E-learning's influence on academic performance, learning outcomes and creativity

Purpose - The study examined the relationship between e-learning usage, creativity, e-learning utility and academic performance among undergraduate (UG) and postgraduate (PG) students at Banaras Hindu University (BHU), India. Design/methodology/approach - The data from 480 students were collected using a cross-sectional survey design. Pearson correlation analysis was performed in order to investigate the association between the variables. Findings - The results revealed a significant positive correlation between time of use and academic performance (r = 0.294, p < 0.01). However, there was no significant correlation between time of use and the usability of e-learning in the attainment of learning outcomes. Furthermore, there was a negative correlation between time of use and creativity (r = -0.170, p < 0.01). Practical implications - The results indicate that educators ought to promote consistent utilization of e-learning platforms to enhance scholarly achievements. However, learners should exercise prudence in their usage, as an over-reliance on these platforms may impede their creativity. Originality/value - This study contributes to the existing body of knowledge regarding the impacts of e-learning on students' academic performance and creativity. Additionally, it offers instructing professionals and students who make use of e-learning platforms information that might be helpful to them.