Page 56 - IMDR EBOOK 20 OCT 2020

"Pandemic and Beyond: Naviga ng the New Normal" E - Book Year 2020

Majority (44%) of the respondents had shown their strongly agreement that e learning lacks
customised teaching methodology, 33% were agreed to the same. The mean score is 3.96 which
support agreement of the majority of the respondents to the given statement. Therefore it is
found that majority of the respondents believed that e-learning has more generalised teaching
methodology.
The attempt has been made to understand the relationship between the geographical location
of the respondents and their opinion that e-learning provides equal learning opportunities for
all learners irrespective of their geographical locations. The respondents were located in urban,
sub-urban and rural areas. The Table No. 1 explicit the cross tabulation between the
respondents’ geographical location and their acceptance that e-learning is easily accessible
from any location.

Table No.1 Cross-tabulation for Geographical location and access to e-learning
opportunity.

It shows that the respondents who are located in urban area have shown their strong
agreement to boundary free accessibility to e-learning, sub-urban population and rural
population is still not able to access e-learning easily. The reason may be the lack of adequate
infrastructural facilities in sub-urban and rural areas.
With the help of cross tabulation (Table No.2), an attempt has been made to understand the
relationship between the reason behind attending online sessions during lockdown period and
the opinion of the respondents that while attending face to face /conventional teaching
sessions, learners are comparatively more attentive.
Table No.2 Cross-tabulation for Purpose of attending online session and attentiveness of
the learners during session

It has been found that the majority of the respondents who are attending online sessions in
order to complete their regular courses were strongly agreed that learners are more attentive
while attending conventional sessions, followed by those who are using online mode for value
addition certications and those who are doing only online assignments respectively. It clearly
indicates that face to face mode of teaching makes learners more attentive while attending
sessions which positively enhance their learning from the session.
Intention to use e-learning in future
The present study has tried to know the intention of the respondents for using online mode of
learning in future. 46% of the respondents were agreed to use it in future, 40% of the
respondents said that they have not yet decided and 14% were disagreed to use online mode of

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