Abstract

VERGARA GARCIA, Maria Angelica et al. Impact of e-learning on knowledge retention and academic performance in higher education. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS10022025.  Epub June 25, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.160.

e-learning has transformed higher education, offering flexibility and access to digital resources that have redefined teaching and learning dynamics. This literature review analyzes the impact of e-learning on knowledge retention and academic performance, considering factors such as teaching modality, course design, student motivation, and inequalities in access to technology. The findings suggest that e-learning is the most effective modality, as it combines the benefits of face-to-face and virtual learning, promoting greater student participation and autonomy. However, the lack of interaction and support in exclusively virtual environments can affect motivation and increase dropout. Instructional design and interactivity on digital platforms play a key role in the student experience, facilitating more dynamic and personalized learning. Nevertheless, digital gaps continue to represent a barrier to educational equity, as access to devices and connectivity is unequal among students. Despite these limitations, e-learning continues to evolve with new technological strategies that seek to improve the quality of teaching. This research concludes that the effectiveness of e-learning depends on its correct implementation, highlighting the need to improve access to technology, strengthen course design and foster student motivation. The future of digital learning requires inclusive approaches that ensure accessible and quality education for all students.

Keywords : e-learning; higher education; b-learning; academic performance; digital divide.

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