AL-I’LAM – J. Contemp. Islam. Comm. & Media | Vol. 3, Issue 1, July 2023 https://jcicom.usim.edu.

my

Online Learning Makes Student Perform Better: A Quantitative

Study of Interactivity During Class and Academic Performance
Among USIM Students
Affandi Yusran Suhadi*, Dr Norsimaa Mustaffa**
Article Info
*Faculty of Leadership and Management, 71800, Bandar Baru Nilai, ____________________________
Article history:
Universiti Sains Islam Malaysia Received: 9th June 2023
E-mail: affandi.yusran@raudah.usim.edu.my Accepted: 23rd June 2023
Published: 1st July 2023
____________________________
**Faculty of Leadership and Management, 71800, Bandar Baru Nilai, DOI:
Universiti Sains Islam Malaysia https://doi.org/
10.33102/jcicom.vol3no1.84
E-mail: norsimaamustaffa@usim.edu.my ____________________________

__________________________________________________________________________________________

ABSTRACT

The purpose of this article is to investigate the effect of interactivity in online learning on
student academic performance. Online learning has become a popular method of education,
but the lack of interaction in some online courses has been a concern. This study aims to ex-
plore perception of interactivity in online learning can be enhanced to improve student aca-
demic performance. The research was conducted using a quantitative method, with a sample
of 100 students enrolled in online courses at a university. Data was collected through a sur-
vey, which measured student’s perceptions of interactivity in their online courses and their
academic performance. The results of the study showed that there is a positive correlation
between interactivity in online learning and student academic performance. The findings
suggest that incorporating interactive elements, such as discussion boards, collaborative pro-
jects, and real-time interactions, can improve student engagement and ultimately lead to
better academic outcomes. This research contributes to the understanding of how interac-
tivity in online learning can be used to enhance student academic performance and can
serve as a reference for educators and instructional designers in developing interactive
online courses.

Keywords: Online learning, Student performance, Interactivity during class, Academic

performance, USIM students

©The Author(s) (2021). Published by USIM Press on behalf of the Universiti Sains Islam Malaysia. This is an Open
Access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) license.
 122

INTRODUCTION

Technology has altered how we do our jobs, and it is also set to transform how we
learn. In the corporate sector, online learning platforms has emerged as the most ef-
ficient method, especially when conferences are held for workforce from the same or
different organisations. Nowadays, schools that implemented together the usage of
e-learning technologies in teaching and learning activities are in a better position
than those who only use conventional teaching method (Al Rawashdeh 2021; Mohd
Basar et al., 2021). Without a doubt, it is crucial to expand the idea of non-electronic
learning using lectures and books, but it is impossible to ignore the importance and
efficiency of technology-based learning. Since it is believed that the human mind can
remember and respond to what is shown and heard in animated pictures or videos
(Korte, 2022), this research is particularly important. It has been shown that visuals
not only keep student’s attention, but also keep it for long periods of time in the
brain. Therefore, the current study explores the online learning of faculty students
regarding the academic performance, advantages, limitations, and recommendations
for online learning among USIM student.

Online learning is defined as “learning experiences in synchronous or asynchronous

environments using different devices (e.g., mobile phones, laptops, etc.) with internet
access and in these environments, students can be anywhere (independent) to learn
and interact with instructors and other students” (Singh & Thurman, 2019). The syn-
chronous learning environment is structured in the sense that students attend live
lectures, there are real-time interactions between educators and learners, and there is
a possibility of instant feedback, whereas asynchronous learning environments are
not properly structured. Littlefield (2018), suggest that, in such a learning environ-
ment, learning content is not available in the form of live lectures or classes; it is
available at different learning systems and forums. Instant feedback and immediate
response are not possible under such an environment.

There are most famous prominent interactive online tools: DingTalk (interactive
online platform designed by Alibaba Group), Hangouts Meet (video calls tool), Teams
(chat, interactive meetings, video, and audio calls), Skype (video and audio calls),
WeChat 3 Work (video sharing and calls designed for the Chinese), WhatsApp (video
and audio calls, chat, and content share), and Zoom (video and audio calls, and col-
laboration features).

In online classes, engagement is essential for student learning and happiness. For
decades, literature on distant and online learning has investigated the meaning of in-
volvement in detail. According to Newmann et al. (1992), student engagement is de-
fined as “the student’s psychological investment in and effort directed toward learn-
ing, understanding, or mastering the knowledge, skills, or crafts that academic work
is intended to promote”. Meanwhile, student’s engagement in online learning ac-

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 123

cording to Hollister et al, (2022), is the combination of classroom environment and

technology. The influential characteristics of these two components are access to un-
derstanding technology, usability, design, technology choice, sense of community,
and types of assessment measures. Because online learners appear to have less op-
portunities to engage with the institution, student involvement in e-learning is cru-
cial. Therefore, it is crucial to develop a variety of online engagement options for
students.

The most common way to measure the effectiveness of teaching is to measure stu-
dent achievement. In general, weighted grade point average (GPA), graduation
grade, as well as participation and employment placement are used in the determi-
nation of student achievement. Studies have indicated that these two online learning
elements that are associated with students’ online academic performance. Hatlevik et
al. (2018), suggested that “computer and Internet self-efficacy” concerns students’
confidence with computer and Internet use. According to a previous study by Tsai
and Lin (2004), being comfortable utilising Microsoft Office programs or the Internet
for research promotes online problem solving, reduces technology-related stress,
and enhances academic achievement.

This study will examine on interactivity in online learning can affect USIM student’s
academic performance. Online learning has been promoted as being more cost ef-
fective and convenient than traditional educational environments as well as providing
opportunities for more learners to continue their educations. The problem in this
study is that there is less reference in the past research where the previous research
has investigated regarding to the student’s perception and satisfaction toward online
learning and face-to-face learning. Fortune et al. (2011), studied that at a multicultur-
al university in the United States, 156 students who took the Tourism and Recreation
course and registered in either the online learning part or the face-to-face learning.
Between individuals enrolled in the two various learning techniques, they discovered
no statistically significant variation in learning preferences.

Study by Kemp and Grieve (2014), found that a result showed that undergraduate
Psychology students at Australian university preferred to complete activities face-to-
face rather than online. Students choose to complete written assignments online but
participate in discussions in-person. Hollister et al. (2022), in his research on 187 un-
dergraduate students, Covid-19 resulted in nearly all universities switching courses to
online formats. Majority of students reported that they struggled with staying con-
nected to their peers and instructors and managing the pace of coursework. Howev-
er, majorities of students felt more comfortable asking and answering questions in
online classes, suggesting that there might be features of learning online to which
students are receptive towards willingness to listen to and accept new ideas and
suggestions through online learning platforms.

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 124

This research applied the Outcome Interactivity Theory (OIT) proposed by Gleason
(2009). According to OIT, interactivity is a communication event that results from the
effective fusion of three predictive factors: the actual availability of interactive ad-
vanced advancements, the existence of similarly responsive content elements, and
pertinent user experiences that enable the user to recognise and make use of these
interactive features within the communication encounter to achieve the desired out-
come. Context and user perception are the two contributing subdimensions that
make up the user experiences dimension. As the Figure 1 show, the interactivity re-
fers to the extent to which each user's experiences are made possible by the interac-
tive features of the technology and information that collectively contribute to a suc-
cessful communication event.

Figure 1: Theoretical Model of Outcome Interactivity Theory

LITERATURE REVIEW

Student engagement in online learning

Online learning is based on relatively new methods, such as content presentation
through the Internet, and it emphasizes digital communication and digital learning
resources. Moreover, student engagement is traditionally associated with face-to-
face classroom learning. Study by Miao et al. (2020); Yin (2018), told that, student en-
gagement in online learning is a recent research area and thus requires more study.
In all educational levels, online learning has grown significantly since the disease
outbreak spread in 2020. Even without prior training in online learning modalities,
teachers began providing classes utilising online platforms. Teachers had to continue
teaching remotely to reach learners who were taken part at home.

Online learning offers several potential benefits, including the flexibility of time,
place, and, more importantly, pace. Martin and Bolliger (2018), in study portrayed an
example, a lecturer managing an online asynchronous discourse has the probable to
cultivate learners' critical thinking reflection and critical thinking, which enhances

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 125

their comprehension of the subject. Stec et al. (2020), portrayed other examples of
virtual interaction strategies include presenting learning activities associated to con-
versation, effective listening, knowledge discovery and cooperation, and tasks that
demand active participation from learners.

Role of motivation on engagement

Even though online learning is being used all over the world throughout the out-
break, some studies show that it is not as successful as face-to-face learning at in-
creasing engagement and motivation. As a result, it is considered essential to 13 un-
derstand the influence of desire on engagement to understand digital learning and
develop better e-Learning experiences during the pandemic.

There are several references to the relation between motivation and engagement,
and the findings by Ben-Eliyahu et al. (2018) largely confirmed that positive engage-
ment behaviours result from positive motivation. Moreover, Chaw and Tang (2019)
reported that adverse motivation give rise to unfavourable interaction behaviours in
learners.

The effectiveness of e-learning approach

Instructors have always stated doubt on the likelihood of achieving results via online
distance learning that are commensurate to that from conventional person-to-
person session. According to Anderson (2013), study which contrasted the results of
online and hybrid programs, retention and academic performance were poorer for
students enrolled in remote course than they were for those taking courses in con-
ventional learning environments. This relative ineffectiveness is attributed to a lack of
interaction between instructor, students, as well companions in the e-learning setting
(Rodriguez-Ardura & Meseguer-Artola, 2016).

In a study published by Wang, Zhang and Chen (2021) investigated variables associ-
ated with self-efficacy, monitoring, willpower, attitude, motivation, strategy, and the
e-learning effectiveness of college students in the context of online education. The
researcher points out that numerous studies have shown that online learning initia-
tives provide results where online technologies in the learning and teaching process
offer important implications for online learning effectiveness. According to Kintu et
al. (2017), research on hybrid instruction shows that students achieve results that are
on par with, if not better than, those from other teaching 14 modalities. Particularly,
hybrid programme participants frequently outperform students enrolled in fully
online programmes in terms of academic accomplishment.

The current debate in the literature indicates that it is challenging to draw broad
conclusions regarding the effectiveness of distance learning, not least since it signifi-
cantly differs from traditional classroom education in terms of learning style. There-
fore, it may be preferable to focus more intently on issues like the relative benefits

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and difficulties of switching to a virtual learning environment, the prerequisites for a

successful implementation, and how this transition affects students of various capaci-
ties.

Concerns regarding online learning and teaching

There are many innovations available for virtual education, but they can occasionally
cause significant problems. These challenges and issues with modern technology in-
clude things like download errors, installation problems, login issues, audio, and vid-
eo issues, and more. Online instruction can occasionally be boring and uninteresting
for students. Students never find the time to participate in online learning because it
requires so much flexibility and time. A major problem with online learning is the lack
of individualized attention. Students want two-way communication, which can be
challenging to implement. Students need to put what they learn into practice for the
learning process to be as effective as possible. Online content can occasionally be
entirely theoretical, making it difficult for students to practice and learn.

Another serious problem is the challenges of online education. According to

Gheshlagh et al. (2022); Barrot et al. (2021); Mahyob (2020), learner acknowledge that
the main obstacles from online education are absence from the society, technical dif-
ficulties, and a challenge in make sense of the objectives the course. In a study, it was
discovered that students were not adequately prepared for juggling their study lives
with their work, household, and social lives in a virtual learning environment. Accord-
ing to Wong et al. (2019); Yilmaz (2017), learner was discovered to be unready for a
number of academic styles together with online learning competencies. Additionally,
there is a lack from the learner readiness in term utilisation of learning management
software.

Potential fixes for issues

Although there are many drawbacks to online learning, we cannot discount its ad-
vantages in a situation like this. To overcome these challenges, we can always find
solutions. By pre-recorded video lectures, experimenting the material, and always
having a plan ready, technical issues can be resolved without affecting the teaching
learning process. Online courses ought to be made engaging, interactive, and 17 dy-
namic. To encourage students to be alert and focused, teachers should give them
time limits and reminders. To the greatest extent possible, attempts should be made
to humanise the learning process. Students should receive individualised attention so
they can easily adjust to this educational environment. Educators an communicate
with students using social media and a variety of group forums. When it becomes
challenging to communicate with students via texts, different video calls, messaging
apps and other means, communication is the key; content should be such that stu-
dents can practise and improve their skills.

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Continuous course quality improvement and best effort teaching are both required.
E-learning ought to be developed as it were. For example, innovative, engaging, per-
tinent, student-centred, and group-based. Making efficient strategies for delivering
online instruction requires a lot of time from educators. Effective online instructions
encourage feedback from students, encourage them to ask questions, and expand
their knowledge of the course material. Institutions must concentrate on prioritise
project-based learning, collaborative learning, and case learning through online les-
sons. Finding new technology and implementing it in educational institutions is a
challenge, but so is reimagining education to support students and teaching staff
who are looking for assistance with digital literacy.

RESEARCH METHODOLOGY

Quantitative methods, like questionnaires, are used. These methods look at the user
experience relevancy, technological feature, and academic performance. The goal of
quantitative research is to find and change the independent variable to see how it af-
fects the dependent variable (Rudestam & Newton, 2015; Stein & Reading, 2014).
The quantitative method was suitable for this study and was used to collect data.
Questionnaires were chosen as a way for the researcher to gather information. The
people who answered the survey were answered conveniently from a sample of stu-
dents at the Universiti Sains Islam Malaysia (USIM). Then, the results were looked at
using SPSS software. This included a reliability analysis, a descriptive analysis, and a
correlation test, all of which helped answer the research questions.

The location of the study was at Universiti Sains Islam Malaysia (USIM) in Negeri
Sembilan, Malaysia. The study was mostly conducted online and targeted only the
USIM students in the collection of data. This place aided researchers in conducting
research by collecting data from respondents via questionnaires. The study's site was
selected since USIM students are only stationed there and they make up most of the
researcher target.

This study employs a quantitative approach. Researchers indicate scope of the study
needs at least 100 respondents comprises of USIM students, which means students
are on average of 18 to 25 years old with prior experience in the online learning envi-
ronments. The goal of this research is to study User Experience Relevancy and Tech-
nological Feature towards Academic Performance. The researcher utilizes simple ran-
dom sampling methods and sends out survey questionnaires to USIM students. The
population of the research is taken to undergraduate students from year 1 to year 4.
The results of this survey can be depicted in the form of numbers to predict the re-
sults of the research. This method ensures that the sample is representative of the
population and that the results of any analysis performed on the sample can be gen-
eralized to the population.

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The research paper tools are used through user-friendly online survey forms that are
accessible to respondents. Other than that, it is timesaving and could achieve the re-
search objective. The questionnaire consists of 17 questions and divided into 3 sec-
tions. Section A is about Demographic Data, which collects the respondent's profile
and details such as gender, age, and years of study at USIM. This section's goal is to
identify and analyze the respondent's background. Then, for section B, respondent
will need to answer the relevant user experience by answering the Yes or No state-
ment. After that, section C and D, researcher will use a five-point Likert scale, such as
1 (strongly disagree) to 5 (strongly agree). These instruments also used a Microsoft
form survey questionnaire to determine interactivity and student academic perfor-
mance during online class.

In SPSS, Cronbach's alpha is the indicator of reliability scale. In most social science re-
search circumstances, a reliability coefficient of .60 or higher is deemed "appropri-
ate." The table shows the interactivity during class and academic performance among
USIM students by .967 instead of .60. Therefore, this item can be used in this re-
search.

The Statistical Package for Social Sciences (SPSS) version 22 for Windows will be used
to analyze the survey replies after they have been entered into a computer. Descrip-
tive and reliability analyses will be used in this investigation. To respond to the re-
search question and complete the study's goals, this study will use exploratory factor
analysis and Pearson correlation analysis.

FINDINGS AND DISCUSSIONS

In this article, the data have been analysed and the four main section in the ques-
tionnaire have been discussed. The four main sections are the demographic infor-
mation of respondents, user experience relevancy, technological features, and aca-
demic performance. The reliability analysis for both pilot studies acceptable level of
reliability value. The respondents mostly agreed that user experience relevancy and
technological feature is affecting student academic performance. Overall, the study
aims to evaluate the relationship between user experience relevancy and technologi-
cal features toward student academic performance. The study found that all the hy-
potheses are supported where there are significant differences between technologi-
cal features towards user experience relevancy and academic performance.

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Correlation analysis

Table 1 below shows the results of Pearson Correlation of two relationships between
User Experience Relevancy and Technological Feature towards Academic Perfor-
mance. Based on the Table 1, all the relationships between technological features
and interactivity showing good relationship and strong significance.

Table 1: Data Analysis on Pearson Correlation

User Experience Relevancy

The result obtain from User Experience Relevancy is described here. The highest
mean of User Experience Relevancy is from item number 1 “I am very competent in
using digital technology tools” with the (μ=3.36, σ=1.18), which has a high central
tendency level of the range. Item number 4 and 5 gain the lowest mean (μ=3.18,
σ=1.38): "I spend a lot of time to exploring online learning platform.” and “I find the
software updates in online platform sometimes very frustrating”. Researcher can con-
clude that student is able to access course materials, communicate with instructors
and classmates, and complete assignments and assessments remotely. This can be
especially beneficial for students who are unable to attend traditional in-person clas-
ses, such as those who live in remote areas or have scheduling conflicts. Additionally,
online learning environments can also provide opportunities for students to learn at
their own pace and on their own schedule, which can be beneficial for some stu-
dents.

Technological Features
The result obtains from Means of Technological Features. The highest mean of tech-
nological features is from item number 5 “Additional features on online learning plat-
form such as glossaries, dictionaries, FAQs, and others help in understanding the
platform well.” with the (μ=3.98, σ=1.00), which has a high central tendency level of
the range. Item number 2 gain the lowest mean (μ=2.87, σ=1.24): " The technological
features on online learning platform made me feel in control.” Researcher can see
that student have a digital literacy utilizing online learning technology feature. For in-
stance, variety of multimedia content. Online learning environments often include a
variety of multimedia content, such as videos, audio recordings, and interactive activ-
ities, which can help to engage students and make learning more interactive.

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Academic Performance
The result of the Means of Academic Performance. The highest mean of academic
performance is from item number 1 “The knowledge that I have gained during online
class is more impactful compared to conventional session.” with the (μ=3.20, σ=1.34),
which has a high central tendency level of the range. Item number 2 gain the lowest
mean (μ=3.01, σ=1.34): "I have met my learning expectations during online class ses-
sion.” Researcher can sum up that online learning on academic performance can vary
depending on the student and the specific online learning environment. In general,
past studies has shown that online learning can be as effective as traditional in-
person instruction for some students, but it also can be less effective than traditional
instruction for certain students.
Some factor that may impact the effectiveness of online learning such as the stu-
dent's level of motivation and self-discipline and the quality of the online learning
environment, including the availability of resources and support.

CONCLUSIONS AND SUGGESTIONS

The user experience is a crucial aspect of online learning, as it can greatly impact a
student's engagement, motivation, and overall satisfaction with the online class. A
positive user experience can make online learning more effective, while a negative
user experience can lead to disengagement and frustration. One key aspect of a
positive user experience in online learning is ease of navigation. This means that the
platform should be easy to use and understand, and that students should be able to
find what they need quickly and easily.

Another important aspect of user experience in online learning is the level of interac-
tivity and engagement. Interactive elements such as quizzes, discussions, and group
projects can help students feel more connected to the material and to their peers.
Additionally, the use of multimedia such as videos and images can make the learning
experience more engaging and help students to better understand the material. In
conclusion, a positive user experience is crucial for online learning to be effective. A
user-friendly interface, interactivity, engagement, and personalization are all key as-
pects of a positive user experience in online learning. These elements can help to in-
crease student engagement and motivation, leading to a more effective and satisfy-
ing learning experience.

There is a significant point in this research where respondents' they strongly agree
toward technological feature on online learning platform. For instance, there are a
platform like Learning Management Systems (LMS). These platforms allow educators
to create, manage, and deliver online content to students. They also provide tools for
tracking student progress and engagement. However, researcher should be aware of

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 131

some respondent belief that online learning is lack of structure and accountability. In
online classes, students may have more freedom to complete assignments on their
own schedule, but this can also make it harder for them to stay on track and meet
deadlines.

Bird et al. (2022); Selvaraj et al. (2021) discussed on students in online classes may
perform worse than those in traditional classes. This may be due to a lack of structure
and accountability in online classes, as well as the lack of face-to-face interaction
with instructors and classmates. On the other hand, other studies have found that
online learning can be just as effective as in-person classes, and in some cases, even
better. Online classes can provide students with the flexibility they need to balance
their other responsibilities, and they allow students to learn at their own pace.

Additionally, online classes can provide students with access to educational resources
and classes that may not be available in their local area. Overall, the academic per-
formance of students in online classes may depend on individual factors such as their
learning style, motivation, and discipline. It's important to note that online learning is
not a one-size-fits-all solution, and it's not for every student. It's important for stu-
dents to carefully consider their own needs and learning styles before deciding
whether to take classes online. In conclusion, research on student academic perfor-
mance in online learning is mixed, but it's important to note that online learning can
provide students with flexible and convenient learning opportunities. It's important
for student to consider their own learning style, motivation, and discipline before de-
ciding whether to take classes online.

Researchers in this study concluded that this is a topic worth investigating since it
has been a prevalent phenomenon and will continue to become more widespread in
the future. Here are a couple of ideas: More research should he conducted to explore
into to whole education level in online learning especially in primary school and sec-
ondary school, to fill the current gap in the literature. After that, researcher may need
propose study on personalised learning. More research is needed to understand how
to personalise online learning to meet the unique needs of individual students. This
could include studies on how to adapt online materials to different learning styles, or
how to use data and analytics to personalize instruction.

The utilisation on Virtual Reality and Augmented Reality could be recommended for
the future study. As technology continues to evolve, virtual reality (VR) and aug-
mented reality (AR) are becoming more prevalent in online learning. More research is
needed to understand how these technologies can be effectively integrated into
online learning environments and how they impact student engagement and learn-
ing outcomes. Usage of a qualitative could be recommended for further study. Be-
cause they provide greater flexibility in research design and combine the generation
of theories and the testing of hypotheses within a single study is unusual for sepa-

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 132

rate qualitative or quantitative studies. Other theories should be tested to explain

and predict field phenomena or predict the framework of the data and the expected
potential for a relationship.

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