Abstract
India is the second-most populous country in the world. There had been a tremendous shift towards online learning through the Indian government's digital initiatives in general, and during COVID-19 lockdown in particular. An online self-report survey (n = 1318) was conducted to assess students' perception of online learning in this changed situation in comparison with traditional classroom learning. The study analysed eight independent variables on student perception towards online learning (e.g., gender, nature of the settlement, economic background, religiosity, primary electronic device, technology-receptiveness, age, and educational institution), with each of these variables forming respective research hypotheses. Results revealed several exciting facets of student perceptions. Receptiveness towards online learning was significantly higher for students from urban areas compared with rural areas. Possible reasons for these results are discussed, and the findings are contextualized in a broader perspective.
TopIntroduction
For thousands of years, education and training that displayed within a triangle of school-teacher-student has now utilized new, multifaceted, multi-channel alternatives with the help of technologies in the education system (Durnalı et al., 2019; Durnalı et al., 2018; Orakcı, 2020). One of them is “online learning.” The term 'online learning' is used in this paper to refer to distance learning happening via online mode. The term not only encompasses full-fledged formal online courses, the so-called Massively Open Online Courses (MOOCs), but also supplementation of regular classroom learning with online content dissemination and interaction, the so-called flipped classroom or blended mode.
Perception of students towards online learning is vital because a leading factor contributing in loss of student motivation and persistence is negative perceptions about online learning in general (Kauffman, 2015). Previous studies have identified several critical factors influencing online learning from a student's perspective, including having a computer at home (Volery & Lord, 2000), gender (Colley et al., 1994), regular instructions and feedback from teachers (Gaytan, 2015), sense of belonging to the learning community, family support, and time management skills (Hart, 2012), course content and design characteristics (Hone & El Said, 2016; Kauffman, 2015), and overall perception of quality (Hunter Dr & Ross, 2019). All these factors contribute to the retention rate of MOOCs- fraction of initial registrants who completes the course- as student's perception is the primary determinant behind drop-outs (Hone & El Said, 2016). While men, in general, were more receptive to computers (Bahar & Asil, 2018), a recent survey conducted in India revealed a higher prevalence of smartphone use in female students than in male students (Nayak, 2018). However, no data available on which primary digital device (phone vs computer) students use to access online courses.
Key Terms in this Chapter
Synchronous Learning: A transaction mode wherein teaching-learning happens at the same time. Live teaching through streaming, rather than recorded lectures.
Retention Rate: Fraction of initial registrants of an online course who completes the course.
MOOC: Massive Open Online Course. Another term for free online course.
Digital inclusion: Ability of individuals and groups to access and use information and communication technologies, and be considerate with those who has genuine obstacles with technology adaptation and/or internet access during policy making.
Asynchronous Learning: A transaction mode wherein teaching-learning happens at different times. Students typically watch recorded lectures.
E-Learning: Learning enhanced with electronic technologies. Synonymous with ICT in education.
Digital Divide: Divide between people who have gadgets and internet bandwidth, with those who have not.
Online Learning: Distance learning happening via online mode.