Journal of Positive School Psychology http://journalppw.

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2022, Vol. 6, No. 8, 10109-10117

A Study On Students' Perception Through Online Teaching And Learning

In Higher Education After Covid Pandemic: A Case Study Of Jamia Millia
Islamia University, New Delhi, India

Dr. Nasra Shabnam

(Associate Professor) Department of Adult & Continuing Education & Extension, Jamia Millia Islamia, New
Delhi, India.
Correspondence Email- [email protected]

Abstract: India has a highly developed higher education system that provides education and training
in nearly all areas of human creative and intellectual venture. While online education is usually
considered of as an alternative to traditional education, during and after the Covid pandemic it became
a necessity for keeping higher education institutions active. This paradigm shift could generate changes
in students’ perception of this way of teaching shifting from traditional to hybrid teaching. Objectives
of the study are – 1. To know the socio-economic profile of the participants. 2.To study the perception
of students about the way universities managed to provide knowledge in the context of online learning.
3.To study the perception of students about the ability to learn and assimilate information in the context
of online learning. 4. To study the perception of students about the use of E-learning platform in the
process of online learning. A cross-sectional study was held at Jamia Millia Islamia in New Delhi. An
online survey based on a semi-structured questionnaire was administered among students enrolled in a
degree program under the university.

Keywords: Online teaching and learning; E-learning; higher education; students’ perception.

Introduction challenges and disruptions resulted in the

transformation of the education medium: the
India has a highly developed higher education
adoption of the online mode of instruction
system that provides education and training in
across the world (Fung et al., 2022). Schools
nearly all areas of human creative and
and colleges shifted to screens, and instructors
intellectual venture. It possesses the world's
and students adapted to this new learning
third biggest publicly supported higher
model, with new teaching protocols and the
education system, just behind the United States
adoption of relevant infrastructure. The sudden
and China. According to All India Survey on
transition to online learning was not so easy for
Higher Education (AISHE) 2019-20, total
the institutions in India due to a lack of
3,85,36,359 students enrolled in year 2019-20
resources and limited infrastructure (Iyer et
which shows a growth of 11.4% in the student
al.,2022; Oyedotun, 2020).
enrolment in the last five years from 2015-16 to
2019-20. While online education is usually The online education scene in India was usually
considered of as an alternative to traditional self-paced and used for supplementary learning
education, during the Covid pandemic it purposes, with an upward-moving trajectory
became a necessity for keeping higher over the last two decades, but coronavirus gave
education institutions active. The cancellation it an unwanted boost. Changes in delivery
of examinations, suspension of in-person mechanism of education system has faced
classes, closure of schools, and physical many challenges in India and effect the
distancing that did not allow face-to-face accessibility (Goswami et al., 2021; Naik et al.,
instructions are some of challenges leading 2021. Lack of stable connectivity and
towards the solution of online classes. These accessibility, the prerequisite of being familiar
Dr. Nasra Shabnam 10110

with technology, regional disparity, and gender consideration. The study is based on primary
differences, coupled with socio-economic data which has been collected by a well-
factors were few of the challenges and the list designed questionnaire containing multiple
is endless. However, students and teachers both choice questions.
overcome these challenges and pass the time of
Population and Sample
covid-19 pandemic.
The study was carried out at Jamia Millia
Now, when the pandemic is over and the
Islamia, New Delhi. It is central University and
education system is back to the traditional face
it has nine faculties with number of centres of
to face teaching. Students are taking physical
learning and research. It offers 60 courses in
classes in the university and ratio of online
under graduation programs, 80 master degree
classes become almost negligible. The mindset
programs, 56 Ph.D. degree programs, 18 P.G.
with having exclusive E-learning for last two
Diploma Programs, 11 Advanced diploma
years can highly affect the educational process
courses, 20 diploma course, 21 certificate
and student’s perception about the use of the
programs.
online environment in the process of teaching
and learning, and these ideas stand at the basis Total 100 students have been selected enrolled
of our research. There is need to know whether in different course offered by Faculty of
students were satisfied or dissatisfied with the Architecture and Ekistics, Faculty of
online classes managed by the university at the Engineering and Technology, Faculty of Social
time of covid -19 pandemic. Since they have Science and Faculty of Management Studies
experienced the pros and cons of the exclusive through random sampling method.
online classes, they would be able to share their
view point towards facilities, methodology of Inclusion Criteria
teaching, examination pattern and practical ● Students enrolled in higher education
problems faced by them. course at Jamia Millia Islamia
Objectives: ● Students who have experienced online
classes at least for a year
1. To know the Socio-economic profile of the ● Student who are willing to participate
students enrolled in higher education. in the survey.
2.To study the perception of students about the Exclusion Criteria
way universities managed to provide
knowledge in the context of online learning. ● Students enrolled course rather than
degree courses.
3.To study the perception of students about the ● Students who enrolled recently in
ability to learn and assimilate information in the degree courses.
context of online learning.
Source of Data
4. To study the perception of students about the
use of E-learning platform in the process of Data was collected online. The questionnaire
online learning. was sent as a link on personal mobile number
of the students of the university through the free
Methodology application Google Forms. The participants in
The study is cross-sectional in nature and the study received information before
attempts have been made through online administration of the questionnaire about the
purpose of the survey. Checking a specific box,
platform of google forms to give description of
the state perception of the students enrolled in they approved the participation to the study.
higher education as it exists in the area under The e-mail addresses were not collected in
order to respect privacy and confidentiality.
10111 Journal of Positive School Psychology

Tool used Result and discussion

The questionnaire used in survey was made in 1. Socio-economic Profile:

four parts 1. Personal information regarding
The socio-economic profile contains
demographic profile of the students, 2.
information about sex, age, religion, caste,
University Management for Online Classes, 3.
monthly family income, possession of assets
The Ability to Learn and Assimilate
and usage of online facilities provided by
Information, 4. Use of e-learning platforms.
university. Most of the respondents are male
Questions in ‘Personal information’ consist of
(63 percent) and belong to age group 18-24
multiple-choice answers only. Under
years (76 percent). Maximum respondents (94
‘university management for online classes’, a
percent) are Muslims. 73 percent of the
combination of questions was included having
respondents are from general caste, followed by
multiple-choice answers, open ended answer
26 percent from Other Backward Class and
and 5 points Likert Scale (Always, often,
only 1 percent from Sc/St category (Ref: Table
sometimes, rarely & never). Questions in the
1)
category of ‘the ability to learn and assimilate
information’ were having multiple-choice 46 percent of respondents are from Faculty of
answers, open ended answer and 5 points Likert Engineering and Faculty of Architecture and
Scale (In a very small extent, in a small extent, Ekistics followed by 24 percent from Faculty of
nor in small, nor in great extent, in great extent, Education, 16 percent from Faculty of
in very great extent) and (Very satisfied, fairly Management Studies and 14 percent from
satisfied, nor satisfied nor dissatisfied, not Faculty of Social Sciences. Maximum
really satisfied, not at all satisfied). Questions respondent 64 percent of the respondents are
under ‘use of e-learning platforms’ were having having to monthly family income 6,000-
multiple-choice answers, open ended answer 18,000/-, 60,000-1,25,000/- and above than
and 5 points Likert Scale (Not at all useful, 1,25,000/-. 97 percent of respondents do not
somewhat useful, nor useful nor useless, useful, live in hostel and 100 percent of the students
very useful). have smart phones and 95 percent have internet
facility. However, only 67 percent of
Data Analysis
respondents have personal computer/laptop, 71
Keeping in view of the objectives of the study percent of respondents have access to
the collected data was analysed by using university open library and 13 percent of
statistical methods like count, percentage, and respondents has printer at home. For further
frequency. details refer table number 1.

Table 1: Socio-economic profile of the students

Variables Category Count (n) Percentage (%)
Sex Male 63 63
Female 37 37
Age 18-24 years 76 76
25 years-30 years 21 21
Above 30 years 3 3
Religion Muslim 94 94
Hindu 6 6
Caste General 73 73
Other backward class 26 26
SC/ST 1 1
Dr. Nasra Shabnam 10112

Faculty in which enrolled Faculty of Management 16 16

Studies
Faculty of Education 24 24
Faculty of Social Science 14 14
Faculty of Engineering 39 39
Faculty of Architecture 7 7
and Ekistics
Monthly Family Income Less than 6,000/- 5 5
6,000 – 18,000/- 23 23
18,000 - 30,000/- 11 11
30,000-45,000/- 11 11
45,000-60,000/- 9 9
60,000- 1,25,000/- 21 21
More than 1,25,000/- 20 20
Live in Hostel Yes 3 3
No 97 97
Do you have smart Yes 100 100
phone? No 0 0
Do you have laptop/ Yes 67 67
personal computer? No 33 33
Do you have access to Yes 95 95
internet? No 5 5
Do you have printer? Yes 13 13
No 87 87
Do you have access to Yes 71 71
university open library? No 29 29
How do you access Google Meet 94 94
classes in online mode? Zoom Meeting 4 4
Source-Primary data

2. The perception of students about the occurred often and some times. Difficulty while
way universities managed to provide connecting to the platform was occurred
knowledge in the context of online sometimes and rarely, stated by 74 percent of
learning: the respondents. Loosing signal and delayed
visualization were problem occurred sometime
Universities, teachers and students were not
and often, believed by 64 percent and 68
prepared for the sudden shift to exclusively
percent of respondents respectively.
online learning and teaching, but they tried to
find strategies to adapt and meet the new In the category of use of tools during classes,
challenges (Table 2). If we look into the Documents (word, pdf, PowerPoint), chat
technical prepared of the university for running discussion and URL addresses are most used
online classes, some difficulties aroused related tools. Video conferencing and audio conference
to loosing signal during video conference, were believed always used tool by 64 and 69
delayed visualization and uncleared sound and percent of the respondents respectively. Tools
frequency of occurring these difficulties were of tasks in word, pdf format used by 59 percent
often and sometimes, 76 percent of the of the respondents in always and often
respondents believed that sound problem category. 53 percent of respondent believed that
10113 Journal of Positive School Psychology

existing rules of classroom teaching can be that tasks were more practical than theory.
followed in online classes. 29 percent of While having online classes, assignments were
respondents answered I don’t know/I am not given online. 42 percent of respondents
answering option and 18 percent of respondents believed that they got more time to complete
believed that rules cannot be followed in online their assignment with online classes. 29 percent
classes. of respondents in each group believed that they
got less time to complete their assignment with
Maximum 72 percent of the students stated that
online classes and nor less nor more time to
content of class room teaching focused on more
complete their assignment.
theory than practical, only 4 percent believed
Table 2: Perception regarding ‘University’s Management for Online Learning’
Variable Category Percentage
(%)
Technical preparedness Difficulties while connecting to the platform 74
(sometimes, rarely)
Loosing Signal During Video Conference (Often and 64
sometimes)
Delayed visualization of messages communicated on 68
the platform (Often and sometimes)
The sound is not clear (there are interruptions) (Often 76
and sometimes)
Use of Tools during Audio Conference (Always and Sometimes) 68
classes Video Conference (Always and Often) 64
[Documents posted on the platform (Word, Pdf, 76
PowerPoint) (always and often)
Forum discussions (often and sometimes) 69
Chat discussion (often and sometimes) 75
URL addresses (to other web sources) (often and 71
sometimes)
Glossary of term (often and sometimes) 64
Tasks in word/pdf format (that only the teacher could 59
see) (always and often)
Task posted in databases (that were seen by the entire 62
class) (often and sometimes)
Adherence to the existing Yes 53
teaching rules in the No 18
online teaching/learning I am not answering/I don’t know 29
system
Content of the classes More theory than practical tasks 72
More practical than theory tasks 4
Same amount of practical and theory tasks 24
Task allocation with Less time 29
online classes schedule More time 42
Nor less nor more 29
*Source: Primary Data
Dr. Nasra Shabnam 10114

3. The perception of students about the 61 percent of the respondents believed to

ability to learn and assimilate present in online mode is easier than offline
information in the context of online classes and only 18 percent of the respondents
learning: believed to present in online mode is harder
than offline classes. When the course is held in
Students were attending online classes through
audio and video in both mode, 72 percent
their smartphones and they were adjusting with
respondents believed it easier to acquire and
the new normal education pattern. Here, we
assimilate information. Very less percent (15
discuss about their ability to learn and
percent and 16 percent) of the respondents
assimilate information provided by the
believed that it easier to acquire and assimilate
information (Table 3). 53 percent of the
information when it is developed in writing on
respondents believed that online environment
forum respectively. However, 44 percent of
was suitable for education and training in a very
respondent found it harder to assimilate
small extent and in a small extent. Only 19
information in online mode and 30 percent of
percent of the respondents believed that online
respondent found it easier to assimilate
environment was suitable for education and
information in online mode.
training in a very great extent and in a great
extent. 57 percent of the respondents believed Overall experience of online learning and
to answer live during video conference for classes found very satisfied and satisfied by
teacher’s questions and 34 percent of the almost 50 percent of the respondents. But 43
respondents believed to answer in written in percent of respondents prefer classes to be held
chat box for teacher’s questions. face to face and 44 percent of respondent prefer
a combination of online and face to face mode
both. Only 13 percent prefer online classes.

Table 3: Perception regarding ‘ability to learn and assimilate information’

Variable Category Frequency
(%)
Suitability of the online environment for In a very small extent and in a small 53
education and training extent
Nor in small nor in great extent 28
In great extent and in very great extent 19
From the perspective of student-teacher Answer a live during a 57
interaction, preference to answer to the videoconference
teacher’s questions while Offer a writte n answer on chat/forum 34
I don’t know/ I am not answering 9
Presentation in online mode You find it harder to present 21
You find it easier to present 61
You find it nor easier nor harder to 18
present
Easier process for acquisition and The course is held audio 15
assimilation of the information, when The course is held audio and video 72
both
The course developed in writing on 13
forum
Easier to assimilate information 30
Harder to assimilate information 44
10115 Journal of Positive School Psychology

Compared to face-to-face taught Nor easier, nor harder to assimilate 26

courses/seminars, during online courses, information
it is:
Overall online learning experience Very satisfied and satisfied 49
Nor satisfied nor dissatisfied 27
Very dissatisfied and dissatisfied 24
Preference to online/offline classes For the course to be held online 13
For the course to be held face to face 43
A combination between online and 44
offline course hybrid mode
*Source: Primary Data

4. The perception of students about the of the respondents agree for the use of online
use of E-learning platform in the platform while offline classes. In usefulness of
process of online learning: different classroom tools, 9 tools were found
useful and very useful. Video conference come
Even though the E-learning platform meets the
on first place with 55 percent, followed by
basic conditions in order for students to turn
document (word, pdf) with 54 percent and
their preference towards it, (ease of use,
forum discussion with 51 percent. Only 42
usefulness), students still prefer other platforms
percent of the respondents believed that
because of the small number of technical issues
glossary of term is useful and very useful tool
they had while using them (Table 4). 59 percent
during online classes.

Table 4: Perception regarding ‘the use of E-learning platform’

Variable Category Frequency (%)
Use of online platform while Yes 59
offline classes No 41
Usefulness of different tools Audio Conference (useful + 46
very useful)
Video Conference (useful + 55
very useful)
[Documents posted on the 54
platform (Word, Pdf,
PowerPoint) (useful + very
useful)
Forum discussions (useful + 51
very useful)
Chat discussion (useful + very 43
useful)
URL addresses (to other web 50
sources) (useful + very useful)
Glossary of term (useful + very 42
useful)
Tasks in word/pdf format (that 51
only the teacher could see)
(useful + very useful)
Dr. Nasra Shabnam 10116

Task posted in databases (that 46

were seen by the entire class)
(useful + very useful)
*Source: Primary Data

Discussion: managed to complete the assignment with

online classes which is supported by the finding
The goal of this study was to determine how
of Panchabhai (2021) and Bast F. (2021) that 60
college students felt about online learning and
percent of respondents were strongly agree with
teaching in higher education after the Covid 19
good time management in online class
epidemic, which resulted in significant changes
schedules.
due to the lockdown of the universities. Our
study aimed to deeply assess student a Conclusion:
satisfaction about the way universities managed
According to the study of the gathered primary
online classes, the ability to learn and assimilate
data, online teaching and learning was one of
information and the use of E-learning platform
the choices for maintaining the continuity of
in the process of online learning.
teaching and learning, particularly in higher
In the current study it was found that students education. during the covid 19 pandemic. The
have often faced some kind of technical students aren't entirely happy with the online
problem while in online classes. Study by teaching and learning, though. The students
Panchabhai S.S. (2021) have also stated that 70 encountered a number of obstacles, including
percent of the respondents are strongly agree technical difficulties, the need for clarification
for technical issues in online classes. This led to of their doubts, trouble comprehending
distraction during classes and completion of the practical courses, etc.This particular stage of
assignment. Coman c. et al (2020) stated that online instruction and learning can be seen as a
69.4 percent of respondent frequently and often transition from classroom instruction and
faced technical problems while having online online instruction. There are tremendous
classes. Various teaching tools have been used growth potentials to online teaching and
by the teachers like audio conference, video learning. As more and more online teaching
conference, char box, Document (word, pdf, learning platforms are making their platforms
Ppt) etc. Bast F. (2021) found in his study that more attractive and quite similar to classroom
video conferencing is the best method in which teaching and learning, we can definitely
students and teachers can interact directly. In conclude that the scope of growth of online
online classes, more focus is given on theory in teaching and learning is very vast.
comparison to practical work and similar
Presently though the students have opined in
findings were found in study by Panchabhai
favour of classroom teaching and learning only.
S.S. (2021).
More improvements in online teaching and
It is found that overall online learning learning will make online teaching and learning
experience was found very satisfied however in more useful and beneficial specifically in
study Abbasi S. et.al (2020) overall experience higher education. These online teaching and
was 77 % negative as response received from learning can be more effectively cater the rural
learners. The respondents were in favour of population and to the people at remote places.
combination of online and face to face teaching This can be used for many more purposes that
and Coman C et al (2020) study showed that 77 traditional school and college education.
% negative perception for pure online classes.
Developments in internet and related
In current study, it was found that more time is
technologies facilitated the online education,
10117 Journal of Positive School Psychology

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