Impact on Students skill development on E-learning VS Traditional learning

Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-8| August - 2025 297 Impact on Students skill development on E-learning VS Traditional learning Prof. Vishwanath R. Havalappagol1, Roopa k.V2 1Assistant Professor , Visveswaraya Technological University Muddenahalli 2Department of MBA , Visveswaraya Technological University Muddenahalli Email: [email protected] Manuscript ID: JRD -2025-170855 ISSN: 2230-9578 Volume 17 Issue 8| Pp. 297-301 Aug . 2025 Submitted:19 July. 2025 Revised: 02 Aug. 2025 Accepted: 20 Aug. 2025 Published: 31 Aug. 2025 Abstract The Rapid advancement of digital technology has significantly transformed educational practices leading to the shift from traditional class room based learning platforms. This study explores the comparative impact of E -learning and traditional learning on students skill development. It aims to analyze how each mode influence cognitive, technical, interpersonal and problem solving skill, while traditional learning emphasizes face to face interaction, structured schedules and physical presence, elearning offers flexibility, self-paced study and access to diverse digital resources. Through survey, interviews and academic performance analysis. This research investigates the strengths and limitation of both methods in fostering student skill. The findings suggest that while e-learning enhance digital literacy and independent learning, traditional learning is more effective in developing communication and collaboration skills. The study concludes by identifying key factors influencing skill acquisition in both environments and recommends a blended learning approach to maximize student development. Key words: E-learning, Academic performance, Students, Digital education, Face to face learning. Introduction The evolution of digital technology has redefined education, shifting the paradigm from conventional in-person instruction to virtual, tech-assisted learning environments. Both elearning and traditional classroom learning have distinct strengths and challenges, particularly in shaping student skillsets. As the global education landscape embraces hybrid models, understanding how each method influences skill acquisition is critical. This study investigates how different learning modes impact students’ development in areas such as communication, problem-solving, digital literacy, and self-management. Learning is a process of achieving knowledge, skill, and performance. This learning is ultimately considered one of the fundamental pillars of society changes. Nowadays, technology has obviously made our lives easier. That means internet technology has been considered as an important medium for many aspects of our lives including academic learning. E-learning or online learning has received much attention in recent years globally, with an estimated 5-7 million students now are enrolling in at least one online course each year. The introduction of multimedia technologies and the internet in learning in many universities has been observed as a means of improving accessibility and quality of delivery and learning among the students and teachers. Different terminologies had been used to define Elearning. For instance, it has been defined by type or system of learning which is utilizing electronic technologies to access educational curriculum outside traditional classrooms. Sangra, et al., defined E-learning as “A method of teaching and learning that fully or partially signifies the educational model used, based on the use of electronic media and devices as tools for enhancing availability of training, communication and interaction that helps in accepting novel ways of comprehending and establishing learning”. Quick Response Code: Website: https://jrdrvb.org/ DOI: Creative Commons (CC BY-NC-SA 4.0) This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Public License, which allows others to remix, tweak, and build upon the work noncommercially, as long as appropriate credit is given and the new creations ae licensed under the idential terms. Address for correspondence: Prof. Vishwanath R Havalappagol, Associate Professor & Research Supervisor, Department of Management Studies, Visvesvaraya Technological University-Belagavi, Centre for Post-Graduation Studies, Muddenahalli, Chikkaballapur, India, How to cite this article: Havalappagol, V. R., & V, R. k . (2025). Impact on Students skill development on E-learning VS Traditional learning. Journal of Research and Development, 17(8), 297–301. Original Article Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-8| August - 2025 298 Literature reviews 1. Bahrain Medical Bulletin 43 (2), 2021 “Define electronic learning is utilization of Internet and connect technologies to provide a broad spectrum of solutions that improves performance, education and knowledge.” The study aimed to analysis the attitude of university students against electronic learning and digital technology, skills. A descriptive study was conducted. The study consisted of parts: first part: demographic variables (age, gender, type of faculty) and second part: included option about computer practice and skill of electronic learning. Three part consist of items to examine university students’ attitude toward e-learning in Mosul university/Iraq. Results: indicated the finding of the study university students' attitude toward electronic learning are highly significant and their students’ attitude with technology usage and skills are significantly. The results of the study are concluded that university students' attitude is not affected by differences in gender (male or female) and reflects the capacity of faculty members of Mosul University for successful in implementation of e-learning programs. 2. Rashmi Singh, Shailendra Kumar Singh, Niraj Mishra Education and Information Technologies 29 (15), 20201-20221, 2024 The integration of digital technologies into educational practices has reshaped traditional learning models, creating a dynamic and accessible global landscape for higher education. This comprehensive literature analysis explores the impact of e-learning on higher education students in the digital era. Employing the content analysis method, the selected studies spanning from November 2012 to April 2023 were systematically examined. Predominantly utilizing quantitative methods, the studies, largely originating from the United States, China, Malaysia, and India, focused on university students. Key variables such as student engagement, perception, and academic performance were consistently employed across diverse educational settings. The synthesis of findings revealed that e-learning technologies positively impacted academic achievement, student satisfaction, and collaborative efforts. Moreover, challenges associated with technology usage and internet access were identified, which impact e-learning implementation. The study proposes further investigation through a mixed-methods approach to explore students’ interactions with the educational environment while utilizing e-learning technology in institutions of higher education. 3. Manar Abu Talib, Anissa M Bettayeb, Razan I Omer Education and information technologies 26 (6), 6719-6746, 2021 With the advent of COVID-19 arose the need for social distancing measures, including the imposition of farreaching lockdowns in many countries. The lockdown has wreaked havoc on many aspects of daily life, but education has been particularly hard hit by this unprecedented situation. The closure of educational institutions brought along many changes, including the transition to more technology-based education. This is a systematic literature review that seeks to explore the transition, in the context of the pandemic, from traditional education that involves face-to-face interaction in physical classrooms to online distance education. It examines the ways in which this transition has impacted academia and students and looks at the potential long-term consequences it may have caused. It also presents some of the suggestions made by the studies included in the paper, which may help alleviate the negative impact of lockdown on education and promote a smoother transition to online learning. 4. Antonio-José Moreno-Guerrero, Bahar Pourshahian Education Research International 2021 (1), 8160084, 2021 Techno‐pedagogical ability is a way and reasonable value education available to everyone. Indeed, although in the past it has been found that there are many benefits to using innovation in the classroom environment, there are still obstacles or experiences related to the use of innovation. Quantitative, qualitative, and mixed research papers are all included in this study. This research also identified the knowledge gap and methodological and implication gap in this research article as per the need for 21st Century Digital Classrooms. The results show that there is no significant difference in techno‐pedagogical skills between science and art teachers who use technology in teaching. This is because of the epidemic. Talking about the current scourge, COVID‐19 has transformed traditional courses into digitization through ICT integration. Information and Communication Technology (ICT) is seen as a tool that can help schools adapt to the transition from industry to information. It is also considered as a tool to provide, support, and strengthen educational reforms in accordance with the educational needs of the information society. 5. Angel Olider Rojas Vistorte, Angel Deroncele-Acosta, Juan Luis Martín Ayala, Angel Barrasa, Caridad López-Granero, Mariacarla Martí-González Frontiers in psychology 15, 1387089, 2024 Artificial Intelligence (AI) is transforming multiple sectors within our society, including education. In this context, emotions play a fundamental role in the teaching-learning process given that they influence academic performance, motivation, information retention, and student well-being. Thus, the integration of AI in emotional assessment within educational environments offers several advantages that can transform how we understand and address the socio-emotional development of students. However, there remains a lack of comprehensive approach that systematizes advancements, challenges, and opportunities in this field.This systematic literature review aims to explore how artificial intelligence (AI) is used to evaluate emotions within educational settings. We provide a Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-8| August - 2025 299 comprehensive overview of the current state of research, focusing on advancements, challenges, and opportunities in the domain of AI-driven emotional assessment within educational settings. Research Gap While several studies have explored the benefits and challenges of e-learning and traditional learning independently, there is limited comparative research focusing specifically on their impact on students’ skill development, This study aims to bridge this gap by providing a comparative analysis of e-learning and traditional learning in fostering skill development among students. Factors Identifications  Dependent variable  E-learning  Independent variable  Access of technology  Teaching method  Self - motivation  Flexibility learning  Peer interaction Statement of the problem The rapid adoption of Elearning system, there is still debate over whether online learning environment are as effective as traditional class room settings in developing students core skills. While elearning offers flexibility and digital literacy, it may lack interpersonal engagement and motivation. On the other hand traditional learning provides structured guidance but may not adequately prepare students for technology driven workplaces. This study aims to explore the impact of both learning modes on skill development, identify their strengths and limitations and help educators make informed decisions. Needs of the study To improve student outcomes particularly in terms of skill development. To provide teachers and educators with insight on how to effectively integrates e-learning and traditional learning methods to promote student skill development. To inform educational policy and decision making at the institutional, national or international level regarding the adoption. Objectives  To understand the effectiveness of e-learning and traditional learning on student skill development.  To examine the difference in students engagement and motivation between E-learning and traditional learning.  To explore the potential of e-learning in promoting personalized learning and differentiation. Limitations  To findings may be a limited by the sample size of respondents.  Cheating prevention during online assessment is complicated. Scope of the study The study focuses on students from various academic disciplines including business, engineering, arts and science. The study examine the impact of e learning and traditional learning on students of skill development in areas such as critical thinking, problem solving, communication, collaboration, digital literacy, technical skills, time management and self directed learning. Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-8| August - 2025 300 Research Methodology Type of research : Descriptive research Sampling technique: Non-probability sampling Type of sampling: Convenience sampling Sample frame: Bangaluru area Details No. of responses Percentage How reliable is your internet connection for attending online classes or accessing study materials? Very reliable 37 35.23% Some what reliable 21 20% Neutral 20 19.04% Not reliable 15 14.28% No access 12 11.42% Which method do you instructors most frequently used for online teaching? Live video session 40 38.09% Prerecorded videos 33 31.42% Reading materials 12 only 11.42% Assignment based 13 learning 12.38% others 7 6.66% What keeps you motivated to attend the online classes? Interest in the subject 40 38.09% Teachers teaching 23 style 21.90% Grades &assignments 19 18.09% Peer learning 15 14.28% None of the above 8 7.61% Elearning helps you how can understand Strongly disagree 6 5.71% Disagree 8 7.61% Neutral 19 18.09% the subject content Agree 30 28.57% effectively? Strongly agree 58 55.23% Group activities of Elearning (like breakout rooms, peer reviews) it helps to improve learning? Strongly disagree 7 6.66% Disagree 4 3.80% Neutral 24 22.85% Agree 29 27.61% Strongly agree 41 39.04% Hypothesis Testing  H₀ (Null Hypothesis): There is no association between e-learning and traditional learning methods.  H₁ (Alternative Hypothesis): There is a association between e-learning and traditional learning methods. Statistical tool used : CHI-SQUARE  There is a association between e-learning and traditional learning methods. Particulars No. of respondents Percentage Strongly disagree 8 7.61% Disagree 12 11.42% Neutral 19 18.09% Agree 30 28.57% Strongly agree 36 34.28% Particulars O E(105/5) (O-E) (O-E)^2 (OE)^2/E Strongly disagree 8 21 -13 169 8.047 Disagree 12 21 -9 81 3.857 Neutral 19 21 -2 4 0.19 Agree 30 21 9 81 3.857 Strongly agree 36 21 15 225 10.714 Total responses 105 26.666 Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-8| August - 2025 301 Degree of freedom=n-1 5-1=4 Level of significance=0.05 Table value=9.48 value of 4@ 0.05 Calculated value = 26.666 Interpretation  The calculated value is greater than the table value, hence null hypothesis (Ho) is rejected and There is a association between e-learning and traditional learning methods. Findings 1. About 35.23% of students reported very reliable internet access, which supports the feasibility of e-learning, while 11.42% lacked proper access, indicating a digital divide that limits effectiveness for some learners. 2. Live video sessions (38.09%) were the most commonly used method, followed by prerecorded videos (31.42%). A minority relied solely on reading materials or assignmentbased learning. 3. Interest in the subject (38.09%) and teacher's teaching style (21.90%) were the major motivators for attending online classes, suggesting content quality and pedagogy greatly influence engagement. 4. 83.8% (agree + strongly agree) of respondents believe e-learning helps them understand the subject effectively, showing high acceptance of digital learning when content is wellstructured. 5. 66.65% agreed or strongly agreed that activities like breakout rooms and peer reviews improved learning, showing that collaborative elements in e-learning platforms can replicate some benefits of traditional settings. Suggestions  Combine the flexibility and self-directed learning of e-learning with the structured, interactive environment of traditional learning to maximize all-round skill development.  Address internet access gaps to ensure equal opportunity in e-learning environments, especially for rural or lowincome students.  Enhance instructors’ digital teaching skills to make online classes more engaging, interactive, and effective.  Integrate group tasks, discussion forums, and peer learning methods in e-learning to improve interpersonal and communication skills.  Implement advanced tools to prevent cheating and ensure fair evaluation in online assessments. Conclusions This study confirms that both e-learning and traditional learning have distinct advantages and limitations in contributing to students' skill development. E-learning fosters digital literacy, autonomy, flexibility, helping students adapt to modern, tech-driven environments. Traditional learning is more effective in promoting interpersonal, communication, and collaborative skills due to face-to-face interaction. Given these complementary strengths, a blended learning approach emerges as the most effective strategy for holistic student development in the 21st century. References 1. AIAni W.T (2021). Electronic learning and digital technology skills among university students in Mosul, Iraq. Bahrain medical Bulletin 43(2). https://www.bahrainmedicalulletin.com 2. Singh R, Singh S.K & Mishra, N(2024. Impact of E-learning on higher education students in digital era. A systematic literature review (2012-2023). Education and information technologies, 29(15). https://doi.org 3. Talib, M. A., Bettayeb, A. M., & Omer, R. I. (2021). The Shift to Online Education During COVID-19: A Systematic Literature Review. Education and Information Technologies, 26(6), https://doi.org/ 4. Moreno-Guerrero, A.-J., & Pourshahian, B. (2021). Challenges and Opportunities of ICT Integration in Traditional Classrooms. Education Research International, 2021(1), 8160084. https://doi.org 5. Rojas Vistorte, A. O., Deroncele-Acosta, A., Martín Ayala, J. L., Barrasa, A., LópezGranero, C.& MartíGonzález, M. (2024). Artificial Intelligence in Emotional Assessment in Education: A Systematic Literature Review. Frontiers in Psychology, 15Article https://doi.org/10.3389/fpsyg.2024.1387089