Due to the pandemic, higher education institutions have had to adopt new online teaching methods to deliver curriculum content and prevent the spread of the coronavirus (Seladorai & Mohamed, 2021). Since technology has had such an impact on people's ability to get things done, it was enlisted to play a central part in online teaching and learning. Developing connections between digital tools, curriculum materials, and instructional strategies is a crucial aspect of the e-learning process. As a result, students may take charge of their education and make the most of their time in the virtual classroom and beyond through the use of e-learning (Raspopovic, et al., 2021). E-learning has overtaken face-to-face education because it helps pupils learn more. Online postgraduate students work harder and use more learning resources (Huang& Chiu,2015).
Virtual worlds offer experiential learning. Instructors define course outcomes by assigning problem- or challenge-based projects and giving students full control over exploratory learning experiences (Mazlan et al., 2021). However, instructors must choose the best instructional methodologies and construct learning objectives and activities to match students' demands. Combined with ethics, several methods can affect pupils' behaviour (Huang & Chiu, 2015). Students can develop a sense of agency and self-assurance in the classroom by employing pedagogical strategies that are well-suited to the setting. Online teaching/learning requires innovative teaching strategies and principles to improve distance education because old methods are failing to engage students. Finally, e-learning facilitates student attendance for a variety of reasons by improving student-instructor interactions and making course materials more readily available.
The aim of the study is to find the effect of online study on postgraduate student in Rajpura.
Objectives:
This study will expand knowledge on online education and postgraduate students. Institutions and politicians may improve online learning and support postgraduate students by understanding its effects. This research hopes to improve online education and help Rajpura postgraduate students succeed and thrive (Almahasees et al., 2021).
Online education has transformed higher education. Rajpura postgraduates can now study remotely thanks to technology and internet platforms. However, postgraduate students may be affected by the switch from classroom to online learning. This study examines Rajpura postgraduate students' academic achievement, well-being, and contentment with online education.
The term "digital learning" refers to a technique of education that can be delivered to pupils even if they are physically located in separate places (Almahasees et al., 2021). It's a well-organized learning environment that lives in the cloud and employs a wide range of multimedia resources.Due to its electronic hardware and software components, this system can function both offline and online. Online learning typically involves the use of a personal computer, whether for instruction or CEL (Pokhrel & Chhetri, 2021). Tutorials, learning support systems, and online lectures are further forms of e-learning that are delivered via communication technologies. It's built on using technology to create a more pleasant learning atmosphere in the classroom by having students go through guided online tutorials to finish homework (Hamdan & Amorri, 2022).
There are several positive outcomes from introducing online education. The implementation of online learning tools in higher education has been linked to numerous benefits. The ability to customise courses for each student is often cited as a strength of online learning. For instance, in the digital era, delivering knowledge to individuals' needs can be more effective than delivering it to the requirements of educational institutions or teachers (Raspopovic et al., 2017). Online learning is the most efficient way to accomplish a goal with the least amount of time and effort. Effective management of the online classroom has been shown to have positive effects on students of all ages, nationalities, and socioeconomic backgrounds (Huang & Chiu, 2015).
As Adedoyin & Soykan (2020) point out, in this "era of physical isolation and social distancing announced to break the link," online distance learning is the most practical option. The institutions have adopted "education in emergency" in an effort to streamline operations and make necessary adjustments in light of the current situation (Islam et al., 2015). The term "digital learning" connotes the gradual delivery of knowledge, skills, and content via technological means into the realms of education and beyond. With this method, teachers and students don't need to be in the same room at the same time to share information. The proliferation of digital tools has heralded a shift in educational philosophy (Mazlan et al., 2021). Despite the crisis, the noticeable progress has accelerated the transition towards digital learning, with more and more institutions now offering online courses to satisfy the demands of curriculum. According to Huang et al., (2015), online courses are increasingly being delivered using interactive digital platforms like Microsoft.
This study will use postpositivism to examine how online study affects Rajpura postgrads. Descriptive research will aim to comprehend the phenomenon. A survey questionnaire will be sent to 50 postgraduate students. Purposive sampling will choose Rajpura online students. The data will be analysed using charts and graphs. These visual tools will help interpret the data by summarising and presenting it. To meet research goals, data analysis will find patterns, trends, and correlations. This study uses positivism philosophy to examine how online study affects Rajpura postgrads (Park et al., 2019). Descriptive research, survey questionnaires, and purposive sampling will help gather pertinent data. After that, graphical representations will help analyse and explain the facts, revealing how online study affects Rajpura postgraduate students (Siedlecki, 2020).
Figure 1: Self made
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.638470
Hamdan, K., & Amorri, A. (2022). The Impact of Online Learning Strategies on Students’ Academic Performance. IntechOpen. doi: 10.5772/intechopen.94425
Huang, Y. M., & Chiu, P. S. (2015). The effectiveness of a meaningful learning‐based evaluation model for context‐aware mobile learning. British Journal of Educational Technology, 46(2), 437-447.
Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education. Journal of Education and Training Studies, 3(5),102-112.
Mazlan, A. F., Mohamad, M., Reesha, A., Kassim, R., Othman, Z., & Kummin, S. (2021). Challenges and Strategies to Enhance Online Remote Teaching and Learning by Tertiary Institution Educators: A Literature Review. Creative Education, 12, 718-726.
Park, Y., Konge, L., & Artino, A. (2019). The Positivism Paradigm of Research. Academic Medicine, 95, 1. 10.1097/ACM.0000000000003093.
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8, 133-141. https://doi.org/10.1177/2347631120983481
Raspopovic, M., Cvetanovic, S., Medan, I., & Ljubojevic, D. (2017). The effects of integrating social learning environment with online learning. The International Review of Research in Open and Distributed Learning, 18(1),141-160.
Seladorai, D., & Mohamed, M. (2021). Digital Learning among Postgraduate Students in the Times of COVID-19: A Literature Review. Creative Education, 12, 1494-1502. 10.4236/ce.2021.127114
Siedlecki, S. (2020). Understanding Descriptive Research Designs and Methods. Clinical Nurse Specialist 34(1), 8-12, 1/2 2020. | DOI: 10.1097/NUR.0000000000000493
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