Redefining Education in the Age of Covid-19: Exploring the Potential for E-learning Products
DOI:
https://doi.org/10.56294/sctconf2024990Keywords:
COVID-19, Education, Faculty, Students, Educational InstitutionsAbstract
The COVID-19 pandemic ushered in profound changes in education, compelling institutions to navigate e-learning as a critical lifeline. This study aimed to investigate the perceptions and needs of students, the perspectives and requirements of faculty members, and the preparedness and outlook of educational institution management regarding e-learning adoption. A multifaceted exploration was conducted, focusing on undergraduate students, faculty members, and e-learning platform employees in Hyderabad city, India. Purposive sampling was used to select 395 students, 70 faculty members, and 50 employees. Data were collected through online questionnaires based on a Likert scale and analyzed using the SEM model, t-test, ANOVA, and regression analysis with SPSS-26. The research provided a comprehensive understanding of e-learning's potential during the COVID-19 pandemic. It addressed stakeholders' needs and concerns, offering insights into how e-learning could empower learners, enhance teaching, and create resilient educational systems. This study provides marketers with insights into the transformative potential of e-learning products amidst global educational shifts catalyzed by the COVID-19 pandemic, guiding them in developing tailored solutions that meet the evolving needs of students, faculty, and educational institutions
References
1. Onyema EM, et al. The role of information communication technology in managing COVID-19 pandemic in Africa. Int J Res Innov Appl Sci. 2019;4(3):60-68.
2. Igbokwe IC, et al. E-learning in Nigeria: Problems and prospects. Research Journal of Applied Sciences, Engineering and Technology. 2020;12(8):52-57.
3. Kyari A, et al. E-learning in Nigeria: Problems and prospects. IJRIT International Journal of Research in Information Technology. 2018;6(1):1-10.
4. Humida E, et al. Exploring e-learning adoption in higher education. Education and Information Technologies. 2022;27(3):231-249.
5. Statista. Online education market revenue worldwide. 2023.
6. Gartner. Marketing budgets report. 2022.
7. Adams D, Chuah KM, Sumintono B, Mohamed A. Students’ readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis. Asian Educ Dev Stud. 2022;11(2):324-39.
8. Aldhahi MI, Alqahtani AS, Baattaiah BA, Al-Mohammed HI. Exploring the relationship between students’ learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: a cross-sectional study. Educ Inf Technol. 2022;27(1):1323-40.
9. Beardsley M, Albo L, Aragon P, Hernandez-Leo D. Emergency education effects on teacher abilities and motivation to use digital technologies. Br J Educ Technol. 2021;52(4):1455-77.
10. Bhuasiri W, Xaymoungkhoun O, Zo H, Rho JJ, Ciganek AP. Critical success factors for e-learning in developing countries: a comparative analysis between ICT experts and faculty. Comput Educ. 2012;58(2):843-55.
11. Çevik M, Bakioglu B. Investigating students’ E-learning attitudes in times of crisis (COVID-19 pandemic). Educ Inf Technol. 2022;27(1):65-87.
12. Chandra T, Ng M, Chandra S, Priyono. The effect of service quality on student satisfaction and student loyalty: an empirical study. J Soc Stud Educ Res. 2018;9(3):109-31.
13. Elkaseh AM, Wong KW, Fung C, Metwally AS. An exploration of new roles for staff members at African universities: a case study. Educ Inf Technol. 2015;20(4):851-65.
14. Goulimaris D. The relation between distance education students’ motivation and satisfaction. Turk Online J Dist Educ. 2015;16(2):1-14.
15. Gurban MA, Almogren AS. Students’ actual use of E-learning in higher education during the COVID-19 pandemic. SAGE Open. 2022;12(2):215824402210912
Published
Issue
Section
License
Copyright (c) 2024 Sri Tulasi T , Inayath Ahamed S B (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
