The Impact of Virtual Learning Environments on Student Achievement
DOI:
https://doi.org/10.55885/jerp.v1i3.195Keywords:
Virtual, Learning, AchievementAbstract
This study explores the impact of Virtual Learning Environments (VLEs) on undergraduate students' academic performance, engagement, and satisfaction, particularly in the context of the COVID-19 pandemic. Using a mixed-methods approach, data were collected from 500 students across various academic disciplines through structured questionnaires and focus group discussions. The quantitative analysis revealed significant positive correlations between VLE satisfaction, academic performance, and engagement, suggesting that students who are more satisfied with their VLE experience tend to achieve higher academic outcomes and exhibit greater engagement in their studies. The structural equation modeling (SEM) further demonstrated that engagement mediates the relationship between VLE satisfaction and academic performance, highlighting the importance of student involvement in achieving academic success. Qualitative analysis identified key themes, including the importance of ease of use, accessibility, and the perceived impact of VLEs on learning outcomes. While students appreciated the flexibility of VLEs, challenges such as reduced face-to-face interaction and technical issues were noted. The findings suggest that effective VLE design and implementation are critical for enhancing student satisfaction and engagement, which in turn can lead to improved academic performance. These results have important implications for educators and instructional designers, emphasizing the need for user-friendly, interactive, and accessible VLEs that support diverse student needs. The study contributes to the growing body of literature on online education, offering insights that can guide the development of more effective and inclusive digital learning environments in higher education.References
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