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International Journal of Management (IJM) Volume 11, Issue 8, August 2020, pp. 837-849, Article ID: IJM_11_08_075

Available online at http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=8

ISSN Print: 0976-6502 and ISSN Online: 0976-6510

DOI: 10.34218/IJM.11.8.2020.075

© IAEME Publication Scopus Indexed

ONLINE CLASSES IN SIKKIM DURING THE

COVID-19 PANDEMIC: CHALLENGES AND

PROSPECTS

Dr. Pramesh Chettri

Assistant Professor, Department of Humanities and Social Sciences,

Sikkim Manipal University, Gangtok, Sikkim, India

Sudhansu Sekhar Mahapatra

Professor, Department of Commerce,

Sikkim University, Gangtok, Sikkim, India

Dr. Khundrakpam Devananda Singh

Assistant Professor, Department of Management,

North-Eastern Hill University, Tura Campus, Tura, Meghalaya, India

Dr. Jigmie Wanchuk Bhutia

Assistant Professor, Department of Tourism,

Sikkim University, Gangtok, Sikkim, India

ABSTRACT

The recent spread of Coronavirus Disease (COVID-19) has a significant impact in

almost all sectors of economy. It’s effect on education sector is even more

pronounced. Keeping this in mind, the paper is an attempt to discuss the challenges

and prospects of e-learning amongst the students of Sikkim. The e-learning is not a

new phenomenon in promoting education in some parts of world. In India, the story of

online education tends to vary as compared to rest of the world. There are a lot of

challenges and opportunities for online education in India. The objective of this paper

is to investigate and identify the challenges and prospects of e-learning amongst the

students of Sikkim. The use of Information Communication Technology (ICT) has

brought significant change in almost every sphere of daily life. During the COVID-19

pandemic face-to-face communication in the classroom has been replaced by virtual

classrooms on laptop, mobile etc. This paper identified the influence of e-learning on

students’ ICT competence. The study is an attempt to fill the gap in research of

examining the effectiveness of online education amongst the students in Sikkim. The

study found that e-learning has a complementary effect on overall learning. Further,

it is acclimatised that e-learning will promote distance learning if adequately utilised.

Keywords: COVID-19, E-learning, ICT competence, Sikkim

Online Classes in Sikkim during the Covid-19 Pandemic: Challenges and Prospects


Cite this Article: Pramesh Chettri, Sudhansu Sekhar Mahapatra, Khundrakpam

Devananda Singh and Jigmie Wanchuk Bhutia, Online Classes in Sikkim during the

Covid-19 Pandemic: Challenges and Prospects, International Journal of Management,

11(8), 2020, pp. 837-849.

http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=8

1. INTRODUCTION

The story in terms of online education in India tends to vary as compared to rest of the world.

The growth of Information Communication Technology (ICT) has brought a significant

change in almost every sphere of daily life. Considering the rapid change in ICT, inevitable

changes in education sector are happening. The recent spread of Coronavirus Disease

(COVID-19) has a significant impact in almost all sectors of economy. The effect of COVID-

19 pandemic on the education sector has been alarming. As a result, for a considerable period

of time, Schools, Colleges and Universities were closed in many parts of the world. As of 23th

March, 2020, according to the UNSECO figure globally, over 1.3 billion children are out of

the classroom (UNSECO)[1].In India from the second week of March, 2020, State

Governments across the country began temporarily closing schools, colleges and universities

as a measure to stop the spread of coronavirus. The teaching process had to be changed

significantly, with the distinctive increase of e-learning, whereby teaching is undertaken

remotely and on digital platforms. In recent years, the development in ICTs have impacted

widely in the education sector. The National Mission on Education through ICT believes that

the working population of India can be converted into knowledge enabled working population

through the intervention of ICT. As a result, in the shortest possible time, India can emerge as

a knowledge super power of the world.

Today face-to-face communication like that of classroom has been replaced by virtual

classrooms on mobile, laptop and others digital devices. Across the world the digital form of

teaching and learning has been recognised. E-learning would be an important contribution to

reduce deprivation in the educational sectors, which in turn can help progress in achieving

development goals (Daniel, 2009)[2]. In India, since 1990s the infrastructure for online

education like platforms, connectivity and content has been growing steadily. In developing

countries like India, there are a lot of opportunities and challenges for e-learning. Since from

the ancient times, India has always been a land of scholars and learners. The online platform

providers in India can play a significant role in the online education ecosystem.

Sikkim is the least populous State in India, reported a population of 6,10,577 as per 2011

Census[3]. Population of Sikkim is unevenly distributed across the State over 7,096 square

Kilometers. Most of the rural areas of the State with lack of electricity and internet

penetration has faltered on the all aspect of e-learning. For attending online classes

effectively, one needs good quality internet, good operating conditions of mobile phone,

laptops and power supply should be continuous. Perhaps, due to lack of availability of these

very basic amenities, many students from rural area and economically poor students of

Sikkim find difficulties for attending online education. On the other hand, education for every

citizen is vital for the development of any country. Understanding the fact, the Government of

India, emphasised on online delivery system of education to every level of education during

this pandemic. In this context, a research activity on online education during this hard time

has been deemed fit to undertake.

2. LITERATURE REVIEW

An online blended teaching learning process envisioned the students on critical thinking,

virtual teaming or collaboration, and enhanced student engagement in the field of education

Pramesh Chettri, Sudhansu Sekhar Mahapatra, Khundrakpam Devananda Singh

and Jigmie Wanchuk Bhutia


(Kim & Bonk, 2006)[4]. Ray (2010)[5] discussed various models of web based learning. In

the study, it draws various advantages and disadvantages of these models in the Indian

context. Liaw & Huang (2011)[6] in a study of investigating learners‟ perceptions toward e-

learning has found that there is no difference in gender and its relation with computer related

experience which contains skill on browsing internet, operating systems, e-learning, and

online library data bases. It was also revealed that having experience in computer is a positive

predictor of e-learning attitudes, including perceived enjoyment, perceived usefulness of

using e-learning and perceived self-efficacy.

E-learning influences students‟ ICT competence, enable to make their study plan, and

self-dependent. On the other hand, it is also claimed that students do not have the same access

to e-learning tools and facilities, that the students are scared of working with e-learning tools

(Aboderin, 2015)[7]. Regarding the effectiveness of online classes, Sun and Chen (2016)[8]

argued that effective online instruction is reliant on the well-designed course content, a

learner motivating lecture, and well-prepared and supportive lesson. Additionally, creation of

an online platform adopting the advanced technology, is also one of the elements of effective

and efficient online classes. Lack of ICT infrastructural facilities and poor knowledge of ICT

in rural India are the main obstacles of executing online classes (Lone, 2017)[9]. The major

drivers of online education in India includes remarkable growth in internet accessibility,

penetration of smartphone in all the areas, and digital-friendly government policies (KPMG

India & Google, 2017)[10]. Chaudhary (2020)[11] in a scholarly article revealed that

Computer Based Instructional Package in was found to enrich and reinforce the clarity of the

subject. Dhungel (2020)[12] stressed that even though e-learning has increased its grounds in

India and across the Globe, the state of Sikkim faces lack of electricity and poor internet

connectivity which has hampered education in the state.

From the above review, it is acclimatised that online classes have advantages and

disadvantages too. Moreover, execution of online classes need to consider various factors that

are mostly uncontrollable and unpredictable.

3. OBJECTIVES

To understand the attitudes of students towards e-learning.

To investigate the impediments and prospects of e-learning.

To identify the influencing factors of e‐learning on ICT competence amongst the

students of Sikkim.

4. METHODOLOGY

4.1. Research Design

The present study of research took the form of a descriptive cum analytical survey in

approach. To investigate the challenge, prospects of e-learning and to understand the attitudes

of students towards e-learning, the targeted population in this study includes the final year

undergraduate and post graduate students in Sikkim during the COVID-19 pandemic period.

Sikkim Manipal University and Sikkim University have been considered for the study. For the

study of challenges and prospects of online classes in Sikkim during the COVID-19 Pandemic

period, it was decided that an online survey through Google forms would be the appropriate

method to conduct this research. For selecting the sample from the population, convenience

sampling, a form of non-probability sampling, was chosen as the preferred sampling method

of finding respondents. Groebner et al., (2005)[13] defined convenience sampling as selecting

the items from the population based on ease of selection and accessibility.



4.2. Sampling

For the purpose of the present study sample size is taken to200 students. The samples are

drawn in purposively to cooperative with the study, so as to get the representative‟s sample of

the target population. The procedure for selection of the population frame was adopted on the

basis of some perceptible characteristics of the respondents such as family status, occupation

of their parent, caste, gender, parent monthly income etc. On the basis of such background

features, the strata were formed and sample size was allocated. The sample was equally

distributed to the category of the students of each university.

4.3. Sample Descriptions

The socio- economic profile of the sample respondents for the present study has been

discussed. Among the 200 sample respondents, (45.5%) male and (54.5%) female, with

majority live in nuclear families (71%) as against joint families (29%). Of the total

respondents, 39.5 % percent belong to rural area, 45.5% of the student‟s parents are in

Government job and 54.5% of the student‟s parents are in private job. With regard to the

parent‟s monthly income, majority (60%) of the respondent‟s parent‟s monthly income fall

between 10,000 INR to 30,000INR. Similarly, in case of the caste category, (18%) of the

respondents belong to the General Category, (31%) of the respondents belong to the OBC

category and (46%) of the students belongs to the ST category. The demographic

characteristics of the respondents are presented in Table 1.

Table 1 Composite Demographic Characteristics of the Respondents (N=200)

Socio-

Economic

variables

Basic Information No. of

Respondents

Percentag

e

Total

Respondents

Area Rural 79 39.5

200 Urban 121 60.5

Gender Male 91 45.5

Female 109 54.5

Occupation Parents‟ Occupation: Govt. job 91 45.5

Parents‟ Occupation: Pvt. Job 109 54.5

Parent Monthly

Income

(INR)

10,000 to 30,000 120 60

30,000 to 60,000 39 19.5

60,000 to 90,000 22 11

90,000 to 1,20,000 10 5

120,000 to 1,50,000 7 3.5

1,50,000 and Above 2 1

Family Status Joint Family 58 29

Nuclear family 142 71

Caste

General 36 18

OBC 62 31

ST 92 46

SC 10 5

Source: Computed from primary data, 2020

4.4. Questionnaire and Data Collection

The structured questionnaire for the purpose of the study was composed of five sections. The

first section of the questionnaire is designed pertaining to the characteristics of the sample of

the study, second section of the questionnaire was based on attitudes of students toward e-

learning, the third and fourth section of the questionnaire is related with the impediments and




prospects for e-learning in Sikkim. The last part of the questionnaires is related with the effect

of e‐learning on ICT competence of students. A total of 230 set of questionnaires were sent to

the students for the collection of the data during COVID-19 Pandemic period (May-June

2020). To administered the students of each institute, one faculty member of each institute

was assigned for the said purpose. The response rate of the respondents was high because the

survey was conducted in a Google form. Among 230 sets of the questionnaires, 200 sets were

found to be valid and suitable for analysis and interpretation of the data, where no missing

values and no inconsistent answers were found. To understand the perceptions of students

towards electronic-learning and to identify the prospects and impediments of e-learning

amongst students of Sikkim, a modified form of questionnaire developed by Aboderin (2015)

was adopted.

5. RESULTS AND DISCUSSION

The taxonomy of online education which includes “Learning Management”, “Course

Delivery”, “Assessment and Evaluation” and “Sync Course Conduct” plays a predominant

role for making the effective online classes during COVID-19 Pandemic. The respondents

were asked various questions about their attitudes towards the use of ICT, prospects and

challenges of e-learning and the effect of it on ICTs competence to measure the taxonomy of

online education. From the responses given by the respondents, the “Weighted Mean Score”

for each statement were measured. Weights are given in progressive order of 1,2,3,4 and 5 to

various responses of respondents from strongly disagree to strongly agree. Level of

respondent‟s responses is multiplied with the respective weight to get the weighted mean

score. In order to get the mean score, the summated weighted average score is divided by the

total frequency (sample). Based on the weighted mean score, the rank for each statement has

been given.

Table 2 Weighted Mean Score and Rank on Attitudes of the respondents Towards the Use of ICT

Strongly

Disagree Disagree Neutral Agree

Strongly

Agree

Weighted

Mean

Score

Rank

My overall learning has

assisted by e-learning.

14

(7)

15

(7.5)

77

(38.5)

80

(40)

14

(7) 3.32 3

E- learning helps me to make

better plan for my learning.

10

(5)

24

(12)

74

(37)

79

(39.5)

13

(6.5) 3.30 4

I believe e‐learning motivates

me to be self-dependent.

12

(6)

15

(7.5)

50

(25)

91

(45.5)

32

(16) 3.58 2

Without any assistance, I can

access the college/university

portal .

14

(7)

36

(18)

72

(36)

56

(28)

22

(11) 3.18 5

I can successfully log in and

sign up my account for the e-

learning classes.

16

(8)

14

(7)

38

(19)

82

(41)

50

(25) 3.68 1

Source: Compiled from the Field Survey,2020

Note: figure in the parenthesis indicate percentages of the total respondent.



Figure 1 Percentage of Attitudes of Students Towards the Use of ICT

Figure 2 Weighted Mean Score of Attitudes of Students towards the Use of ICT

Figure 1 shows the attitudes of the student‟s percentage towards the use of ICT. It was

found that during the COVID-19 pandemic, a majority of respondents (40%)agreed that their

overall learning has assisted by e-learning, 38.5% of respondents shows neutral, 7.5 percent

disagreed and 7.5 percent shows strongly disagreed. Of the respondents, 39.5% agreed that

with the help of e-learning they can plan better for their learning, while 37% of respondents

shows neutral and 5% preferred strongly disagreed. Amongst 200 respondents, 45.5% of

respondents agreed that e-learning motivate them to be self-reliant and 6 % of respondents

shows strongly disagreed. The respondents were asked to provide information about

feasibility of accessing the college/university portal and it was found that 36% shows neutral,

while 28% agreed and 7% strongly disagreed to the statement. From the Figure 1 it is also

revealed that 41% of the respondents agreed that they can operate computers in more efficient

way during online activities. From the analysis of the Table 2 and Figure 2, it can be observed

that the attitudes of respondents on login and log off of electronic device successfully during

7

5 6 7 8

7.5

12

7.5

18

7

38

.5

37

25

36

19

40

39

.5

45

.5

28

41

7 6.5

16 11

25

0

10

20

30

40

50

My

ov

eral

l le

arnin

g h

as

assi

sted

by e

-lea

rnin

g.

E-

lear

nin

g h

elp

s m

e to

mak

e b

ette

r p

lan

for

my

le

arn

ing.

I b

elie

vee

‐lea

rnin

g

mo

tivat

es m

e t

o b

e

self

-dep

end

ent.

Wit

hou

t an

y a

ssis

tance

,

I ca

n a

cces

s t

he

coll

ege/

univ

ersi

ty

port

al .

I ca

n s

ucc

essf

ull

y l

og

in

and

sign

up

my

acc

ou

nt

for

the

e-le

arn

ing

clas

ses.

% o

f a

ttit

ud

es o

f st

ud

ents

to

wa

rds

the

use

of

ICT

StronglyDisagreeDisagree

Neutral

Agree

3.32 3.3

3.58

3.18

3.68

2

2.5

3

3.5

4

My

over

all

lear

nin

g h

as

assi

sted

by

e-l

earn

ing

.

E-

lear

nin

g h

elp

s m

e to

mak

e

bet

ter

pla

n

for

my

lear

nin

g.

I b

elie

vee

‐lea

rnin

g

moti

vat

es

me

to b

e se

lf-d

epen

den

t.

Wit

ho

ut

any a

ssis

tan

ce, I

can

acce

ss

the

coll

ege/

univ

ersi

typo

rtal

.

I ca

n s

ucc

essf

ull

y l

og i

n a

nd

sign u

pm

y a

ccou

nt

for

the

e-le

arnin

g c

lass

es.

Wei

gh

ted

M

ean

Sco

re




online activities have the highest mean score and the lowest mean score was on the statement

of the accessibility of the college/university portal.

Table 3 Challenges for E-learning

Strongly


Strongly

Agree

Weighted

Mean

Score

Rank

I do not have

equal accessibility to e-

learning tools and

facilities.

19

(9.5)

79

(39.5)

46

(23)

48

(24)

9

(4.5) 2.76 4

I am confused and

afraid of operating e-

learning tools.

47

(23.5)

97

(48.5)

17

(8.5)

27

(13.5)

12

(6) 2.3 5

I believe that

connection of internet

is not always

accessible due to poor

network issue .

19

(9.5)

31

(15.5)

51

(25.5)

63

(31.5)

36

(18) 3.33 3

I believe that the erratic

power supply is a

major impediments to

online classes.

19

(9.5)

17

(8.5)

38

(19)

75

(37.5)

51

(25.5) 3.61 1

I think availability of

costly software for e-

learning is also a major

problems.

15

(7.5)

17

(8.5)

55

(27.5)

79

(39.5)

34

(17) 3.5 2



Figure 3 Percentage of Challenges of E-Learning

9.5

23

9.5

9.5

7.5

39

.5

48

.5

15

.5

8.5

8.5

23

8.5

25

.5

19

27

.5

24

13

.5

31

.5 3

7.5

39

.5

4.5

6

18

25

.5

17

0

10

20

30

40

50

I do

n

ot

hav

e eq

ual

acce

ssib

ilit

y t

o e

-lea

rnin

g

too

ls

and f

acil

itie

s.

I am

co

nfu

sed

and

afr

aid o

f

oper

atin

g

e-le

arn

ing

to

ols

.

I bel

iev

e th

at c

on

nec

tio

n o

f

inte

rnet

is

no

t al

way

s a

cces

sib

le

due

to p

oor

net

work

iss

ue

.

I bel

iev

e th

at t

he

erra

tic

po

wer

supp

ly i

s a

maj

or

im

ped

imen

ts

to o

nli

ne

clas

ses.

I th

ink

avai

labil

ity o

f co

stly

soft

war

e fo

r e-

lea

rnin

g i

s al

so

a m

ajor

pro

ble

ms.

% o

f C

ha

llen

ges

of

E-

Lea

rnin

g

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree



Figure 4 Weighted Mean Score of Respondents Towards Challenges of E-learning

Figure 3 provides the analysis of the data of challenges towards e-learning amongst the

students of Sikkim. Amongst 200 respondents, 39.5 % disagreed that they do not possessed

equal availability to e-learning tools and facilities and only 24 % of respondents agreed the

given statements. Of the respondents only 6 % of the respondents strongly agreed that they

are afraid of operating e-learning tools, while 13.5 % of respondents agreed and 48 % of

respondents disagreed the statement. The respondents were also asked a question pertaining

to the challenges of internet connectivity, 31.5 % agreed that connection of internet is not

always available and 9.5 % of respondents strongly disagreed about the given statement. 37.5

% of respondents agreed and believed that the inconsistent supply of power is a major

challenge to online classes. Figure 3 also revealed that 39.5 % of respondents agreed that

availability of costly software is also a major challenge to learning. From Table 3 and Figure

4, it reveals that the respondents showed highest mean score on the statement of erratic power

supply and it is clear that erratic power supply is a major challenge to e-learning in Sikkim. In

online learning, communication, which is the lifeline of teaching often gets disrupted due to

internet connectivity.

Table 4 Prospects of E- Learning

Strongly


Strongly

Agree

Weighted

Mean Score Rank

If adequately

utilised, e-

learning will

stimulate

distance

learning.

12

(6)

12

(6)

34

(17)

106

(53)

36

(18) 3.71 1

In near future

e- learning

will extend the

frontiers of

knowledge.

5

(2.5)

22

(11)

46

(23)

106

(53)

21

(10.5) 3.58 2

I believe that

e-illiteracy in

our society

can be

10

(5)

34

(17)

60

(30)

77

(38.5)

19

(9.5) 3.30 4

2.76

2.3

3.33

3.61 3.5

2

2.5

3

3.5

4

I do

n

ot

hav

e eq

ual

acce

ssib

ilit

y t

o e

-lea

rnin

g

too

ls a

nd

fac

ilit

ies.

I am

co

nfu

sed

and

afr

aid o

f

oper

atin

g

e-le

arn

ing

to

ols

.

I bel

iev

e th

at c

on

nec

tio

n o

f

inte

rnet

is

no

t al

way

s

acce

ssib

le d

ue

to

po

or

net

work

iss

ue

.

I bel

iev

e th

at t

he

erra

tic

pow

er s

upp

ly i

s a

maj

or

imp

edim

ents

to

onli

ne

clas

ses.

I th

ink

avai

labil

ity o

f co

stly

soft

war

e fo

r e-

lea

rnin

g i

s

also

a

maj

or

pro

ble

ms.

Wei

gh

ted

M

ean

Sco

re




eradicated

through e-

learning.

Considering

the present

situation I

think,

education will

be more

effective

through e-

Learning .

14

(7)

39

(19.5)

70

(35)

60

(30)

17

(8.5) 3.13 5

E- learning

has assisted

me to get the

better of the

problem of

shortage of

learning

resources.

9

(4.5)

22

(11)

68

(34)

82

(41)

19

(9.5) 3.4 3



Figure 5 Percentage of Respondents Towards Prospects of E-Learning

Figure 4 highlighted the opinions of students on the prospects of e-learning in Sikkim. Out

of 200 respondents, 53% of respondents agreed that if adequately utilised e-learning will

promote distance learning and 6% of respondents strongly disagreed about the given

statement. It was also found that 53% of respondents agreed that with the help of e-learning

the frontiers of knowledge in the future will extend. The respondents were also asked about

the statement of eradicating e-illiteracy through e-learning and it was resulted that 38.5%

agreed e-illiteracy will be eradicating with the help of e-learning, while 9.5% strongly agreed,

17% disagreed and 5% of respondents show strongly disagreed about the statement. Finally,

it was also found that 41% of respondents agreed that e-learning has helped them to overcome

the shortage of learning resources, 9.5% strongly agreed, 11% disagreed and 4.5 % of

respondents show strongly disagreed.

6

2.5

5 7

4.5

6 1

1 1

7

19

.5

11

17

23

30

35

34

53

53

38

.5

30

41

18

10.5 9.5 8.5 9.5

0

10

20

30

40

50

60

If a

deq

uat

ely

uti

lise

d,

e-

lear

nin

g w

ill

stim

ula

te

dis

tance

lea

rnin

g.

In n

ear

futu

re e

- le

arn

ing

wil

l ex

ten

d t

he

fro

nti

ers

of

kno

wle

dg

e.

I bel

iev

e th

at e

-ill

iter

acy

in

our

soci

ety c

an b

e er

adic

ate

thro

ug

h e

- le

arn

ing

.

Co

nsi

der

ing

th

e pre

sent

situ

atio

n I

thin

k, e

duca

tion

wil

l b

e m

ore

eff

ecti

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thro

ug

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- L

earn

ing

.

E-

lear

nin

g h

as a

ssis

ted

me

to g

et t

he

bet

ter

of

th

e

pro

ble

m o

f sh

ort

age

of

lear

nin

g r

esou

rces

.

% o

f p

rosp

ects

of

E-l

earn

ing

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree



Figure 6 Weighted Mean Score of Respondents Towards Prospects of E-learning

From the Table 4 and Figure 5, it was observed that respondents show high mean score to

the statement of „E- learning will promote distance learning‟ and it can be believing that a

compulsion uses of online education due to COVID-19 pandemic in the education sector will

show significant benefits to the students as well as to the teachers.

Table 5 Summary of the Effect of E-learning on Students‟ ICT Competence

Strongly


Strongly

Agree

Weighted

Mean

Score

Rank

My ICT competence has

developed through use of e-

learning.

7

(3.5)

21

(10.5)

72

(36)

88

(44)

12

(6) 3.38 4

I have learn many thing

about e- learning softwares .

5

(2.5)

17

(8.5)

44

(22)

112

(56)

22

(11) 3.64 2

I believe that there is an

improvement in my typing

speed with the help of e‐learning .

9

(4.5)

17

(8.5)

27

(13.5)

113

(56.5)

34

(17) 3.73 1

E‐learning helped me to

know how to browse the

Internet perfectly for e-

leaning resources.

14

(7)

14

(7)

39

(19.5)

106

(53)

27

(13.5) 3.59 3

E‐learning has helped me to

know how to restore or

retrieve data and information

from a different sources.

19

(9.5)

24

(12)

58

(29)

87

(43.5)

12

(6) 3.24 5



3.71 3.58

3.3 3.13

3.4

2

2.5

3

3.5

4

If a

deq

uat

ely

uti

lise

d,

e-

lear

nin

g w

ill

stim

ula

te

dis

tance

lea

rnin

g.

In n

ear

futu

re e

- le

arn

ing

wil

l ex

ten

d t

he

fro

nti

ers

of

kno

wle

dg

e.

I bel

iev

e th

at e

-ill

iter

acy

in o

ur

soci

ety c

an b

e

erad

icat

e th

rou

gh

e-

lear

nin

g.

Co

nsi

der

ing

th

e pre

sent

situ

atio

n I

thin

k,

educa

tion

wil

l be

more

effe

ctiv

e th

roug

h e

-

Lea

rnin

g .

E-

lear

nin

g h

as a

ssis

ted

me

to g

et t

he

bet

ter

of

th

e

pro

ble

m o

f sh

ort

age

of

lear

nin

g r

esou

rces

.

Wei

gh

ted

M

ean

Sco

re




Figure 7 Effect of E-learning on Students' ICT Competence

Figure 8 Weighted Mean Score of Respondents Towards the Effect of E-learning

The respondents were asked about the e-learning on student‟s competence and it was

found that 44% of respondents agreed that ICT competence can be developed by the use of e-

learning, 36 % of respondents shows neutral, 10.5% respondents disagreed about the given

statement. Figure 6 also reveals that, 56% of respondents agreed that they have learn many

things about e-learning software, while 11% respondents strongly agreed, 8.5% of

respondents disagreed and 2.5% respondents show strongly disagreed.56.5% of the

respondents agreed that e-learning has improved their typing speed. Of the respondents, 53%

shows agreed that e-learning helped them to know how to browse the Internet perfectly, while

13.5% strongly agreed, 7% of respondents shows disagreed. Finally, the respondents were

also asked about the restoring the data and information from different sources with the help of

e-learning and it was found that 43.5% of respondents shows agreed the statement and 9.5 %

of respondents strongly disagreed the statement. From the Table 5 and Figure 7, it was

observed that the highest mean score shown by the respondents was on the statement on “E‐

3.5

2.5

4.5

7 9.5

10

.5

8.5

8.5

7 1

2

36

22

13

.5

19

.5 29

44

56

56

.5

53

43

.5

6 1

1 1

7

13

.5

6

0

10

20

30

40

50

60

My I

CT

co

mp

eten

ce h

as

dev

elo

ped

thro

ug

h u

se o

f

e-le

arnin

g.

I hav

e le

arn

man

y t

hin

g

abou

t e-

lea

rnin

g

soft

war

es .

I b

elie

ve

that

th

ere

is a

n

imp

rovem

ent

in m

y t

yp

ing

spee

d w

ith

th

e h

elp

of

e‐le

arn

ing .

E‐l

earn

ing h

elp

ed m

e to

kn

ow

ho

w t

o b

row

se t

he

Inte

rnet

p

erfe

ctly

fo

r e-

lean

ing r

eso

urc

es.

E‐l

earn

ing h

as

hel

ped

me

to kn

ow

ho

w t

o r

esto

re o

r

retr

ieve

dat

a an

d

info

rmat

ion

fro

m

a …

% E

ffec

t o

f e

lea

rnin

g a

t o

n S

tud

ent'

s

ICT

Co

mp

eten

ce

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

3.38 3.64 3.73

3.59

3.24

2

2.5

3

3.5

4

My I

CT

co

mp

eten

ce

has

dev

elo

ped

thro

ugh

use

of

e-le

arnin

g.

I hav

e le

arn

man

y t

hin

g

abou

t e-

lea

rnin

g

soft

war

es .

I b

elie

ve

that

th

ere

is a

n

imp

rovem

ent

in m

y

typ

ing s

pee

d w

ith

th

e

hel

p o

f e‐

lear

nin

g .

E‐l

earn

ing h

elp

ed m

e to

kn

ow

ho

w t

o b

row

se

the

Inte

rnet

p

erfe

ctly

fo

r

e-le

anin

g r

eso

urc

es.

E‐l

earn

ing h

as

hel

ped

me

to kn

ow

ho

w t

o

rest

ore

or

retr

ieve

dat

a

and

in

form

atio

n f

rom

a

dif

fere

nt

sou

rces

.

Wei

gh

ted

M

ean

Sco

re



learning has improved my typing speed” and it can be concluded that the e learning has

improved the ICT competence.

6. CONCLUSION

E-learning offers many important advantages such as anywhere-anytime learning, faster

communication, access to a global intellectual common etc. At the same point of time,

obstacles to e-learning in developing countries are connectivity, equipment for e-learning

such as smart phones, computers, software and proper training for the use of software and

equipments etc. The unplanned and rapid step to online learning in the education sector

without proper training to the teachers and students and insufficient connectivity in the rural

part of the country, will result in a poor user experience. Therefore, it is unconducive for

effective and efficient online classes in a developing country like India. A compulsive

exercise of online classes due to COVID-19 pandemic in the education sector will result

significant benefits to the students as well as to the teachers. In online learning,

communication, which is the lifeline of teaching often gets disrupted due to internet

connectivity.

Considering all the above, it is the need of all the learners and educators to be computer

savvy and adapt to the world of Information Technology (IT). The Government and

institutions need to train both learners and educators, so that all the stakeholders may be

benefited from online classes.

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