A comparative study of the E-Learning usage of postgraduate students

Pradeep Kumar

doi:10.31893/multirev.2024287

Keywords:

E-learning

postgraduate education

student satisfaction

comparative analysis

educational technology

gender differences in E-Learning

Abstract

This research paper undertakes a comprehensive study to explore the usage of e-learning among postgraduate students, with a particular focus on comparing their experiences across various universities and academic programs in India. The primary objective was to assess the effectiveness and perception of e-learning platforms and to identify any prevalent challenges and satisfaction levels among those in this demographic group. The study employed a structured questionnaire distributed to 500 postgraduate students from different universities with a stratified random sampling technique ensuring a representative mix of participants. The data collection included both online surveys and in-person questionnaires, focusing on aspects such as e-learning usage, challenges, content quality, assessment, and support systems. Key findings revealed a generally positive attitude toward e-learning, with most students acknowledging its effectiveness in enhancing their educational experience. However, variations in satisfaction levels indicate the need for tailored e-learning strategies that cater to diverse student needs. Gender-based analysis highlighted specific challenges faced by female students, particularly in terms of interaction and self-discipline. Furthermore, comparative analysis across universities revealed slight differences in e-learning satisfaction, suggesting the influence of institutional factors. This study fills a significant gap in the literature by providing a comparative analysis of e-learning usage among postgraduate students across various educational settings. The findings have broad implications, emphasizing the need for adaptable and inclusive e-learning strategies. Educational institutions can leverage these insights to enhance the effectiveness and inclusivity of their e-learning offerings, ensuring that they align with the diverse needs of postgraduate students.
References
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2. Al-Taie, S., & Al-Dabbagh, H. (2022). E-Learning and Its Role between Geographic Information Systems and Population Geography. College Of Basic Education Research Journal, 18(4), 402-422. https://doi.org/10.33899/berj.2022.176444
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4. Andajani, S. J., & Wijiastuti, A. (2020). E-Learning Development for Special Education Postgraduate Students. International Journal of Emerging Technologies in Learning, 15(14), 269–293. https://doi.org/10.3991/IJET.V15I14.13893
5. Baji, F., et al. (2022). Determinants of e-learning acceptance amongst Iranian postgraduate students. Journal of Global Education and Research, (62), 181-191. https://doi.org/10.5038/2577-509x.6.2.1089
6. Barrot, J.S., et al. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, (26), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
7. Basri, W., et al. (2018). ICT Adoption Impact on Students’ Academic Performance: Evidence from Saudi Universities. Education Research International, 1-9. 10.1155/2018/1240197.
8. Chimbo, B., et al. (2023). Postgraduate students online learning challenges during COVID-19 within the CoI framework context. Cogent Education, 10 (2), 1-16. https://doi.org/10.1080/2331186X.2023.2254673
9. Clapp, A. (2017). An e-Learning Team's Life on and Offline: A Collaborative Self-Ethnography in Postgraduate Education Development. Electronic Journal of e-Learning, 15 (1), 33-45. http://files.eric.ed.gov/fulltext/EJ1140096.pdf
10. Huang, W., et. al (2020). An inventive high-performance computing electronic information system for professional postgraduate training. International Journal of Computers and Applications, 42(4), 422–428. https://doi.org/10.1080/1206212X.2018.1468590
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16. Modise, M. P. (2021). Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution. Journal of Learning for Development, 8 (2), 283–297. https://doi.org/10.56059/jl4d.v8i2.508
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22. Prabowo H., et al. (2022). Student performance in online learning higher education: Preliminary research. Frontiers in Education, (7) 916721. doi: 10.3389/feduc.2022.916721
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25. Vitharana P. & Lindakumbura V. (2022). Postgraduate Students' Experiences and Challenges of Online Learning amid COVID-19 Pandemic. Sri Lanka Journal of Education, 1 (1), 2022-2827.
26. Vorotnykova, I. (2020). Design and implementation of e-learning in postgraduate teacher education. In Proceedings of 14th International Technology, Education and Development Conference (p-2482-2487).
27. Spain. https://doi.org/10.21125/INTED.2020.0756
28. Vorotnykova, I. P., & Zaierkova, N. V. (2018). E-learning of teachers’ assistants in postgraduate pedagogical education. Information Technologies and Learning Tools, 66 (4), 231-244. https://doi.org/10.33407/ITLT.V66I4.2126
29. Yacob A., et al. (2012). Student Awareness Towards E-Learning in Education. Procedia - Social and Behavioral Sciences, (67), 93–101. doi: 10.1016/j.sbspro.2012.11.310.
30. Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. The International Journal of Educational Technology in Higher Education, 18 (14). https://doi.org/10.1186/s41239-021-00252-3
31. Yuskovych-Zhukovska, V. et.al, (2022). E-Learning in a Postmodern Society. Postmodern Openings. 13(1 Sup1), 447-464. https://doi.org/10.18662/po/13.1sup1/435
32. Zhang X., et al. (2022). What factors affect learners’ online learning experience? A case study of 6 University students. In Proceedings of the 7th International Conference on Distance Education and Learning (p-170–176). China. https://doi.org/10.1145/3543321.3543350
33. Zhang, M., & Liu, F. (2023). Research on the Contributing Factors of Postgraduate Students’ Online Learning Experience. In: TSO, A.W.B., NG, S.K.K., LAW, L., BAI, T.S. (Eds), The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation (pp 79–96). Springer, Singapore. https://doi.org/10.1007/978-981-19-9217-9_6

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Kumar, P. (2024). A comparative study of the E-Learning usage of postgraduate students. Multidisciplinary Reviews, 7(12), 2024287. https://doi.org/10.31893/multirev.2024287

[1] Aladwan F., & Awamrah A. (2018). The Extent to Which Students Have Sufficient Awareness of E-Learning and its Relation to Self-Studying and Academic Achievement. Modern Applied Science, (12), 137–147. doi: 10.5539/mas.v12n1p137.

[2] Al-Taie, S., & Al-Dabbagh, H. (2022). E-Learning and Its Role between Geographic Information Systems and Population Geography. College Of Basic Education Research Journal, 18(4), 402-422. https://doi.org/10.33899/berj.2022.176444

[3] Ammar Y.A. & Rajkhan A. (2020). E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives. Education Sciences, 10 (216). doi:10.3390/educsci10090216

[4] Andajani, S. J., & Wijiastuti, A. (2020). E-Learning Development for Special Education Postgraduate Students. International Journal of Emerging Technologies in Learning, 15(14), 269–293. https://doi.org/10.3991/IJET.V15I14.13893

[5] Baji, F., et al. (2022). Determinants of e-learning acceptance amongst Iranian postgraduate students. Journal of Global Education and Research, (62), 181-191. https://doi.org/10.5038/2577-509x.6.2.1089

[6] Barrot, J.S., et al. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, (26), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x

[7] Basri, W., et al. (2018). ICT Adoption Impact on Students’ Academic Performance: Evidence from Saudi Universities. Education Research International, 1-9. 10.1155/2018/1240197.

[8] Chimbo, B., et al. (2023). Postgraduate students online learning challenges during COVID-19 within the CoI framework context. Cogent Education, 10 (2), 1-16. https://doi.org/10.1080/2331186X.2023.2254673

[9] Clapp, A. (2017). An e-Learning Team's Life on and Offline: A Collaborative Self-Ethnography in Postgraduate Education Development. Electronic Journal of e-Learning, 15 (1), 33-45. http://files.eric.ed.gov/fulltext/EJ1140096.pdf

[10] Huang, W., et. al (2020). An inventive high-performance computing electronic information system for professional postgraduate training. International Journal of Computers and Applications, 42(4), 422–428. https://doi.org/10.1080/1206212X.2018.1468590

[11] Idkhan, AM, & Idris, M. (2023). The Impact of User Satisfaction in the Use of E-Learning Systems in Higher Education: A CB-SEM Approach. International Journal of Environment, Engineering and Education, (5) 100-110. 10.55151/ijeedu.v5i3.91

[12] Kastiro, L. A., et al. (2022). E-Learning Service Quality During COVID-19 Pandemic from Postgraduate Students’ Perspective in Jordan. International Journal of Emerging Technologies in Learning, 17 (24), pp. 219–232. https://doi.org/10.3991/ijet.v17i24.36007

[13] Kedia P., & Mishra L. (2023). Exploring the factors influencing the effectiveness of online learning: A study on college students. Social Sciences & Humanities Open, 8 (1):100559. doi: 10.1016/j.ssaho.2023.100559

[14] López-Catalán, B., & Bañuls, V. A. (2017). A Delphi-based approach for detecting key e-learning trends in postgraduate education: The Spanish case. Education + Training, 59 (6), 590-604. https://doi.org/10.1108/ET-12-2016-0186

[15] Maheshwari, G. (2021). Factors affecting students’ intentions to undertake online learning: an empirical study in Vietnam. Education and Information Technologies. 26, 6629–6649. https://doi.org/10.1007/s10639-021-10465-8

[16] Modise, M. P. (2021). Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution. Journal of Learning for Development, 8 (2), 283–297. https://doi.org/10.56059/jl4d.v8i2.508

[17] Mohammed, L.A., et al. (2022). Exploring Factors Affecting Graduate Students' Satisfaction toward E-Learning in the Era of the COVID-19 Crisis. European Journal of Investigation in Health, Psychology and Education, 12 (8), 1121-1142. doi: 10.3390/ejihpe12080079.

[18] Molchovski, P. & Tokmakova K. (2022). E-learning in Orthopaedic surgery postgraduate training, In Proceedings of 14th International Conference on Education and New Learning Technologies (p. 9145-9148). Spain. https://doi.org/10.21125/edulearn.2022.2195

[19] Mutsuddi I., (2023). Factors Affecting Digital Acumen of Postgraduate Business Study Students Attending Online Learning: A Study in the National Capital Region (NCR). MDIM Journal of Management Review and Practice, 1 (1). https://doi.org/10.1177/MJMRP.221145272

[20] Nouraey P., & Ali A.B., (2023). Challenges and Problems of e-Learning: A Conceptual Framework. Electronic Journal of e-Learning, 21. 188-199. 10.34190/ejel.21.3.2677.

[21] Ong, C.S. & Lai, J.Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behaviour, 22 (5), 816-829.

[22] Prabowo H., et al. (2022). Student performance in online learning higher education: Preliminary research. Frontiers in Education, (7) 916721. doi: 10.3389/feduc.2022.916721

[23] Prakasha, G.S. et al. (2022). Examining University Students’ Attitude towards e-Learning and their academic achievement during COVID-19. International Journal of Information and Education Technology, (12), 1056-1064. 10.18178/ijiet.2022.12.10.1720

[24] Sapi, A., et al. (2023). Factors Influencing the Success of E-Learning Implementation: A Study of Afghan-Postgraduate Students at UTM-Malaysia. European Journal of Theoretical and Applied Sciences, 1 (2), 301-312. https://doi.org/10.59324/ejtas.2023.1(2).26

[25] Vitharana P. & Lindakumbura V. (2022). Postgraduate Students' Experiences and Challenges of Online Learning amid COVID-19 Pandemic. Sri Lanka Journal of Education, 1 (1), 2022-2827.

[26] Vorotnykova, I. (2020). Design and implementation of e-learning in postgraduate teacher education. In Proceedings of 14th International Technology, Education and Development Conference (p-2482-2487).

[27] Spain. https://doi.org/10.21125/INTED.2020.0756

[28] Vorotnykova, I. P., & Zaierkova, N. V. (2018). E-learning of teachers’ assistants in postgraduate pedagogical education. Information Technologies and Learning Tools, 66 (4), 231-244. https://doi.org/10.33407/ITLT.V66I4.2126

[29] Yacob A., et al. (2012). Student Awareness Towards E-Learning in Education. Procedia - Social and Behavioral Sciences, (67), 93–101. doi: 10.1016/j.sbspro.2012.11.310.

[30] Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. The International Journal of Educational Technology in Higher Education, 18 (14). https://doi.org/10.1186/s41239-021-00252-3

[31] Yuskovych-Zhukovska, V. et.al, (2022). E-Learning in a Postmodern Society. Postmodern Openings. 13(1 Sup1), 447-464. https://doi.org/10.18662/po/13.1sup1/435

[32] Zhang X., et al. (2022). What factors affect learners’ online learning experience? A case study of 6 University students. In Proceedings of the 7th International Conference on Distance Education and Learning (p-170–176). China. https://doi.org/10.1145/3543321.3543350

[33] Zhang, M., & Liu, F. (2023). Research on the Contributing Factors of Postgraduate Students’ Online Learning Experience. In: TSO, A.W.B., NG, S.K.K., LAW, L., BAI, T.S. (Eds), The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation (pp 79–96). Springer, Singapore. https://doi.org/10.1007/978-981-19-9217-9_6

Abstract

References

How to cite