Assessing The Efficiency of Web-Hosted E-Learning Platforms in Afghanistan Academic Settings: An Exploration at Herat University

ARTICLE HISTORY This study investigates the utilization and effectiveness of web-hosted e-learning platforms within the academic environment of Herat University. Adopting a quantitative research design, data were collected through a structured questionnaire administered to students and faculty members across various disciplines. The sample comprised 190 respondents from the Faculty of Medical, Education, Computer Science, Economics, and Law. Analysis involved descriptive statistics and chi-square tests using SPSS 26 software. Findings revealed diverse platform preferences, with HELMS emerging as the most commonly used platform. Overall, participants expressed high satisfaction levels with platform usability and perceived effectiveness in facilitating student engagement and interaction. Challenges related to cost, internet connectivity, and technical issues were identified, impacting the learning experience. Recommendations include enhancing platform usability through user-friendly interfaces and comprehensive training, as well as addressing technical and connectivity challenges. The study contributes to understanding the current landscape of e-learning at Herat University and provides insights for improving educational practices and policies.


Introduction
In recent years, the global academia, including Afghan universities, has witnessed a notable surge in the adoption of e-learning platforms, driven by the escalating demand for flexible and accessible learning avenues, particularly in regions grappling with limited access to traditional educational resources and infrastructure (Adakawa & Musa, 2021;Afolabi & Uhomoibhi, 2017).With technological advancements and the widespread availability of internet connectivity, web-hosted e-learning platforms emerge as promising solutions to enrich teaching and learning experiences within Afghan academic institutions.
The efficiency of web-hosted e-learning platforms in academic settings encompasses various dimensions, including usability, accessibility, and overall impact on student learning outcomes (Arapi, 2016;Bana et al., 2019;Egielewa et al., 2022).As the educational landscape evolves, it becomes imperative to critically evaluate the implementation and utilization of these platforms to align them with the needs and expectations of stakeholders, including students, instructors, and administrators (Daramola, 2016;Okiki & Ireko, 2022).
Understanding the prevalence and characteristics of these platforms is essential for assessing their suitability and effectiveness in supporting teaching and learning activities (Popoola & Adedokun, 2023;Quadri et al., 2014).Additionally, evaluating the usability and accessibility of existing web-hosted e-learning platforms provides valuable insights into the challenges and opportunities associated with their implementation (Yebowaah & Plockey, 2018;Linjawi & Alfadda, 2018).
Moreover, this study aims to assess the effectiveness of web-hosted e-learning platforms in facilitating student engagement and interaction with course materials and instructors.By examining students' perceptions, attitudes, and readiness toward online learning, the research seeks to elucidate the impact of these platforms on enhancing student learning experiences and outcomes (Niqresh, 2019;Tsybulsky, 2020).Additionally, investigating the platforms' impact on student learning outcomes, including knowledge acquisition and retention, provides valuable insights into their overall effectiveness and educational value (Dev, 2019;Morgan et al., 2019;Akpojotor, 2018).The study also explores the multifaceted impact of Artificial Intelligence (AI) on student engagement and academic performance, advocating for balanced AI integration in education (Fazil et al., 2024;Khaliqyar et al., 2024).
Lastly, the research aims to examine the challenges and barriers faced by students and instructors in utilizing web-hosted e-learning platforms for educational purposes.Identifying these challenges is crucial for developing strategies and interventions to address them effectively, thereby optimizing the efficiency and effectiveness of elearning initiatives (Stolyarov, 2021;Igbo et al., 2022).
In summary, this research endeavors to provide a comprehensive assessment of the efficiency of web-hosted e-learning platforms in Afghan academic settings, with a specific focus on Herat University.By examining various dimensions, including platform usage, usability, effectiveness, and challenges, the study aims to offer valuable insights and recommendations for enhancing e-learning practices and improving educational outcomes in Afghanistan.

Literature Review
Web-based platforms for e-learning have revolutionized education worldwide, offering flexible and accessible learning opportunities for students regardless of geographical constraints (Ali et al., 2018;Arapi, 2016).In the global context, platforms such as Moodle, Blackboard, Canvas, and Google Classroom have gained widespread popularity due to their versatile features and user-friendly interfaces, catering to diverse needs (Morgan et al., 2019).
In Afghanistan, the adoption of web-based e-learning platforms has expanded educational access, particularly in remote areas (Egielewa et al., 2022).Despite challenges like limited infrastructure and connectivity issues, institutions like Herat University embrace online learning, necessitating tailored solutions (Quadri et al., 2014;Okiki & Ireko, 2022).
The usability and accessibility of web-hosted e-learning platforms play a crucial role in shaping the learning experience for students and instructors at Herat University.Studies emphasize the importance of intuitive interfaces, responsive design, and compatibility with assistive technologies to ensure equitable access for diverse learner populations (Linjawi and Alfadda, 2018;Niqresh, 2019).However, challenges such as interface complexity, technical glitches, and language barriers may hinder user engagement and satisfaction, highlighting the need for continuous improvement and user-centered design approaches (Tsybulsky, 2020;Yebowaah and Plockey, 2018).The study by Hakimi et al. (2023) examines the impact of E-Learning on girls' education at Samangan University in Afghanistan, underscoring the importance of infrastructure and teacher training for effective digital learning.Despite challenges like gender discrimination, the research highlights the transformative potential of E-Learning in expanding educational opportunities.
Web-hosted e-learning platforms have emerged as powerful tools for fostering student engagement and interaction with course materials and instructors at Herat University.Features such as discussion forums, multimedia resources, and real-time communication tools promote active learning, collaborative problem-solving, and peerto-peer interaction (Afolabi & Uhomoibhi, 2017;Stolyarov, 2021).Moreover, personalized learning experiences and adaptive technologies enhance learner autonomy and motivation, contributing to improved academic performance and retention rates.
Investigating the impact of web-hosted e-learning platforms on student learning outcomes is essential for assessing their effectiveness as educational tools.Research indicates that well-designed platforms support diverse learning styles, facilitate knowledge acquisition, and enable continuous assessment and feedback mechanisms (Adakawa & Musa, 2021;Devi, 2019).Additionally, platforms that integrate multimedia resources and interactive simulations enhance conceptual understanding and critical thinking skills, ultimately leading to enhanced learning outcomes and academic success.
Challenges and Barriers in Platform Utilization Despite the potential benefits, the utilization of web-hosted e-learning platforms faces several challenges and barriers at Herat University.Technical constraints, internet connectivity issues, and limited access to digital devices pose significant obstacles to effective platform usage (Bana et al., 2019;Daramola, 2016).Moreover, concerns regarding data privacy, security vulnerabilities, and intellectual property rights require careful consideration to ensure user trust and confidence in platform adoption.Addressing these challenges necessitates a multifaceted approach involving infrastructure development, capacity building, and policy reforms.
Identifying potential enhancements and recommendations for optimizing webhosted e-learning platforms is imperative to maximize their efficiency and effectiveness at Herat University.Continuous improvement efforts, user feedback mechanisms, and professional development opportunities for faculty members can enhance platform usability and functionality (Okiki & Ireko, 2022;Quadri et al., 2014).Additionally, collaboration with technology providers, integration of emerging technologies, and adherence to international standards and best practices can further enhance the quality and relevance of e-learning experiences for students and instructors.Hasas et al. (2024) conduct a thorough investigation into IoT integration in Afghanistan's education, revealing the transformative potential of IoT in reshaping pedagogical practices and enhancing academic outcomes, emphasizing the importance of institutional support and proposing strategies to overcome technological challenges.Similarly, Hasas et al. (2024) conducted another paper as a comprehensive review of ICT integration in physics education, synthesizing findings from diverse studies and emphasizing effective strategies and challenges associated with technology integration.Their analysis underscores the importance of considering cultural contexts and advocating for more inclusive educational interventions.This review provides valuable insights and recommendations for future research to optimize physics education through ICT integration.
Through a comprehensive exploration of these themes, this study aims to provide valuable insights into the efficiency and effectiveness of web-hosted e-learning platforms in Afghan academic settings, with a focus on Herat University.By addressing the identified objectives, this research seeks to inform evidence-based strategies for enhancing digital learning experiences and promoting educational equity and inclusivity in Afghanistan.
The article aims to fulfill the following research objectives: • Identify the commonly used web platforms for e-learning within the academic environment of Herat University.• Evaluate the usability and accessibility of existing web-hosted e-learning platforms utilized within Herat University's academic environment.• Assess the effectiveness of web-hosted e-learning platforms in facilitating student engagement and interaction with course materials and instructors.• Investigate the impact of web-hosted e-learning platforms on student learning outcomes, including knowledge acquisition and retention, within the context of Herat University.
• Examine the challenges and barriers faced by students and instructors in utilizing web-hosted e-learning platforms for educational purposes at Herat University.• Identify potential enhancements and recommendations for optimizing the efficiency and effectiveness of web-hosted e-learning platforms to better meet the needs of students and instructors at Herat University.
Therefore, we will endeavor to respond to the subsequent research inquiries: • What are the commonly used web platforms for e-learning within the academic environment of Herat University?• How can the usability and accessibility of existing web-hosted e-learning platforms utilized within Herat University's academic environment be evaluated?• In what ways do web-hosted e-learning platforms facilitate student engagement and interaction with course materials and instructors at Herat University?• What is the impact of web-hosted e-learning platforms on student learning outcomes, including knowledge acquisition and retention, within the context of Herat University?• What challenges and barriers do students and instructors face in utilizing webhosted e-learning platforms for educational purposes at Herat University?• What potential enhancements and recommendations can be identified for optimizing the efficiency and effectiveness of web-hosted e-learning platforms to better meet the needs of students and instructors at Herat University?

Method
This study employed a quantitative research design to investigate the utilization and effectiveness of web-hosted e-learning platforms within the academic environment of Herat University.The research methodology encompassed several key components, including data collection methods, sampling strategy, data analysis procedures, and ethical considerations.
Research Design: The research design involved a cross-sectional survey approach, aiming to collect data from a diverse sample of participants representing various academic disciplines within Herat University.This approach facilitated the examination of current practices, perceptions, and experiences related to e-learning platforms.
Data Collection Methods: Data were collected through a structured questionnaire administered to students and faculty members across different departments of Herat University.The questionnaire consisted of items addressing the usage patterns, satisfaction levels, challenges, and perceived effectiveness of web-based e-learning platforms.Respondents were asked to indicate their primary web platform for e-learning activities and provide feedback on usability, accessibility, student engagement, and learning outcomes.
Sampling Strategy: The study utilized a convenience sampling technique to recruit participants from the Faculty of Medical, Education, Computer Science, Economics, and Law at Herat University.The sample size comprised 190 respondents, with varying proportions across different academic disciplines, as illustrated in the provided frequency table.
Data Analysis: Data analysis was conducted using SPSS 26 software.Descriptive statistics, including frequencies and percentages, were calculated to summarize the demographic characteristics of the sample and provide an overview of the distribution of respondents across academic disciplines.Chi-square tests were employed to examine relationships between categorical variables, such as the association between academic discipline and primary web platform usage.
Research Ethics: Ethical considerations were addressed throughout the research process.Participants were informed about the purpose of the study and provided with informed consent before completing the questionnaire.Confidentiality and anonymity were ensured, with data collected and stored securely to protect participants' privacy.The study adhered to ethical guidelines outlined by Herat University's Institutional Review Board.
Limitations: It is important to acknowledge certain limitations of the study, including the use of convenience sampling, which may limit the generalizability of the findings.Additionally, the reliance on self-reported data introduces the potential for response bias.Future research could employ more diverse sampling techniques and incorporate objective measures of platform usage and effectiveness to enhance the validity of the findings.
Overall, the research methodology adopted in this study facilitated a systematic investigation of the utilization and effectiveness of web-hosted e-learning platforms within the context of Herat University, providing valuable insights for educational practice and policy.

Results
The extensive findings obtained from this inquiry can be analyzed as follows:

Figure 1. Distribution of Respondents Across Academic Disciplines
Figure 1 illustrates the distribution of respondents across various academic disciplines.From the analysis, it's evident that Education has the highest representation at 40.5%, followed by Computer Science at 19.5%, and Medical at 16.3%.Economics and Law have relatively lower representation, standing at 12.6% and 11.1%, respectively.This statistical breakdown offers insights into the composition of respondents, highlighting the prevalence of certain disciplines within the surveyed population.

Figure 2. Distribution of Participants' Occupations
The pie chart in Figure 2 illustrates the distribution of participants' occupations in the study.Among the respondents, 92.1% were students, while 7.9% were lecturers.This indicates that the majority of participants were students, comprising the largest segment of the sample population.The relatively smaller proportion of lecturers suggests that the study primarily focused on gathering perspectives from students rather than faculty members.The chart in Figure 3 illustrates the distribution of primary web platforms used for e-learning activities among participants.HELMS emerges as the most commonly used platform, with 37.4% of participants indicating its primary usage.Following closely behind is Moodle, with 20% of participants preferring this platform.Google Classroom also demonstrates significant usage, accounting for 23.2% of participants' preferences.Telegram and WhatsApp are less commonly utilized but still represent a notable portion, with 19.5% of participants relying on these platforms for e-learning activities.Overall, the data highlights a diverse range of web platforms being utilized, reflecting the varied preferences and needs of participants in e-learning environments.Analyzing the distribution of satisfaction levels with the usability of e-learning platforms in Figure 4, the majority of respondents, constituting 47.9%, expressed being "Very satisfied."Following this, 26.3% of participants reported feeling "Satisfied," while 25.8% indicated a "Neutral" sentiment.This breakdown showcases a predominantly positive perception of usability among the users surveyed.Analyzing the responses regarding the crucial aspect for assessing web-hosted e-learning platforms in Figure 5, it is evident that participants had varied perspectives.Approximately 21.1% emphasized the importance of the user interface, while 26.3% highlighted accessibility as crucial.Similarly, 25.8% considered content quality to be essential.Interestingly, 26.8% of respondents recognized the significance of all the mentioned aspects in evaluating e-learning platforms, indicating a comprehensive approach to assessment.Upon examining the data regarding users' satisfaction with the usability of elearning platforms in Figure 6, it's apparent that a significant portion of respondents expressed positive sentiments.Specifically, 47.9% reported being "very satisfied," 26.3% indicated they were "satisfied," and 25.8% adopted a neutral stance.This distribution suggests an overall favorable perception of the usability of the platforms among the participants.In analyzing the data regarding features that enhance student engagement on elearning platforms in Figure 7, it's evident that there is a distributed preference among respondents.Approximately 21.1% identified "Discussion forums" as crucial for enhancing engagement, while 26.3% emphasized the importance of "Multimedia content."Additionally, 25.8% highlighted "Live chat" functionality.Remarkably, 26.8% of respondents recognized the significance of "All of the above" features in fostering student engagement, suggesting a holistic approach to platform design to maximize engagement opportunities.

Figure 8. How do you rate student-instructor interaction on e-learning platforms?
As shown in figure 8, the data illustrates the rating of student-instructor interaction on e-learning platforms.It is evident that a significant proportion of respondents perceive the interaction positively, with 53.2% rating it as "High" and 21.1% rating it as "Very high."However, there is still room for improvement, as 25.8% of respondents rated the interaction as "Moderate."This suggests that efforts may be needed to further enhance the quality of interaction between students and instructors in the e-learning environment.The data presented in the figure 9 highlights the ways in which e-learning platforms contribute to knowledge acquisition.According to the responses, 53.2% of participants emphasize the significance of interactive activities in facilitating learning.Additionally, 25.8% of respondents recognize the importance of personalized learning approaches, while 21.1% acknowledge the role of diverse learning resources.These findings underscore the multifaceted nature of e-learning platforms in supporting varied learning needs and enhancing knowledge acquisition among users.The data presented in the figure 10 reveals participants' perceptions regarding the impact of e-learning platforms on learning outcomes.Nearly half of the respondents (47.9%) reported experiencing significant improvements in learning outcomes, while 26.3% indicated moderate enhancements.Conversely, 25.8% of participants did not perceive noticeable improvements in learning outcomes with e-learning platforms.These findings suggest that a substantial proportion of users perceive positive effects on learning outcomes as a result of using e-learning platforms.As shown in the figure 11, participants' responses reveal insights into the main challenges associated with e-learning platforms.The data indicates that cost, internet connectivity issues, and technical issues are the primary concerns reported by participants.Specifically, a majority of respondents (52.6%) identified cost as the main challenge, followed by 26.3% who highlighted internet connectivity issues and 21.1% who mentioned technical issues.These findings underscore the multifaceted nature of challenges faced by users when engaging with e-learning platforms.

Figure 12. How do challenges affect your learning experience?
As depicted in Figure 12, participants' responses shed light on how challenges impact their learning experience.The majority of respondents reported experiencing various negative effects, including decreased motivation (21.1%), increased stress and anxiety (26.3%), reduced confidence (25.8%), and impaired performance (26.8%).These findings underscore the detrimental impact that challenges associated with elearning platforms can have on learners, affecting their overall well-being and academic success.Figure 13 reveals participants' perspectives on improvements that could enhance platform usability.According to the responses, 21.1% of participants believe that a userfriendly interface would enhance usability, while 26.3% highlighted the importance of comprehensive training.Additionally, 25.8% of respondents emphasized the need for accessibility features to improve usability.Interestingly, 26.8% of participants indicated that implementing all of the above improvements would contribute to enhancing platform usability, suggesting a multifaceted approach to addressing usability issues.

Figure 14. How could additional features improve platform effectiveness?
Participants provided insights into how additional features could enhance platform effectiveness.The data in Figure 14 indicates that 21.1% of respondents emphasized the importance of promoting interactivity, while 26.3% highlighted the need for features that facilitate communication.Furthermore, 25.8% of participants suggested that offering personalized learning experiences would improve platform effectiveness.Interestingly, 26.8% of respondents indicated that incorporating all of the above features would contribute to enhancing platform effectiveness, suggesting a comprehensive approach to improving the efficacy of e-learning platforms.

Discussion
The objectives of this study aimed to investigate various aspects related to the utilization and effectiveness of web-hosted e-learning platforms within the academic environment of Herat University.Through a comprehensive analysis of the findings, it is evident that the objectives have been addressed effectively, providing valuable insights into the current state of e-learning practices at the university.
Firstly, the study successfully identified the commonly used web platforms for elearning at Herat University.The data revealed that platforms such as HELMS, Moodle, Google Classroom, Telegram, and WhatsApp are among the primary tools utilized for elearning activities.This finding aligns with previous research highlighting the popularity and versatility of these platforms in facilitating online education (Morgan et al., 2019).
Secondly, the evaluation of usability and accessibility of existing e-learning platforms demonstrated positive perceptions among users at Herat University.The majority of participants expressed satisfaction with the usability of the platforms, emphasizing the importance of intuitive interfaces and responsive design.These findings are consistent with prior studies emphasizing the significance of user-centered design in promoting engagement and satisfaction (Niqresh, 2019).
Thirdly, the assessment of the effectiveness of e-learning platforms in fostering student engagement and interaction revealed the diverse range of features contributing to active learning experiences.Features such as discussion forums, multimedia resources, and real-time communication tools were highlighted as crucial for enhancing student engagement.This echoes previous research emphasizing the role of interactive elements in promoting collaborative learning and peer-to-peer interaction (Afolabi & Uhomoibhi, 2017;Stolyarov, 2021).
Fourthly, the investigation into the impact of e-learning platforms on student learning outcomes demonstrated significant improvements in knowledge acquisition and retention.The integration of multimedia resources and interactive simulations was found to enhance conceptual understanding and critical thinking skills.These findings corroborate existing literature highlighting the benefits of diverse learning resources and continuous assessment mechanisms in supporting varied learning needs (Adakawa & Musa, 2021;Devi, 2019).
Lastly, the examination of challenges and barriers faced by students and instructors revealed concerns related to cost, internet connectivity issues, and technical glitches.These challenges underscored the need for infrastructure development, capacity building, and policy reforms to address the underlying issues.These findings are consistent with prior research highlighting the multifaceted nature of challenges associated with e-learning adoption (Quadri et al., 2014;Okiki & Ireko, 2022).
The study successfully achieved its objectives by providing comprehensive insights into the utilization, effectiveness, challenges, and potential enhancements of web-hosted e-learning platforms at Herat University.By addressing these key aspects, stakeholders can make informed decisions and implement

Conclusion
In conclusion, this study has provided valuable insights into the utilization, effectiveness, challenges, and potential enhancements of web-hosted e-learning platforms within the academic environment of Herat University.Through a comprehensive examination of various factors, including platform usage, usability, effectiveness, and barriers, this research has contributed to a deeper understanding of the current state of e-learning practices at the university.
The findings highlight the diverse range of web platforms commonly used for elearning activities, with platforms like HELMS, Moodle, Google Classroom, Telegram, and WhatsApp emerging as primary tools.Moreover, the study revealed positive perceptions regarding the usability and accessibility of these platforms, emphasizing the importance of intuitive interfaces and responsive design in promoting user satisfaction.
Furthermore, the assessment of the effectiveness of e-learning platforms demonstrated their significant role in fostering student engagement, interaction, and knowledge acquisition.Features such as discussion forums, multimedia resources, and real-time communication tools were identified as crucial elements contributing to enhanced learning experiences.
However, the study also uncovered various challenges and barriers faced by students and instructors, including cost concerns, internet connectivity issues, and technical glitches.Addressing these challenges will require a multi-faceted approach involving infrastructure development, capacity building, and policy reforms to ensure equitable access and effective utilization of e-learning platforms.
In light of these findings, it is evident that there is a need for ongoing efforts to optimize e-learning experiences at Herat University.Implementing evidence-based strategies, such as continuous improvement efforts, user feedback mechanisms, and professional development opportunities, can enhance platform usability, functionality, and overall effectiveness.
By addressing these key aspects, stakeholders can work towards promoting educational equity, inclusivity, and excellence within the academic setting.Moving forward, further research and collaboration with technology providers will be essential to integrate emerging technologies and best practices, ultimately enhancing the quality and relevance of e-learning experiences for students and instructors alike.

Recommendations
Based on the findings and analysis presented in this study, several recommendations are proposed to optimize the utilization and effectiveness of webhosted e-learning platforms within the academic environment of Herat University: Infrastructure Development: Invest in improving the university's technological infrastructure to address challenges related to internet connectivity and technical constraints.This may involve upgrading network infrastructure, providing reliable internet access, and ensuring sufficient digital resources to support e-learning activities.
Capacity Building: Offer comprehensive training and professional development opportunities for both students and instructors to enhance their digital literacy skills and proficiency in utilizing e-learning platforms effectively.Training programs should focus on navigating platform features, maximizing engagement opportunities, and troubleshooting common technical issues.
Policy Reforms: Develop clear and transparent policies and guidelines governing the use of e-learning platforms to address concerns related to data privacy, security vulnerabilities, and intellectual property rights.Establishing robust protocols for data protection, access control, and content ownership will help build user trust and confidence in platform adoption.
Continuous Improvement: Implement systematic processes for collecting user feedback and monitoring platform performance to identify areas for improvement.
Engage stakeholders in regular reviews and evaluations to ensure that e-learning platforms evolve in response to changing user needs and technological advancements.
Integration of Emerging Technologies: Explore opportunities to integrate emerging technologies, such as artificial intelligence, augmented reality, and gamification, into e-learning platforms to enhance engagement, interactivity, and personalized learning experiences.Collaborate with technology providers and researchers to pilot innovative solutions tailored to the university's academic context.
Adherence to Standards and Best Practices: Align e-learning practices with international standards and best practices to ensure quality, relevance, and interoperability.Adhere to accessibility standards, such as WCAG guidelines, to ensure equitable access for users with diverse learning needs and disabilities.
Collaboration and Partnerships: Foster collaboration with industry partners, government agencies, and non-profit organizations to leverage resources, expertise, and funding opportunities for e-learning initiatives.Establish strategic partnerships with educational institutions and research centers to share best practices, exchange knowledge, and promote cross-disciplinary collaboration in e-learning research and innovation.

Implications and Future Research
The findings of this study carry several implications for practice and policy within the academic environment of Herat University and beyond: Enhanced Access to Education: By identifying commonly used web platforms for e-learning and evaluating their usability and accessibility, this study informs efforts to expand educational access and opportunities, particularly in remote and underserved areas.Improving access to digital learning resources can help bridge educational gaps and empower learners from diverse backgrounds to pursue their academic goals.
Improved Learning Experiences: The assessment of web-hosted e-learning platforms' effectiveness in facilitating student engagement, interaction, and knowledge acquisition highlights the importance of leveraging technology to enhance learning experiences.Implementing evidence-based strategies to optimize platform design and functionality can foster active learning, collaboration, and critical thinking skills among students, ultimately leading to improved academic outcomes.
Addressing Challenges and Barriers: By examining the challenges and barriers faced by students and instructors in utilizing e-learning platforms, this study underscores the need for targeted interventions and support mechanisms.Addressing technical constraints, internet connectivity issues, and concerns related to data privacy and security is essential to ensure a seamless and secure e-learning environment conducive to learning and innovation.
Promoting Continuous Improvement: The identification of potential enhancements and recommendations for optimizing e-learning platforms underscores the importance of a continuous improvement mindset.Engaging stakeholders in ongoing dialogue, feedback loops, and collaborative problem-solving processes can drive innovation, quality improvement, and user satisfaction in e-learning initiatives.
Building on the findings and insights generated by this study, future research endeavors could explore the following areas: Longitudinal Studies: Conduct longitudinal studies to assess the long-term impact of e-learning platforms on student learning outcomes, academic performance, and career trajectories.Tracking students' progress over time can provide valuable insights into the sustained effects of digital learning interventions.
Cross-Cultural Comparisons: Compare e-learning practices, experiences, and outcomes across different cultural contexts and educational settings to identify cultural factors influencing platform utilization and effectiveness.Understanding cultural nuances can inform the design of culturally responsive e-learning solutions tailored to diverse learner populations.
Emerging Technologies: Investigate the integration of emerging technologies, such as virtual reality, artificial intelligence, and block chain, into e-learning platforms to explore their potential to enhance engagement, personalization, and accessibility.Exploring innovative applications of technology can push the boundaries of traditional elearning paradigms and unlock new possibilities for education.
Pedagogical Innovations: Explore pedagogical innovations and instructional strategies that leverage e-learning platforms to promote active learning, inquiry-based learning, and collaborative knowledge construction.Investigating effective teaching methods and learning designs can inform the development of evidence-based pedagogical frameworks for digital learning environments.
User Experience Research: Conduct in-depth user experience research to understand students' and instructors' perceptions, preferences, and challenges related to e-learning platforms.Employing qualitative research methods, such as interviews, focus groups, and usability testing, can uncover nuanced insights into user needs and behaviors, informing iterative design improvements.

Figure 3 .
Figure 3. Which web platform do you primarily use for e-learning activities?

Figure 4 .
Figure 4. How satisfied are you with the usability of the e-learning platform you use?

Figure 5 .
Figure 5. Which aspect is crucial for assessing web-hosted e-learning platforms?

Figure 6 .
Figure 6.How often do you face accessibility issues with e-learning platforms?

Figure 7 .
Figure 7. Which feature enhances student engagement on e-learning platforms?

Figure 9 .
Figure 9. How do e-learning platforms contribute to knowledge acquisition?

Figure 10 .
Figure 10.Have you noticed improved learning outcomes with e-learning platforms?

Figure 11 .
Figure 11.What is the main challenge with e-learning platforms?

Figure 13 .
Figure 13.What improvement would enhance platform usability?