Examining University Students’ Attitude towards e-Learning and Their Academic Achievement during COVID-19

Abstract

Higher education around the world has moved to online teaching due to COVID-19 pandemic. Students in higher education are compelled to attend online classes and adopt e-learning mode. There is not much evidence on training the students to adopt e-learning and remote learning. However, do they have a positive attitude towards e-learning and has it affected their academic performance? Present study administered an e-learning attitude scale to 840 students of a reputed University to examine whether they have positive or avoidance attitude to e-learning and also analysed e-learning attitude across students demographic characteristics. Study revealed a slight positive correlation between e-learning attitude and academic achievement of postgraduate students and not for undergraduate students. Girls’ excelled in their achievement and have a more positive e-learning attitude than boys have. Boys showed avoidance e-learning attitude. However, Socio Economic Status (SES) did not affect students’ e-learning attitude but influenced their academic achievement. Study concludes that stakeholders must create more opportunities to develop a positive attitude towards e-learning as future education is likely to be technology integrated.

Exploring higher education students’ attitudes toward e-learning after COVID-19

“…On the other hand, this result is not similar to those of Uyar (2023), who found that male students, students with prior e-learning experience, access to the internet at home, personal computers, and students enrolled in technical courses exhibited more positive attitudes towards e-learning. Also, Prakasha et al (2022) showed that females had more positive attitudes toward e-learning than males, and males showed an avoidant elearning attitude. They also found that the results showed that socio-economic status did not influence students' e-learning attitudes.…”

“…In this era of change in education, it is essential to understand students' attitudes toward e-learning. For example, students' attitudes toward e-learning can significantly impact their engagement, motivation, and, ultimately, their learning outcomes (Akcil & Bastas, 2020;Monib, 2023;Prakasha et al, 2022;Thapa et al, 2021;Uyar, 2023). E-learning is important by providing college students with flexible, accessible, and technology-enhanced learning experiences (Prevalla et al, 2022).…”

“…Research has suggested that students' attitudes toward e-learning can vary widely and be influenced by several technological, pedagogical, and socio-cultural dimensions (Monib, 2023;Uyar, 2023). While these factors provide a foundation for understanding student attitudes toward e-learning, it is important to recognize that attitudes can be highly individualized and context-dependent (Prakasha et al, 2022). In addition, the rapid evolution of technology and educational practices requires ongoing research to keep pace with changing student attitudes (Akcil & Bastas, 2020).…”

“…Ozaydin Ozkara and Ibili (2021) found that the preservice teachers' attitudes toward e-learning differed by learning style but not by age, gender, and subject area. Prakasha et al (2022) studied university students' attitudes toward e-learning and found that females had more positive attitudes toward e-learning than males. Men showed an avoidant e-learning attitude.…”

Evaluation of Readiness and Attitude towards e-Learning among Newly Enrolled Medical Imaging Students

“…Among the key factor which contributes to the success of e-learning is e-learning readiness, without which even the best e-learning program can be a mere waste (Prakasha et al, 2022;Rohayani et al, 2015). Various studies have been conducted to determine the factors that could affect the readiness of the students towards e-learning.…”