinking, creative, methodical, basic learning habits achieving learning goals.
Conversely, if students have good self-study skills but do not have positive
ATTs towards using this tool to practice and consolidate lesson content,
students will not be able to achieve the desired results. Setiyadi (2006) showed
that ATT in learning a target language might affect motivation in learning the
language; motivation could mediate any relation between language ATT and
language achievement.
EL can be considered the optimal solution in learning and the
development of technology has brought to us. Thanks to this tool, learners are
more active in learning, connecting people everywhere more easily. In addition,
EL also brings interesting, lively, and effective lessons for both teachers and
learners. Therefore, when it comes to foreign language learning methods, we
cannot ignore EL. For EL to be effective for learners we need to have many
factors attached to EL, a positive and proactive ATT towards TUOEL in
learning is inevitable.
7


The study will provide a detailed overview of students' attitudes towards
EL and highlight the differences in attitudes across disciplines in order to
improve training quality as well as the learning outcome of students.
1.4 Research objectives
There have been many studies on students' ATTs towards language
learning, but students' ATT towards using EL to learn languages are still
limited. This study aims to:
1.To explore non-English majors’ ATTs towards the use of EL in EFL
classrooms.

2.To explore differences attitudes between male and female students
towards the use of EL in EFL classrooms.
1.5 Research questions
In order to achieve the above objectives, the research s’ questions are sought:
1.What are non-English majors’ attitudes towards the use of e-learning
in an EFLclassroom at BaRia VungTau University?
2.What are the differences in attitudes between male and female students
toward the use of e-learning in an EFL classroom?
1.6 Scope of the study
With the development of technology in all fields and more specifically
with education, using EL in learning is widely applied in all schools and
majors. However, to effectively apply EL to increase learning outcomes is our
goal. In view of this situation, this study analyzes students' attitudes toward the
use of EL in EFL classrooms. To this end, the study will address the
characteristics of EL, the usefulness of this tool as well as the attitude factor
and the components of the attitude will also be mentioned in the research paper.
The scope of research is limited to the E-zone platform. The empirical research
in this study was limited to BVU, in which the opinions of 20 students were
interviewed, and 120 students were surveyed on Google form. Furthermore, the
study also concerns the significance of differences in EL usage between groups
8


of students. Therefore, the scope of this study is limited to Vietnam, and more
specifically to those offering EL in an EFL classroom.
1.7 Significance of the study
EL is very useful in learning in general and English in particular. The
effectiveness of this method has been proven to bring higher results than
traditional learning methods including cost-effectiveness, ease of learning,
time-saving for teachers, students, and student flexibility including breaking

down geographical barriers (Hjetnes & Hansson, 2004). Furthermore, EL
benefits learners in different stages of modern life, especially in higher
education. Obviously, to achieve learning results learners need to have an
effective method and positive ATT, the right learning strategies, and the
support of teachers is an essential factor as well. Apart from this, this study
will bring new insight into how students' ATTs towards EL and its effect on
learning outcomes. Although all students were instructed on how to use EL in
learning English, the results of applying this tool in learning are still not as
expected because of limitations and shortcomings. Therefore, this study also
partly helps students adjust their learning attitudes and use EL effectively in
considering EL as an integral part of learning English. This study is expected to
provide worthy information on non-English students’ attitudes towards the use
of EL at BVU. Moreover, this research also encourages other researchers in
Vietnam to explore the same topics and gives more opportunities for further
research.
Last but not least, achieving learning goals need many elements and
ATT plays a vital role in those factors. In addition to bringing new perspectives
on positive attitudes towards EL that bring about learning effectiveness, the
article also gives the meaning of differences in ATTs towards EL among
industry groups with the desire to students have a new look at EL as well as
adjust their ATTs towards this learning tool to achieve the desired results. This
study also brings a new outlook for educational leaders to reconsider EL for
universities in our country in order to create a more productive learning
9


environment inside and outside the classroom.
1.8

Definition of terms


Attitude is tied up with motivational dynamics, especially in mastery learning
of a foreign language (Titone, 1990) and Gardner (1979) claimed that ATT did
played an important role in foreign language learning though it did not affect
achievementdirectly.
EL is defined as the acquisition and use of knowledge distributed and
facilitated by an electronic means. Another study defines EL as “an innovative
approach for delivering well-designed, learner-centered, interactive, and
facilitated learning environment to anyone, anyplace, anytime by utilizing the
attributes and resources of various digital technologies along with other forms
of learning materials suited for open, flexible, and distributed learning
environment”
EFL classroom is a classroom conducted in a country where English is
not the dominant language. In this study, it refers to a classroom where
Vietnamese students learn English as a foreign language.
Helbling e-zone is a website that learners use to do online exercises. Teachers
can see how well students complete assignments fast access. In addition, the
website is usedby learners in parallel with the content of the Jetstream book.
Non-English majors are students of the faculties of Economics, Society,
Tourism, Business Administration, Finance and Accounting, Linguistics...
These students will complete English levels with four skills of Listening,
Speaking, Reading and Writing in order to complete the output standard
program of the Ministry of Education and Training for the University level.
Jetstream book is a brand-new digital-age 6-level course for adult learners.
It’s carefully balanced pace and challenge offer a learning experience that is
fun and motivating and which prepares students to use their English effectively
in work and life. Moreover, interactive Student’s Book & Workbook with
integrated audio and video plus extra activities.
1.9 Organization of the study
10



This present study is divided into five chapters, which are as follows:
The study's background, the issue statement, the study's purposes, the research
objectives and questions, the study's importance, and definitions of important
words are all included in Chapter 1's introduction.Chapter 2 covers EL theories,
EL features, and attitudes toward EL in EFL classrooms. The first portion is
representative of EL. The second segment covers the attitude toward utilizing
EL as well as its structure, components, and conceptual knowledge.The
research technique for this study is thoroughly described in Chapter 3 and
includes the research setting, research design, methods for gathering and
analyzingdata, and ethical issues.
Chapter 4 deals with the findings of the data gathered through questionnaires
and semi-structured interviews, followed by analysis and discussions.
The focus of Chapter 5 is on the research's principal results, limitations, and
recommendations for further research.

11


CHAPTER 2. LITERATURE REVIEW
The theories of EL, characteristics of EL and ATT towards the use of EL in
EFL classrooms are all covered in this chapter. EL is typified by the first segment.
The ATTs towards using EL, as well as its structure, elements, and understanding
of the concept, are covered in the secondsection.
2.1
2.1.1

E-learning
E-learning with online learning


The phrases "e-learning" and "online learning" are sometimes used
interchangeably to refer to remote learning. The two phrases actually mean two
different types of learning that are unique from one another. The phrases EL and
online learning are sometimes used interchangeably, despite the fact that EL can
include any type of telecommunication and computer-based learning while online
learning refers particularly to using the Internet and the Web, according to Bates
(2005). In this example, Bates (2005) clarifies the difference between EL and OL
by stating that EL refers to the use of computer or other means of communication
technologies for learning purposes, whereas OL primarily refers to the type of
learning that makes use of the Internet and the World Wide Web.Another broad
concept, online learning is a little more specific than digital learning. It means that
most of the coursework will be completed online using tools like forums, shared
files, email, chat, and other online communication tools. It does not, however,
imply that there is no direct connection between the teacher and the students. It
can involve conducting coursework remotely or in a classroom as long as most of
the communication takes place online. EL generally refers to a course taken
entirely over the internet. The teacher and students do not meet face to face. All
course work and communication is handled via email, forums, chat, or video
conferencing. The usage of EL, which is steadily gaining popularity around the
globe, is widespread in higher education. Tamm (2019) discovered that EL refers
to the process by which students use technological items to learn.
Some other readers state that a typical EL courses may include pre- recorded
12


video lectures, PowerPoint presentations, and/or Word documents. Independent
review of a sizable amount of material is demanded of the students. The theory is
often explained in text format on PowerPoint slides. Teachers typically use
PowerPoint slides to browse while lecturing or just talking in pre-recorded video

courses. Such educational resources don't promote thinking while learning. In
another perspective of readers, online learning is used as follows. Online students
can get help from the teacher. The training is delivered in-person rather than
through a pre-recorded video lecture. During a live session, a teacher discusses the
readings with a student (such as worksheets, test papers, homework).
With online learning, students can also voice their opinions or ask questions
during a live lecture. Online learning is defined as "learning experiences in
synchronous or asynchronous environments using different devices with the
internet access". In these environments, students can be anywhere to learn and
interact with instructors and other students" (Singh & Thurman, 2019). The main
difference between e-learning and online learning is the amount of interaction.
Students and instructors interact more during online learning, while EL is more
self-paced With online learning, students can also voice their opinions or ask
questions during a

live lecture. Additionally, instructors are able to

immediately address any of their queries and dispel any confusion. This is
differences between EL and OL:
E-learning
E-learning
method
instruction

is

a

that


formalized

uses

and

Online learning
learning On the other side, online learning gives

both

organized students the opportunity to take advantage

electronic

resources. of a virtual conferencing application like

Additionally, e-learning can take place

Microsoft Team, Zoom, Google Meet, etc.

inside or outside of a classroom, but the that enables them to communicate with
majority

of

the

process


involves their teacher in person.

computers, electronic devices, and the
internet.
13