Teachers’ perceptions of student barriers to sustainable engagement in online education
International Journal of Knowledge and Learning
; 15(4):373-408, 2022.
Article
in English
| Scopus | ID: covidwho-2109369
ABSTRACT
This study examines teachers’ perceptions of student barriers to sustainable engagement in online education in northern India’s higher educational institutions (HEIs) during the lockdown period of the COVID-19 pandemic. In HEIs, e-learning has emerged as a prominent mode of obtaining education during the COVID-19 emergency. Data was collected through an online Google Form from 1,111 teachers (1,060 considered usable) of different HEIs in northern India using the purposive sampling technique. The statistical analysis includes descriptive and inferential statistics, factor analysis, ANOVA, correlation, and regression analysis. Results revealed that barriers to students’ sustainable online education engagement are divided into two clusters behavioural and technological. These barriers differ significantly based on gender and discipline of the study of the respondent – teachers. Behavioural barriers have a higher impact than technological barriers. Results show that both barriers, i.e., behavioural and technological barriers, are significantly correlated with the students’ sustainable engagement in online education. Copyright © 2022 Inderscience Enterprises Ltd.
Full text:
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Collection:
Databases of international organizations
Database:
Scopus
Language:
English
Journal:
International Journal of Knowledge and Learning
Year:
2022
Document Type:
Article
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