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Teachers' perceptions of student barriers to sustainable engagement in online education

Author

Listed:
  • Pankaj Kumar
  • Ramesh Kumar Garg
  • Parveen Kumar
  • Manoj Panwar

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.

Suggested Citation

  • Pankaj Kumar & Ramesh Kumar Garg & Parveen Kumar & Manoj Panwar, 2022. "Teachers' perceptions of student barriers to sustainable engagement in online education," International Journal of Knowledge and Learning, Inderscience Enterprises Ltd, vol. 15(4), pages 373-408.
    • Handle: RePEc:ids:ijklea:v:15:y:2022:i:4:p:373-408
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