Analyzing the Students’ Attitudes and Behavior towards Traditional Classes and Technology-Enhanced Online Learning
Abstract
This work examines students’ perceptions and engagement with face-to-face teaching and content-delivery methods and especially with technology-mediated, fully online courses in connection with the Pakistani higher education system. Nowadays, learning technologies are being integrated at unprecedented levels and it important to know their attitude to particular learning environment. To do this, the research seeks to establish the following hypothesis as true: There exists positive relationship between the educational environment and perceptions/interactions among the students. Scalable, the research utilizes 225 participants in regression analysis, correlation analysis and ANOVA to analyses the effect of educational settings on student engagement. Findings show that there is a highly significant positive relationship (r = O. 648, P=<0. 001) and reasonable amount of variance explained by the educational environment on students’ perception (R² = O.420). Cronbach’s Alpha High Coefficients of 0. 9941 for Educational Environment and 0. 9983 for Student Perceptions revealed that both the measurement tools used in obtaining results are reliable that enhances the validity of the findings. This study offers helpful recommendations for educational organizations in Pakistan to implement useful technological learning experiences alongside the conventional conventional form of face-to-face interactions to improve the students’ engagement levels as well as their satisfaction indices.
Copyright Notice Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in IJSSA journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author’s responsibility to bring an infringement action if so desired by the author.
