Evaluation of E-Learning: The Case of Mongolian Universities

During the COVID-19 pandemic, universities in Mongolia began implementing e-learning, but at first, they were not well-prepared. Both students and teachers faced significant difficulties due to the sudden shift and lack of readiness. Over the next two years, however, universities gradually gained experience and gathered the necessary resources to support online education. Despite this progress, many people in rural and even some urban areas still struggle to access e-learning. Additionally, students with disabilities often find it difficult or impossible to participate in online classes consistently. The purpose of this study is to assess how well e-learning is being implemented in Mongolian universities. Using a convenient sampling method, we selected both public and private universities that we had connections with. We collected data from 112 experts, 150 professors, and 426 students, totaling 800 participants. A linear regression model was used in SPSS 26 to test our hypotheses. The results indicate that all forms of institutional support are significantly related to how e-learning is evaluated. These findings offer valuable insights for research in higher education and educational technology. They also provide useful guidance for organizations working to improve e-learning policies and practices. For future research, we recommend including a broader sample that covers students from both rural and urban areas across Mongolia.