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Searches were conducted in the SCOPUS database, and the collected studies were analyzed using content analysis. Twenty-seven suitable articles from SCOPUS-indexed journals were identified. Research activity increased in recent years, mainly using quantitative designs and measurements. Studies were typically conducted over five years and published largely in 2021–2022, with most locations including Pakistan, Saudi Arabia, Spain, India, Iran, and Turkey.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":30,"@type":76,"position":81},"https://docshare.wps.com/document/technology/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-review-of-empirical-studies-examining-the-effects-of-e-learning-on-university-students-academic-achievement-review-article/600318/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-review-of-empirical-studies-examining-the-effects-of-e-learning-on-university-students-academic-achievement-review-article/600318.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of this research?","Question",{"text":111,"@type":112},"To review peer-reviewed articles on the effects of e-learning on the academic performance of university students.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How were the studies selected and analyzed?",{"text":116,"@type":112},"Peer-reviewed articles were searched in the SCOPUS database, and the results were analyzed using the content analysis method.",{"name":118,"@type":109,"acceptedAnswer":119},"What overall research design and locations were most common?",{"text":120,"@type":112},"Most reviewed studies used quantitative designs, and many were conducted in Pakistan, Saudi Arabia, Spain, India, Iran, and Turkey.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},600318,1792090453,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":29,"category_name":30,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Contemporary Educational Technology, 2023, 15(4), ep449  \n ISSN: 1309-517X (Online)   \n OPEN ACCESS  Review Article  \nA review of empirical studies examining the effects of elearning on university students' academic achievement  \nLyudmila S. Chikileva 1  \n 0000-0002-4737-9041  \nAlexey A. Chistyakov 2*  \n 0000-0003-4266-2515  \nMaryana V. Busygina 3  \n 0000-0003-0804-7981  \nAlexey I. Prokopyev 4  \n 0000-0002-6583-2727  \nElena V. Grib 5  \n 0000-0001-7191-1715  \nDmitry N. Tsvetkov 6  \n 0000-0002-9460-7289  \n1 Financial University Under the Government of the Russian Federation, Moscow, RUSSIA  \n2 Peoples’ Friendship University of Russia, Moscow, RUSSIA  \n3 Volgograd State Socio-Pedagogical University, Volgograd, RUSSIA  \n4 Plekhanov Russian University of Economics, Moscow, RUSSIA  \n5 Moscow Aviation Institute (National Research University), Moscow, RUSSIA  \n6 I.M. Sechenov First Moscow State Medical University, Moscow, RUSSIA  \n* Corresponding author: [sauber60@yandex.ru](sauber60@yandex.ru)  \nCitation: Chikileva, L. S., Chistyakov, A. A., Busygina, M. V., Prokopyev, A. I., Grib, E. V., & Tsvetkov, D. N. (2023) . A review of empirical studies examining the effects of e-learning on university students' academic achievement. Contemporary Educational Technology, 15(4), ep449. [https://doi.org/10.30935/cedtech/13418](https://doi.org/10.30935/cedtech/13418)  \nARTICLE INFO ABSTRACT  \nReceived: 1 Apr 2023  \nAccepted: 17 May 2023  \nThe purpose of this research is to review peer-reviewed articles on the effects of e-learning on the academic performance of university students. The SCOPUS database was searched for peerreviewed articles. The data obtained were analyzed using the content analysis method. Twentyseven articles were found in journals indexed in the SCOPUS database and considered suitable for this study. Two researchers used the content analysis method to determine the effects of the articles reviewed. The results showed that studies in this area have increased in intensity in recent years. These studies were generally conducted over five years. It was found that quantitative methods were predominantly chosen. Researchers published most articles in 2021 and 2022. Most of the studies reviewed used a quantitative design, and only seven articles chose an experimental research design. Most studies were conducted in Pakistan, Saudi Arabia, Spain, India, Iran, and Turkey. The results show that different measurement instruments or tools were used to measure students' academic achievement. The impact of the peer-reviewed articles on the impact of e-learning on college students' academic achievement was examined in four categories. These categories are detailed in the results. Finally, pedagogical conclusions are drawn in light of the results obtained.  \nKeywords: e-learning, university students, academic achievement, review  \nINTRODUCTION  \nWith the rapid development and growth of technological advancement, researchers have begun using new teaching methods and techniques in education. The numerous benefits of technology have encouraged instructors and teachers to adapt and use the new advances in education to deliver course content to students at every level (Niyazova et al., 2022) . With this aspect, many colleges and universities worldwide have adopted e-learning systems and face-to-face classes to support them in increasing the level of education presented to students (Bossman & Agyei, 2022) . In the last three years, e-learning has been widely adopted at all levels of education, especially in higher education, because of the emergence of the COVID-19 pandemic in the world (Alqahtani & Nadeem, 2021; Platonova et al., 2022) . Therefore, most universities have been compelled to adopt learning management and e-learning systems to supplement traditional classroom instruction (Bossman & Agyei, 2022; Liu & Yu, 2022) . Specifically, the outbreak of COVID-19 has accelerated the use of e-learning in higher education (Xiberta et al., 2022) .  \nIn","cbCair8mraKPB7Wn","https://ap.wps.com/l/cbCair8mraKPB7Wn","pdf",419066,14,"English","# Article info\n## Received and accepted dates\n# Abstract\n# Introduction","[{\"question\":\"What is the purpose of this research?\",\"answer\":\"To review peer-reviewed articles on the effects of e-learning on the academic performance of university students.\"},{\"question\":\"How were the studies selected and analyzed?\",\"answer\":\"Peer-reviewed articles were searched in the SCOPUS database, and the results were analyzed using the content analysis method.\"},{\"question\":\"What overall research design and locations were most common?\",\"answer\":\"Most reviewed studies used quantitative designs, and many were conducted in Pakistan, Saudi Arabia, Spain, India, Iran, and Turkey.\"}]","A review of empirical studies examining the effects of e-learning on university students' academic achievement - Review Article | PDF",35]