Abstract
As new technologies have emerged, e-learning has made significant progress as a method for acquiring knowledge in relation to teaching and learning. The main focus of the research presented here is to analyze students’ attitudes toward e-learning at higher educational level. To ascertain students' attitudes toward e-learning at a higher educational level with regard to their gender and age as well as to pinpoint the elements that influence those attitudes. The theoretical foundation for this study was provided by the Venkatesh and Davis (1996) Technology Acceptance Model. 16,788 students from public universities of Islamabad made up the study's population, while the study's target audience was made up of undergrads in the management science and social science departments from public institutions. Data were gathered using a random sample technique. In the current study, there were 736 participants from public sector universities in Islamabad. After conducting a pilot research, the reliability of each item was evaluated using Cronbach's alpha co-efficient (52 items). The current study's Cronbach's alpha coefficient was 0.81, which was appropriate for the study. Additionally, the dependability of each construct was calculated; it was satisfactory, ranging from 0.76 to 0.82. Mean, t-test, ANOVA, and multiple linear regression were used to examine quantitative data. Following analysis of the quantitative data, the following conclusions were drawn. In Pakistan, men students in higher education have a more favorable attitude toward e-learning than female students do. Senior students’ attitude was more positive towards E-learning than junior students. The majority of students in Pakistan's higher education institutions have a favorable attitude toward e-learning. Regarding gender and age, university students' attitudes range greatly. Excluding stress, the acceptability of e-learning, the usage of technology, and past technology use all have a significant impact on perceived usefulness and ease of use. Students at higher educational levels do not experience stress while utilizing e-learning, despite the fact that all external circumstances, particularly pedagogical elements, in TAM determine attitude. The university may educate the faculty through training, and guidelines for using e-learning may be put into place.
Biography
Dr Samra Afzal is serving as Assistant Professor in the Department of Educational Sciences at National University of Modern Languages (NUML) Islamabad. She is associated with postgraduate teaching since year 2003. She did her PhD from NUML in year 2021. Her diversified area of expertise in the domain of education includes online teaching and learning, positive organizational behaviour, positive psychology, testing and research. She has authored various articles, published in reputed journals. She has been tremendously involved in online teaching since year 2020, wherein she has gained a lot of experience to handle issues and frame strategies with regard to online teaching & learning.
Dr Shazia Zamir is serving as an Assistant Professor in the Department of Educational Sciences at the National University of Modern Languages Islamabad. She has conducted numerous trainings and workshops for the teachers at school, college and university level. She has authored various research papers both in, national and international journals and also participated in national /international conferences, seminars and workshops. She is teaching several courses at Undergraduate, Master, M.Phil and Ph.D level and also supervising research students at Master, M.Phil and Ph.D levels.