A STUDY ON

STUDENTS’ PRECEPTIONS OF ONLINE LEARNING

Submitted to

Dr. Prarthana Kumar

Assistant Professor
Coordinator – Exec. PGDM

INSTITUTE OF PUBLIC ENTERPRISE

Hyderabad

Submitted by
Arti Chopra, 1901026
Hadassah Gera,1901053
 ACKNOWLEDGEMENT
We would like to take this opportunity to express our deep sense of gratitude,
indebtedness and are profoundly thankful to our guide Dr. Prarthana Kumar,
Assistant Professor, Coordinator Executive PGDM, Institute of Public
Enterprise for the valuable suggestions and guidance during the preparation of
this report.
A large number of individuals contributed directly or indirectly on bringing out
this project. We are thankful to all of them for their help and encouragement.

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TABLE OF CONTENTS

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1
 INTRODUCTION
Web-based learning is used nowadays as another option to face to face education. As a matter
of fact, its use increases in a direct proportion with the increase of the number of students.
This has made educators exert a lot of effort to help the learners to get interactive content that
is full of multimedia as it has been proven that it has a significant effect on the process of
learning. The impact of blogs and wikis has also been investigated on learners' collaboration
and reflection and it was reported that they both have a positive effect.
E-learning has been introduced as a tool in the learning process in the majority of the
international universities worldwide. The term “e-learning” is defined as “any learning that
involves using internet or intranet.” A year later the definition was made more generalized by
indicating that it is “anything delivered, enabled, or mediated by electronic technology for
explicit purpose of learning”. “e” in e-learning should not stand for electronic; it should be
an abbreviation for “evolving, enhanced, everywhere, every time and everybody.”
In fact, most of the advantages of e-learning for learners and instructors. Although the e-
learning term and tools do exist for over a decade, the educational research field has not
given enough attention to the study of student motivation under the effect of e-learning. E-
learning has grown in significance as an educational tool just like technology has developed
and progressed over the years. Interestingly, there have been more efforts at advancing
technology than on attempting to understand the needs and learning styles of individual
learners and instructional design.
The 21st century has seen rapid progress with such things as the Internet and online learning.
The increased use of e-learning among educational institutions has led to a change in higher
education. According to findings, there has been a rise of about 12-14 percent annually in
enrolment for online learning over a five-year period: 2004-2009 after secondary education.
One of the main reasons for this is it gives students' greater access to education in comparison
to traditional methods of teaching as students can undertake their study from anywhere and at
any time as well as being given the option to study part-time or full-time. E-learning has
transformed the educational sector by enabling students to share information and data in a
relatively easy way.
Online education has definitely moved into higher education with new programs being added
continuously. The blended synchronous learning (a “blend” of online and traditional
approaches) mode is also gaining and developing currency in higher education, while its
effects on students’ and instructors’ experiences are yet to be fully explored. With the rapid
expansion of the transnational education market, more and more universities join the ranks of
transnational education providers or expand their transnational education offering, such as
distance learning or blended learning, including in Indonesia, such as in Indonesia Open
University. Traditionally, online learning perceived as lack interactivity compared to face-to-
face learning. It is mainly due to the lack of social presence, lack of social interaction, and
lacks of students’ satisfaction.
However, online learning has been promoted as being more cost effective and convenient
than traditional educational environments as well as providing opportunities for more learners
to continue their educations.

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 Evolution of Online Learning

eLearning is defined as the use of the Internet and other digital technologies to educate
people without geographical boundaries. The definition is as new as 2001, though the term e-
Learning was first used in the year 1999 when the word was first utilized at a Cognitive
Behavioural Therapy (CBT) seminar. This is also why e-Learning is still considered as a new
form of learning.
E-Learning has evolved in different ways in the education, business and training sectors, and
it has different interpretations for different sectors. At the school level, e-Learning refers to a
learning process that uses both software-based and online learning tools, whereas in business,
training and higher education sectors, e-Learning solely refers to online learning.

An eLearning Timeline
 Before the Internet
Long before the Internet came into the picture, the concept of distance education was used to
provide education on particular skills or subjects. The correspondence method, as it was
termed, used the mail system to get in touch with students and vice versa.
After the launch of the Internet, open universities further expanded their horizons and started
the concept of distance learning. This was first started by the British.
 The Start
Online Learning or e-Learning can go back to the 1990s, where the trend started and was
emerging. In this decade, the development of personal computers was on the rise. E-Learning
became more simplified, and it was easier to learn skills online. With this, e-Learning
opportunities began to rise, with online environments becoming more acceptable. Interactive
CD-ROMs and PDF text files came into the picture to ease the process of online learning. As
it was monetarily more beneficial, online courses became more and more popular. This
decade saw some notable achievements like personal home computers, online environments,
educational courses online, and repurposing content into digital formats.
 The Advancing Technology: 2000 – 2005
The common e-Learning that was becoming popular in the ninety's era did not suddenly get
discouraged because of the technology developments that took place. Instead, the
technologies made the concept of e-Learning more advanced. The upgraded technologies,
methodologies and software attracted more people to use PowerPoint tools and learning
management systems (LMS).
In the span of these five years, there were a number of achievements in the field of e-
Learning. Increased access to wireless, scalable vector graphics, improved PowerPoint

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capabilities, learning objects, educational games, e-Learning repositories, SCORM, LMSs
and social media networks were some of the notable achievements in this field.
 The Rapid Development Era: 2006 – 2010
2006 – 2010 was a time period when e-Learning tools became quite standard in the learning
industry. The “anyone can build” functionality of online learning tools enabled every
common person to learn more. The added benefits of advancing technologies along with less
money and no geographical boundaries changed the way learning happens. Introduction of
methodologies like podcasting, mobile Internet, learning analytics, and augmented reality
created a boon for the online learning niche. Other notable achievements for this time span
included:
Educational Gaming
User created content
Library digitization
Virtual worlds
Cloud computing
Online video
Gesture-based computing
eBooks
Mobile learning
 Modern Times: 2011 Onwards
From 2011 onwards, online learning has advanced tools available that further simplify e-
Learning course creation. Today, e-Learning courses are popular among students, businesses
and trainers. The tools used in the industry have become easier to use. There is more content,
expert advice, virtual classrooms, and a lot of interaction.
Students use these technologies to gain expertise in any one subject. Professionals use
learning courses to enhance their skill set and attain a better position in their career path.
The future of e-Learning is bright and set to expand along with advancing technologies.
Some of the technology advancements that have helped e-Learning grow since 2011 are the
cloud, tablet computing, learning through social platforms, advancement in learning
analytics, MOOCs, and wearable technology.

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 Online Education during novel pandemic:
While countries are at different points in their COVID-19 infection rates, worldwide there are
currently more than 1.2 billion children in 186 countries affected by school closures due to
the pandemic. In Denmark, children up to the age of 11 are returning to nurseries and schools
after initially closing on 12 March, but in South Korea students are responding to roll calls
from their teachers online.

With this sudden shift away from the classroom in many parts of the globe, some are
wondering whether the adoption of online learning will continue to persist post-pandemic,
and how such a shift would impact the worldwide education market.

Even before COVID-19, there was already high growth and adoption in education
technology, with global EdTech investments reaching US$18.66 billion in 2019 and the
overall market for online education projected to reach $350 Billion by 2025. Whether it is
language apps, virtual tutoring, video conferencing tools, or online learning software, there
has been a significant surge in usage since COVID-19.

 The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2
billion children are out of the classroom.
 As a result, education has changed dramatically, with the distinctive rise of e-learning,
whereby teaching is undertaken remotely and on digital platforms.
 Research suggests that online learning has been shown to increase retention of
information, and take less time, meaning the changes coronavirus have caused might
be here to stay.

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 Purpose of the Study

As online learning continues to grow, it is important to investigate students’ overall

experiences in online learning environments. Understanding students’ perspectives on their
online classes or programs moves beyond the sole question of student satisfaction to more
nuanced questions about how factors inside and outside of the classroom impact the online
classroom. This qualitative research synthesis explored students’ experiences with online
learning. For example, some students were satisfied with their online courses but still
struggled with balancing online courses and work responsibilities. Other students found that
enrolling in an online program related to their jobs was very beneficial.

Objectives of the study

The present study seeks to investigate the students’ perceptions of online learning and how
the effectiveness of online learning compares with that of face to face instruction. The basic
objectives of the study we adopted for the study are:

 To know what practices are associated with more effective online learning.
 To know what conditions influence the effectiveness of online learning.
 To know if the students are comfortable with spending several hours at a time on
computer.
 To know if effective interaction with the teacher is possible during online classes.
 To know if high quality leaning can take place without face-to-face interaction.
 To know if online classes are effective in offering convenience.
 To know what class formats do students prefer.

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 LITERATURE REVIEW
What we know about learning is an important starting point for exploring the use of
technology and the design and success of online and blended learning. The basis of effective
online learning is comparable to the foundation of effective learning in general. Among the
many theories surrounding how people learn, this paper focuses on three aspects of learning,
which in turn are tied to the use of the online learning components integrated in the two
courses of the study.
Learning theory suggests that learning is promoted or enhanced (1) when students are
actively involved in the learning, (2) when assignments reflect real-life contexts and
experiences, and (3) when critical thinking or deep learning is promoted through applied and
reflective activities (Bransford, Brown, & Cocking, 2000; Driscoll 2002). Each of these
aspects of learning are briefly reviewed, with a subsequent discussion of how the online
learning components integrated in the two courses were chosen with these dimensions in
mind.
Numerous studies have demonstrated that a student’s active involvement in the learning
process enhances learning, a process often referred to as active learning (Benek-Rivera &
Matthews, 2004; Sarason & Banbury, 2004). Simply stated, active learning involves
“instructional activities involving students in doing things and thinking about what they are
doing” (Bonwell & Eisen, 1991, p. 5). Interactive instruction or “learning by doing” has been
found to result in positive learning outcomes (Picciano, 2002; Watkins, 2005). Because many
new technologies and web based activities are interactive, online coursework has the
potential to create environments where students actively engage with material and learn by
doing, refining their understanding as they build new knowledge (Johnston, Killion &
Omomen, 2005; Pallof & Pratt, 2003). As Driscoll (2002) observes, “When students become
active participants in the knowledge construction process, the focus of learning shifts from
covering the curriculum to working with ideas. And using technology tools ‘to think with’
facilitates working with ideas and learning from that process” (also see Scardamalia 2002).
In addition to active involvement, students better understand and apply material when
problems and situations are set in the context of real-world issues and situations (Eble, 1988).
Authentic situations and scenarios can provide a stimulus for learning, creating greater
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student motivation and excitement for learning, representing and simulating real-world
problems and contexts, providing an important structure for student thinking (Quitadamo &
Brown, 2001). Emphasizing authentic tasks in context rather than abstract out-of-context
activities creates a greater likelihood of learning (Driscoll & Carliner, 2005). Technology and
online instruction can facilitate learning by providing real-life contexts to engage learners in
solving complex problems (Duffy & Cunningham, 1996; Honebein, 1996).
The use of real-world situations has the potential to promote deep learning through the
development of critical thinking skills. Critical thinking involves the active and skilful
analysis, synthesis, and application of information to unique situations (Scriven & Paul,
2004). Learning retention and performance improves as students are required to apply what
they have learned and then reflect upon the learning (Bereiter & Scardamalia, 1989;
Bransford, Brown, & Cocking, 2000). Again, online instruction has the potential to provide
opportunities to promote reflective thought and deep learning through realistically integrating
and applying principles learned. Online instruction, such as a simulation, thrusts learners into
a learning experience, increasing engagement and providing activities that actively engage
learners to analyze, synthesize, and evaluate information while constructing knowledge
(Driscoll & Carliner, 2005).
Built upon a foundation of learning theory, e-learning can potentially provide many important
payoffs. To learners, online instruction offers the flexibility and convenience to complete
learning units when and where a learner desire. Additionally, online education has been used
to reduce costs and to provide an efficient, standardized way to deliver content (McDonald,
1999-2000; “eLearning,” 2003; “The Pay-offs,” 2003).
In addition to potential cost savings, e-learning has pedagogical potential beyond traditional
methods related to the principles of learning discussed. For instance, multimedia capabilities
can be used with learning exercises that allow learners to apply concepts realistically. Or,
animation can help demonstrate concepts and events difficult to portray in traditional classes,
which, in turn, can facilitate a more accurate communication of important ideas. E-learning
can deliver “new” information not contained in traditional sources, effectively reinforcing
other course information through offering examples, explanations, assessments, and
exercises. In this way, online instruction can potentially enhance learning compared to what
can be accomplished using a classroom only approach (McEwen, 1997).
However, there are also potential disadvantages or limitations of online learning. For
example, one study concluded that asynchronous e-learning was not effective as a standalone
method to deliver technical training for information technology professionals Learners in the
study commented that e-learning eliminates classroom interaction time, where a significant
amount of “real learning” takes place as users assimilate information, utilize software, apply
knowledge to problem solving, and interact with the instructor and other learners (Laine,
2003).
Other potential problems of e-learning that have been identified in previous research include
a sense of learner isolation (Brown, 1996); learner frustration, anxiety, and confusion (Hara
& Kling, 2000; Piccoli, Ahmad, & Ives, 2001); higher student attrition rates (Frankola, 2001;
Laine, 2003; Ryan, 2001); the need for greater discipline, writing skills, and self-motivation;
and the need for online users to make a time commitment to learning (Golladay, Prybutok, &
Huff, 2000; Serwatka, 2003).

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Based on these considerations, some research has stressed the importance of using a “blended
learning” approach (Davis, 2000; Koohang & Durante, 2003). Blended learning is a hybrid
instructional approach that combines elements of e-learning with the traditional classroom
environment (Rubenstein, 2003; Ward & LaBranche, 2003). It involves starting with learning
objectives and then selecting the best combination of delivery methods to meet those
objectives (Ward & LaBranche, 2003). In some situations, blended learning may involve
students completing online units prior to meeting to ensure they share a common foundation
of knowledge. This allows class sessions to go into greater depth with application exercises
and problem solving. Alternatively, e-learning elements can be used after class meetings to
maintain an ongoing dialogue among a community of participants about course-related topics
through chats or discussion board postings. Other blended learning options may use a
combination of pre-class and post-class eLearning components.
In 1998, Beller and Or noted that very little research attention has been devoted to web-based
education and learning. Although additional research has been conducted since that time,
many unexamined issues remain (O’Neill, Singh, & O’Donoghue 2004, Piccoli et al., 2001).
Specifically, Wang (2003) found that research seldom addresses the element of learner
satisfaction with e-learning. Yet, as the use of e-learning and blended learning continues to
expand significantly in higher education and business environments, we must gain an
improved understanding of where, when, and under what circumstances online and blended
learning can be applied most effectively as well as how it can best be implemented.
This need to better understand how to implement and use online instruction leads to the first
research question of this study: What are students’ perceptions of online learning components
within a traditional, classroom-delivered course? The outcomes considered for this measure
include user satisfaction and participants’ views of various other aspects of the e-learning
environment.
Secondly, various researchers have shown that learning in an online environment requires a
significant amount of discipline and self-motivation (Golladay et al., 2000; Serwatka 2003).
This is particularly true where the online units are completed as independent, self-study units,
as opposed to users interacting as part of a community of online users. Experience has shown
that completing online units requires a significant investment of time by users. In specific
terms, participants in this study required on average between seven and eight hours to
complete the two online learning units—a commitment some students are likely to be more
willing to make than others.
As research suggests, learner motivation is one of the key factors affecting student
performance and learning, particularly online learning success (Cole, Field & Harris, 2004;
Ryan, 2001). Among the most important factors that influence the motivation of students are
students’ interest in the content and students’ perceived relevance of the course—do students
have an interest in the content and do they believe it applies to them or their future jobs?
(Adler, Milne & Stablein ,2001; Benbunan-Fich & Starr, 2003; Brass, 2002; Burke & Moore,
2003; Geiger & Cooper, 1996). If students perceive some benefit to their learning (through
either a personal interest in or an application of content), they will likely be more motivated
to perform well. As McKeachie (2002, p.19) observes, “Students who are motivated to learn
will choose tasks that enhance their learning, will work hard at those tasks, and will persist in
the face of difficulty in order to attain their goals.”

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 RESEARCH METHODOLOGY
We began the study by framing one broad research question: How do students describe
their online learning experiences? This question allowed for a broad initial search for
studies. We began our search with online databases like Educational Resources Information
Center, Academic Search Elite, and Google Scholar, and specifically searched for the terms
“online learning” and “online courses.”
We did not include articles that studied distance education more broadly because such studies
typically do not specify the type of distance education; there are different forms of distance
education (e.g., televised instruction versus online learning). We also limited the search to
those questions that are of concern to students, and did not focus on organizational issues like
expenditures, tuition, et cetera. We searched specifically for research articles, rather than
opinion pieces, and limited the search to articles published since 1998 (when the personal
computer became more accessible, when learning management systems became more
common, and when, consequently, the growth of online learning really began).
Finally, we limited the search by educational level and focused only on articles that were
categorized as “higher education,” “postsecondary education,” or “2-year colleges.” We also
hand-searched tables of contents of several key journals and reviewed the set of articles to
scan bibliographies, in an ancestry approach to uncovering articles. We appraised the quality
of articles through application of a question set to examine congruence of research question
to design; methods of data collection, handling, and analysis in the original studies; as well as
an indication of researcher positionality of the original authors.

Research Instruments:
A research instrument can include interviews, tests, surveys, or checklists. The Research
Instrument is usually tied to the study methodology. The research instrument we chose is
Questionnaire.

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Sampling Plan:
An integral component of research design is the sampling plan. Specifically, it addresses
three questions. When to survey? (the sampling unit), How many to survey? (sampling size)
and how to select them (the sampling procedure)
 Sampling unit:
The sampling for the study consisted of respondents who are all students, all residing in
India.
 Sampling size:
Considering the nature and extent of the study and with time constraints, a sample size of
100 respondents were chosen.
 Sampling procedure:
Simple random sampling method has been adopted for the study. In random sampling
each element of the population has an equal chance of being selected for the sample.

Limitations of the study

 The study has been centred to only 100 respondents.
 Some of the respondents were indifferent to answer some questions in the
questionnaire. This makes the data incomplete and hence may not be accurate.
 Most of the participants were male (n=100, male=56, female=44). Therefore this
study doesn’t compare based on gender, which is very common in education field.
 Moreover, this study also was based upon students’ perception rather than field of
observation in face-to-face learning or analyzing the online learning video.

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 DATA ANALYSIS AND INTERPRETATION
To gauge students perception and experience in online education, we have conducted a
Survey on Online Learning and the results are as follows.

Out of 100 respondents, 56 were Male, 43 were female.

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 Majority of the respondents were aged between 21 to 25, while 5 respondents were
aged between 15 to 20.

1. Online Learning experience of respondents:

Out of 100 respondents,

11 respondents have never taken an online course
62 respondents have taken a class with some coursework online
12 respondents have taken a class with majority of the coursework online
14 respondents have taken a class with all coursework online

2. Online learning platform most preferred by respondents:

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From the above chart, out of 100 respondents 44.9% respondents preferred Google meet.
41.8% respondents prefer Zoom application, 7.1% respondents prefer Microsoft team.
While the others preferred variety of platforms like Moodle, Skype, Go-to Meeting etc.,

3. Ease of access to internet as needed for studies:

From the chart above it can be inferred that

Majority of the respondents (36) have agreed that they have easy access to internet.
30 respondents have neither a positive response nor a negative response.
18 respondents have strongly agreed that they have easy access to internet.
10 respondents have disagreed that they have easy access to internet.
6 respondents have strongly disagreed that they have easy access to internet.

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 4. No of hours respondents spend per week using the computer for educational
purposes:

From the chart above it can be inferred that, 46 respondents spend 1-5 hours per week on the
computer for educational purposes. Meanwhile 28 respondents spend 6-10 hours, 13
respondents spend 11-15 hours and 12 respondents spent more than 15 hours on the computer
for educational purposes.

5. Comfortable with spending several hours at a time on computer:

From the above chart, it can be inferred that 58 respondents are not comfortable with several
hours at a time on the computer for educational purposes, while the other 42 respondents are
comfortable with it.

6. Respondents opinion towards asking teacher questions and receiving a quick

response during online classes

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From the above chart it can be inferred that majority of the respondents neither have positive
or negative opinion towards asking teacher questions and receiving a quick response. While
35% of the respondents agree to the statement the other 14% disagree to it.

7. Respondents opinion towards discussing with other students during online

session:

Out of 100 respondents 47.5% respondents say they cannot discuss with other students
during online session and 32.3 % states that they can discuss with other students. The
remaining 20.2% of the respondents remain neutral.

8. Managing study time effectively and easily completing assignments on time:

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26.3% of the respondents agree to the statement that they can manage study time effectivelt
and easily complete assignments while the other 22.2% disagree. Majority of the respondents
(35.4%) remain neutral about the statement. 12 respondents strongly believe they can manage
study time effectively and complete assignments on time.

9. Learning is the same in class and at home on the internet:

From the above chart it can be inferred that, majority of the respondents strongly disagree
with the statement ‘Learning is the same in class and at home on the internet’. 38.4% of the
respondents disagree with the same. And 17.2% remained to stay neutral. Only 4% of the
respondents either agreed or strongly agreed with the statement.

10. High quality learning can take place without face-to-face interaction:

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Majority of the respondents disagree that high quality learning can take place without face to
face interaction. 27.8% of the respondents strongly disagree with the same. While 19.6% had
neither positive nor negative response towards the statement. Only 14.4% of respondents
have agreed high quality learning can take place without face to face interaction.

11. Online classes are effective in offering convenience:

While the majority of the respondents neither agree nor disagree to the statement, 29.6% of
the respondents agree that online classes are effective in offering convenience. And 20.4%
disagreed with the same. 12.2% of the respondents strongly disagree that online classes are
effective in offering convenience.

12. Class format preferred by respondents:

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Out of 100 respondents, 43 respondents preferred meeting regularly in a classroom setting,
while only 3 respondents preferred completing coursework online. On the contrary, the
majority of the respondents preferred having a combination of both meeting regularly in a
classroom setting and online coursework.

13. Benefits of online learning identified by the participants:

o Convenience
o Cost savings
o Easier for shy students to participate
o Flexibility
o Increased participation
o Instant feedback
o Learning at own pace

14. Drawbacks of online learning identified by the participants:

o Difficult to ask/ get answers to questions
o Technical issues
o Less social interaction
o Increased distractions
o Harder to be motivated
o Less hands-on experience
o Harder to pay attention/ stay on task
o Harder to retain information
o Academic dishonesty

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 FINDINGS
From the above data analysis and interpretation, it is found that:

 Majority of the respondents have taken a class with some coursework online.
 The most preferred online classroom platform is Google Meet.
 Most of the respondents agree that they are easily able to access the internet as needed
for studies.
 Majority of the respondents spend 1-5 hours per week on the computer for
educational purposes.
 It is found that Majority of the respondents are not comfortable spend several hours at
a time on a computer.

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  Most of the respondents neither agree nor disagree that they can ask the teacher
questions and receive a quick response during online classes.
 Most of the respondents believe they cannot discuss with other students during an
online session.
 Majority of the respondents neither agree nor disagree that they are able to manage
study time effectively and finish assignments on time.
 Majority of the respondents strongly disagree that learning is the same in class and at
home on the internet.
 Majority disagree that High quality learning can take place without face-to-face
interaction.
 It is found that most of the respondents neither have a positive nor negative response
towards online classes being effective in offering convenience.
 A combination of regular meeting in a classroom setting and completing coursework
online is preferred by the respondents.

CONCLUSION
We believe that the studies taken together suggest that students take online courses for a
number of personal reasons. Several factors influence their experience, some of which
students control and some of which faculty control. Students have to balance work and
family, to manage time, and to make a personal commitment. Instructors should work to
establish presence in the absence of physical copresence, work to build intellective
relationships with students, and work to create a sense of community. It is a balance of
student and instructor factors that influence faculty and student experiences.
Our theoretical framework would suggest that it is the absence of physical copresence that
changes the nature of interaction. The students thus experience their learning environments in
a more abstract and intellective way. In some cases, students seemed to miss the physical

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markers and cues that made social connections easier to negotiate. Others seemed to thrive in
the new environment. While some of the responsibility rests with the student, much rests with
the instructor to create vibrant online experiences that allow for new intellective skills to be
developed and used.
Our synthesis provided an examination of students’ experiences with online learning. It is
important to begin to uncover students’ experiences with online learning because doing so
can help to show effective online practices, student perceptions of online learning, and
student satisfaction in the online environment. All of these can provide information about
whether students will likely continue to accept online delivery of instruction and factors that
will influence their persistence and retention in these courses.

QUESTIONNAIRE

A study on students' perceptions of online

learning
Hello!
We are Arti Chopra and Hadassah Gera from Institute of Public Enterprise. We're doing a research project
on Students' perception of online learning. Hence, we request you to kindly fill the questionnaire and share
your opinion.

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We assure you that all the responses given by you will be strictly kept confidential and used for academic
purpose only.

* Required

Name *
Your answer

Gender *
o Female
o Male
o Prefer not to say
o Other:

Age *
o 15 - 20
o 21 - 25
o 26 - 30
o > 30

1. How do you describe your own experience with online learning?

o I have never taken a course that had any kind of coursework online
o I have taken a class with some coursework that occurred online
o I have taken a class with a majority of the coursework online
o I have taken a class with all coursework online.

2. Which online classroom platform do you prefer the most?

o Google Meet
o Microsoft Team
o Zoom
o Other:

3. I am able to easily access the internet as needed for my studies.

o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree

4. Estimated number of hours I spend per week using a computer for educational
purposes.
o 1 - 5 hours
o 6 - 10 hours
o 11 - 15 hours

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 o > 15 hours

5. I am comfortable with spending several hours at a time on a computer.

o Yes
o No

6. I can ask my teacher questions and receive a quick response during online classes.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly Agree

7. I can discuss with other students during online session.

o Yes
o No
o Maybe

8. I am able to manage my study time effectively and easily complete assignments on

time.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly Agree

9. Learning is the same in class and at home on the internet.

o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree

10. High quality learning can take place without face-to-face interaction.
o Strongly Disagree
o Disagree
o Neutral
o Agree
o Strongly Agree

11. Online classes are effective in offering convenience.

o Strongly disagree
o Disagree
o Neutral

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 o Agree
o Strongly agree

12. What class format do you or would you prefer?

o Meeting regularly in a classroom setting
o Completing coursework online
o A combination of both
o Other:

13. What do you think is or might be the greatest benefit of online learning?
Your answer

14. What do you think is or might be the greatest drawback of online learning?
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