A Comparative Analysis of Various Aspects of Attitude towards E-Learning between Academic Researchers in Several Areas of Research

Abstract

e-learning is technology replacing face to face contact with teachers. It acts a motivating factors for learnings whenever they are absent from the class for one or the other reason. The purpose of this study was to determine how research academics felt about e-learning on four dimensions: interest in e-learning, utility of e-learning, ease of e-learning, and e-learning confidence, as well as their gender, residential background, and field of research. For data collection, the researchers employed the stratified proportionate random sampling approach using 450 research scholars as the sample, and the Attitude towards e-learning Scale by Dimpal Rain. The 3-Way ANOVA approach was used to evaluate the data. The findings demonstrated that Residential Background and Field of Research both had a significant impact on the mean scores of research scholars' e-learning interest, whereas only Field of Research had a significant impact on the mean scores of research scholars' ease of e-learning. Further, it was found that research scholars from the Urban background were found to possess higher mean score of e-learning interest than Rural ones. Furthermore, it was discovered that the major effect of gender, as well as interactions between gender and residential background, as well as Gender and research field, had a substantial impact on usefulness.