The impact of online learning on students

Evidence from Lebanese French University-Erbil




Online Learning, Online Education, International Universities, Students


Online education has been introduced as a tool in the learning process in the majority of international universities worldwide. The term “e-learning” is defined as “any learning that involves using the internet or intranet. In this research, we tried the check the impact of online learning upon the students of Lebanese French University Erbil, Kurdistan region Iraq. The Objectives of the study are multi-folded. Firstly, to evaluate the influence of online learning upon the performance of students and secondly, to test the motivation of online learning towards the students. For this purpose, a detailed questionnaire was developed in order to get the response of the students. The questionnaire was built up and distributed to almost eighty respondents in which we got back a perfect response in complete shape only fifty.  Graph analysis has been used in order to present the response of the respondent. Mix response was recorded in which slightly negative response was in high portion. Furthermore, results showed that 60 % of respondents answered they are not happy with the online learning process and they want to have a traditional learning process that is on campus. Similarly, in each question, an extraordinary negative response toward online learning is recorded such as 76 % respondents said that they are not satisfied with this implementation of online learning. Also, they are facing hurdles and 58 % of people showed their response one of the big challenges toward online learning is a poor internet connection. 60% claimed that the instructor is not helping them to understand this whole process as a tool of online learning. The possible reason that was claimed from respondents are following: (i)This online process is first time they are interacting with,(ii) Lack of training of such online tools for the online learning process, (iii) once any student is facing trouble while this online process less support is available from the department and technical staff of the university


Discussion Paper 12. Karp, M. M. (2011). Toward a new understanding of non-academic student support: Four mechanisms encouraging positive student outcomes in the community college. (CCRC working paper no. 28, Assessment of Evidence Series) New York, NY: Columbia University, Teachers College, Community College Research Center.

E., & Kalata, K. (2007). A model for enhancing online course development. Innovate, 4(2). Retrievedfrom

Hawkes, M., & Cambre, M. (2000). The cost factor: When is interactive distance education justifiable? Technology Horizons in Education Journal, 28(1), 26–32.

Hawkes, M., & Coldeway, D. O. (2002). An analysis of team vs. faculty-based online course development: Implications for instructional design. Quarterly Review of Distance Education, 3(4), 431–441.

Hixon, E. (2008). Team-based online course development: A case study of collaboration models. Online Journal of Distance Learning Administration, 11(4). Retrieved from

Howell, S. L., Laws, R. D., & Lindsay, N. K. (2004). Reevaluating course completion in distance education. Quarterly Review of Distance Education, 5(4), 243–252.

Hyllegard, D., Heping, D., & Hunter, C. (2008). Why do students leave online courses? Attrition in community college distance learning courses. International Journal of Instructional Media, 35(4), 429–434.

Jaggars, S. S., & Bailey, T. (2010). Effectiveness of fully online courses for college students: Response to a Department of Education meta-analysis. New York, NY: Columbia University, Teachers College, Community College Research Center.

Jewett, F. I. (2000). A model for comparing the costs of using distance instruction and classroom instruction. American Journal of Distance Education, 14(2), 37–47.

Jung, I. (2003). Cost-effectiveness of online education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 717–726).

Kaupp, R. (2012). Online penalty: The impact of online instruction on the Latino-White achievement gap. Journal of Applied Research in Community Colleges, 12(2), 1–9. Knowles,

LaRose, R., Gregg, J., & Eastin, M. (2000). Audiographic telecourses for the Web: An experiment. Journal of Computer-mediated Communication, 4(2). Retrieved from

Levine, A., & Sun, J. (2012). Barriers to distance education. Distributed education: Challenges, choices, and a new environment, sixth in a series. Washington, DC: American Council on Education.

Long, B. T., & Kurlaender, M. (2009). Do community colleges provide a viable pathway to a baccalaureate degree? Educational Evaluation and Policy Analysis, 31, 30–53.

Mahwah, NJ: Lawrence Erlbaum Associates. Kane, T. J., Orszag, P.R., & Gunter, G. (2003). State fiscal constraints and higher education spending. Urban-Brookings Tax Policy Center.

Mentzer, G. A., Cryan, J., & Teclehaimanot, B. (2007). Two peas in a pod? A comparison of face-to-face and Web-based classrooms. Journal of Technology and Teacher Education, 15(2), 233–246.

Millward, J. (2008). An analysis of the national ‘‘TYCA Research Initiative Survey Section III: Technology and Pedagogy’’ in two-year college English programs. Teaching English in the Two-Year College, 35(4), 372–398.

Moore, K., Bartkovich, J., Fetzner, M., & Ison, S. (2003). Success in cyberspace: Student retention in online courses. Journal of Applied Research in the Community College, 10(2), 107–118.

Stock, J. H., Wright, J. H., & Yogo, M.(2002). A survey of weak instruments and weak identification in generalized method of moments. Journal of the American Statistical Association, 20(4), 518–529.

Taskforce. (2001). Virginia Community College System organizational strategy for distance learning: Final report. Richmond, VA: Virginia Community College System.

Texas Higher Education Coordinating Board. (2011). Summary of higher education legislation: 82nd Texas Legislature. Austin, TX: Author.

Thille, C. (2008). Building open learning as a community-based research activity. In T. Iiyoshi & M. S. V. Kumar (Eds.), Opening up education: The collective advancement of education through open technology, open content, and open knowledge (pp. 165–180).

Whalen, T., & Wright, D. (2014). Methodology for cost-benefit analysis of Web-based tele-learning: Case study of the Bell Online Institute. American Journal of Distance Education, 13(1), 23–44.

Wooldridge, J. M. (2002). Econometric analysis of cross section and panel data. Cambridge, MA: MIT Press.

Wooldridge, J. M. (2003). Cluster-sample methods in applied econometrics. American Economic Review, 93(2), 133–138.

Xu, D., & Jaggars, S. S. (2011). The effectiveness of distance education across Virginia’s community colleges: Evidence from introductory college-level math and English courses. Educational Evaluation and Policy Analysis, 33(3), 360–377.

Xu, D., & Jaggars, S. S. (2013). Adaptability to online learning: Differences across types of students and academic subject areas. (CCRC working paper no. 54) New York, NY: Columbia University, Teachers College, Community College Research Center.

Xu, H., & Morris, L. V. (2017). Collaborative course development for online courses. Innovative Higher Education, 32(1), 35–47.




How to Cite

Jamal, S. (2021). The impact of online learning on students: Evidence from Lebanese French University-Erbil. International Journal of Research in Business and Social Science (2147- 4478), 10(3), 522–532.



Learning & Education