Abstract :

Students’ attitude regarding e-learning and it’s impact on their study habits have undergone a lot of changes because of the rapid introduction of e-learning into educational systems. In order to examine the relationship between students’ perception of e-learning and their study habits, this meta-analysis collects and reviews data from empirical studies published between 2010 and 2025. Qualitative case studies, cross-sectional surveys, quasi-experimental designs, correlational research, and mixed-methods investigations are some of the methodological approaches employed in the reviewed studies. The studies additionally employ research instruments like validated attitude scales, semi-structured interviews, and structured questionnaires. The overall findings reveal generally good attitude of students towards e-learning, with many studies demonstrating notable improvements in study habits and academic engagement because of e-learning integration. These improvements include improved motivation, efficient time management, and adaptive learning techniques made possible by AI and digital tools. However, some studies demonstrate the intricate effects of e-learning environments by addressing issues with technology restraints and various degrees of student preparedness. The results highlight the need for educational interventions that promote positive attitudes toward e-learning and support effective study methods for greater academic success in digital learning environments.

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Keywords :

Digital education, E-Learning, Online Learning, Student attitudes, Study habits

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References :

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