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ABSTRACT

This study is an attempt to analyze the student’s perception towards online learning. By
integrating a perspective into the technology-based learning, our model captured perceived
usefulness and ease of use and attitude and benefits for analyzing students’ intention to use
the new learning medium. Data collected from 153 students were examined through the
Statistical Package for Social Sciences. The results showed that both perceived usefulness
and perceived enjoyment significantly and directly impacted their intention to use online
learning. Surprisingly, perceive ease of use did not posit a significant impact on student
attitude or intention towards online learning usage.

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CHAPTER 1

1.1 INTRODUCTION

The new generation has incorporated the Internet into their daily life. According to a
collaborative study, 93% of college students have access to the Internet. A recent study also
found that young people are highly active Internet users. For example, 60% go online to
download music, 72% check email on a daily basis. 73% get information for school work,
and 28% go online for instant messaging with their friends. Because of their high degree of
Internet penetration and adoption the Internet is potentially an excellent medium for teaching
and learning. Despite the excellent potential of the Internet as a learning medium, its value
will not be realized if teachers and students do not accept it for teaching and learning.
Moreover, teachers are reluctant to invest their time and effort if they are not confident that
students will find the medium acceptable. Thus, there is a need to investigate the student
perception of an Internet-based learning.

E-learning has been praised by many as a very useful tool for distance learning, an innovative
way to minimize commuting and its associated problems, an ability to let organizations with
tight travel and training budgets train their people inexpensively, and many other capabilities
such as asynchronous and complementary classroom training that is system supported. In
future, the wave of e-learning will be blowing across the entire education system, from public
to private institutions.

1.2 Literature review

A number of models have been developed to investigate and understand the factors affecting
the acceptance of computer technology in organizations. The theoretical models employed to
study user acceptance, adoption, and usage behavior include the Theory of Reasoned Action -
TRA (e.g., Ajzen & Fishbein, 1980; Fishbein & Ajzen, 1975), the Technology Acceptance
Model – TAM (e.g., Davis, 1989; Davis et al., 1989), the Theory of Planned Behavior – TPB
(e.g., Ajzen, 1991; Mathieson, 1991), the Model of PC Utilization (Thompson, Higgins, &
Howell, 1991), the Decomposed Theory of Planned Behavior (Taylor & Todd, 1995),
Innovation Diffusion Theory (e.g., Agarwal & Prasad, 1997; Rogers, 1995), Integrated
Technology Adoption and Diffusion Model (Sherry, 1998), and recently the Moguls Model
of Computing (Ndubuisi et al., 2004).

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1.3 Objective of the Study:

 To know the student’s perception on online learning mode


 To assess the student’s attitude towards accepting online mode of education.

CHAPTER 2

2.1 Research Methodology

This research is based on quantitative approach. The data is primary. Models that have
investigated the E-learning are reviewed. The articles are chosen from journal interested in
electronic learning. Words such as M-learning, M-blackboard, technology adoption, and
intention to adopt m-learning are the key words that have been used to find the articles.
Extraction of the most frequent factors is conducted by frequency analysis

2.2 Data Collection Method

In this study, data collection method is purely primary in nature collected from the 152
respondents in order to analyse the student’s perception on online education.

2.3 DATA ANALYSIS AND INTERPRETATION

GENDER

Table 1. Gender
Valid Cumulative
Frequency Percent Percent Percent
Valid male 55 36.2 36.2 36.2
female 97 63.8 63.8 100.0
Total 152 100.0 100.0

Interpretation: The above table 1 shows the total frequencies of gender, among the total
number of 152 respondents, majority of the respondents are females constituting 63.8%. of
total respondents.

Qualification

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2. Qualification
Cumulative
Frequency Percent Valid Percent Percent
Valid Post Graduate 37 24.3 24.3 24.3
Graduation 75 49.3 49.3 73.7
Intermediate 38 25.0 25.0 98.7
SSC 2 1.3 1.3 100.0
Total 152 100.0 100.0

Interpretation: The above table 2 is showing the frequencies of Qualification. Among the total
number of respondents, majority of the respondents are graduates constituting to 49.3% of
total respondents.

Social role

3. Social role
Cumulative
Frequency Percent Valid Percent Percent
Valid student 36 23.7 23.7 23.7
employee 74 48.7 48.7 72.4
self employed
36 23.7 23.7 96.1
others 6 3.9 3.9 100.0
Total 152 100.0 100.0

Interpretation: The above table is showing the frequencies of social role, Majority of the
respondents are employees constitutes 48.7% of total respondents.

Marital status

5. Marital Status
Cumulative
Frequency Percent Valid Percent Percent
Valid Married 54 35.5 35.5 35.5

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unmarried 98 64.5 64.5 100.0
Total 152 100.0 100.0

Interpretation: The above table 5 represents the marital status of the respondents. Among the
total respondents, the majority of the respondents are unmarried amounting to 64.5% of total
respondents.

Income

6. Income
Cumulative
Frequency Percent Valid Percent Percent
Valid 10000-20000 21 13.8 13.8 13.8
20000-40000 54 35.5 35.5 49.3
>40000 44 28.9 28.9 78.3
No income 33 21.7 21.7 100.0
Total 152 100.0 100.0

Interpretation: The above table 6 shows the income levels of the respondents. Among the
total respondents, Majority of the respondents have the income between 20000 and 40000.

Residential area

7. Residential Area
Cumulative
Frequency Percent Valid Percent Percent
Valid
Andhra Pradesh 60 39.47 39.47 39.47
Telangana 50 32.9 32.9 72.4
Tamilnadu 9 5.9 5.9 78.3

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Karnataka 33 21.7 21.7 100.0
Total 152 100.0 100.0

Interpretation: Among 152 respondents, majority respondents are from Andhra Pradesh
amounting to 39.47%.

One-way ANNOVA of Qualification

Table 8: ANOVA
Sum of Mean Sig.
Squares df Square F
Perceived Between
1.775 3 .592 2.436
usefulness Groups
Within .067
35.944 148 .243
Groups
Total 37.719 151

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PEU Between .041
3.304 3 1.101 2.823
Groups
Within
57.734 148 .390
Groups
Total 61.038 151
ATTITUDE Between
1.293 3 .431 1.829
Groups
Within .144
34.887 148 .236
Groups
Total 36.180 151
BENEFITS Between
1.431 3 .477 2.090
Groups
Within .104
33.773 148 .228
Groups
Total 35.204 151
Interpretation: There is no significance difference found among respondents having different
qualification on perceived usefulness, benefit and attitude towards online mode of education
except for perceived ease of use (2.823, 0.04).

One-way Annova of Age

Table 9: ANOVA
Sum of Mean Sig.
Squares df Square F
Perceived Between
.311 3 .104 .409
usefulness Groups
Within Groups 37.408 148 .253 .746
Total 37.719 151
PEU Between
1.871 3 .624 1.560
Groups
Within Groups 59.167 148 .400 .201
Total 61.038 151

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ATTITUDE Between
1.994 3 .665 2.877
Groups
Within Groups 34.186 148 .231 .038
Total 36.180 151
BENEFITS Between
.175 3 .058 .247
Groups
Within Groups 35.029 148 .237 .864
Total 35.204 151
Interpretation: There is no significance difference found among respondents of different age
in terms of perceived usefulness, benefit, perceived ease of use towards online mode of
education except for their attitude (2.877,0.038).

One-way Annova of Social role

Table 10: ANOVA


Sum of Mean Sig.
Squares df Square F
Perceived Between
1.069 3 .356 1.439
usefulness Groups
Within Groups 36.649 148 .248 .234
Total 37.719 151
PEU Between
3.642 3 1.214 3.130
Groups
Within Groups 57.396 148 .388 .028
Total 61.038 151
ATTITUDE Between
.677 3 .226 .941
Groups
Within Groups 35.503 148 .240 .423
Total 36.180 151
BENEFITS Between
.553 3 .184 .788
Groups
Within Groups 34.651 148 .234 .503

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Total 35.204 151
Interpretation: There is no significance difference found among individual of different social
role in terms of perceived usefulness, attitude, benefits towards online education except for
perceived ease of use (3.130,0.028)

One-way Annova of Income

Table 11: ANOVA


Sum of Mean Sig.
Squares df Square F
Perceived Between
.629 3 .210 .837
usefulness Groups
Within Groups 37.089 148 .251 .476
Total 37.719 151
PEU Between
.883 3 .294 .724
Groups
Within Groups 60.156 148 .406 .539
Total 61.038 151
ATTITUDE Between
.706 3 .235 .982
Groups
Within Groups 35.474 148 .240
Total 36.180 151 .403
BENEFITS Between
.318 3 .106 .449
Groups
Within Groups 34.886 148 .236 .718
Total 35.204 151

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Interpretation: The above table 11 is showing that There is no significance difference found
among individual earning different income on perceived usefulness, ease of use attitude and
benefits towards online education.

Group Statistics

Std. T
5. Marital Status N Mean Deviation Std. Error Mean Sig.

Perceived Married 54 3.1173 .54237 .07381 .983


usefulness
Unmarried 98 3.0340 .47501 .04798 .119 .946

PEU Married 54 3.2840 .57701 .07852 2.024

Unmarried 98 3.0680 .65621 .06629 .359 2.101

ATTITUDE Married 54 3.2370 .47753 .06498 1.636

Unmarried 98 3.1020 .49178 .04968 .641 1.650

BENEFITS Married 54 3.1574 .47408 .06451 -.756

Unmarried 98 3.2194 .48861 .04936 .459 -.763

Interpretation: The above table shows that there is no significance difference found among
male and female respondents on perceived usefulness, ease of use attitude and benefits
towards online education

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One-way Annova of residential living area

Table 12: ANOVA

Sum of Mean Sig.


Squares df Square F
Perceived Between
2.184 4 .546 2.258
usefulness Groups
Within Groups 35.535 147 .242 .66
Total 37.719 151
PEU Between
4.437 4 1.109 2.881
Groups
Within Groups 56.601 147 .385 .025
Total 61.038 151
ATTITUDE Between .017
2.844 4 .711 3.135
Groups
Within Groups 33.336 147 .227
Total 36.180 151
BENEFITS Between
1.710 4 .428 1.877
Groups
Within Groups 33.494 147 .228 .118
Total 35.204 151

Interpretation: There is no significance difference found among the factors of perceived


usefulness, attitude, benefits except perceived ease of use. There is significant difference
among perceived ease of use and attitude.

T-Test of Gender

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Table 13: Group Statistics
Std. Std. Sig. t-test for
Deviatio Error Equality of
1. Gender N Mean n Mean T Means
Perceived male 3.097 .474
55 .06396 .619
usefulness 0 33
female 3.044 .413
97 .51512 .05230 .674 .633
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PEU male 3.230
55 .67242 .09067 1.252
3
female 3.096 .350
97 .61229 .06217 .877 1.220
2
ATTITUDE male 3.247
55 .51491 .06943 1.860
3
female 3.094 .465
97 .46823 .04754 .536 1.811
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BENEFITS male 3.231
55 .52231 .07043 .661
8
female 3.177 .445
97 .46064 .04677 .585 .639
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Interpretation: There is no significant difference found among male and female perceptions
towards online education in terms of following factors.

T- test of Marital Status

Group Statistics

5. Marital Std. T
Status N Mean Deviation Std. Error Mean Sig.

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Perceived married 54 3.1173 .54237 .07381 .983
usefulness
unmarried 98 3.0340 .47501 .04798 .119 .946

PEU married 54 3.2840 .57701 .07852 2.024

unmarried 98 3.0680 .65621 .06629 .359 2.101

ATTITUDE married 54 3.2370 .47753 .06498 1.636

unmarried 98 3.1020 .49178 .04968 .641 1.650

BENEFITS married 54 3.1574 .47408 .06451 -.756

unmarried 98 3.2194 .48861 .04936 .459 -.763

Interpretation: There is no significance difference found among married and unmarried


response on perceptions towards online mode of education in terms of following factors
perceived usefulness, perceived ease of use, Attitude, Benefits.

PERCEIVED USEFULNESS

11. Do you think online education is effective mode of learning?


Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly disagree 3 2.0 2.0 2.0
disagree 25 16.4 16.4 18.4
Neutral 63 41.4 41.4 59.9
Agree 56 36.8 36.8 96.7
strongly agree 5 3.3 3.3 100.0
Total 152 100.0 100.0
Interpretation: Here, majority of the people (41%) stayed neutral and only 40.1% people has
agreed that online education is an effective mode of learning and the remaining 18.4% people
disagreed that online education is an effective mode of learning.

PERCEIVED EASE OF USE

15. Online education enables people to learn at anytime and anywhere


Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly disagree 22 14.5 14.5 14.5
disagree 24 15.8 15.8 30.3

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Neutral 49 32.2 32.2 62.5
Agree 47 30.9 30.9 93.4
strongly agree 10 6.6 6.6 100.0
Total 152 100.0 100.0
Interpretation: While (37.5%) of the respondents has agreed that online education enables
people to learn at anytime and anywhere, 30.3% people disagreed and the remaining 32.2%
people stayed neutral.

ATTITUDE

19. online education can help in improving the quality of higher education
Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly disagree 16 10.5 10.5 10.5
Disagree 21 13.8 13.8 24.3
Neutral 63 41.4 41.4 65.8
Agree 45 29.6 29.6 95.4
strongly agree 7 4.6 4.6 100.0
Total 152 100.0 100.0

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Interpretation: Here, among the total respondents 34.2% people has agreed that online
education can help in improving the quality of higher education and the remaining 24.3%
people disagreed that online education can help in improving the quality of higher education.

BENEFITS

22. online education students will have equal chances of recruitment as on-campus
students?
Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly disagree 6 3.9 3.9 3.9
Disagree 22 14.5 14.5 18.4
Neutral 49 32.2 32.2 50.7
Agree 63 41.4 41.4 92.1
strongly agree 12 7.9 7.9 100.0
Total 152 100.0 100.0

Interpretation: Here, majority of the people (49.3%) people has agreed that online education
can help in improving the quality of higher education and 18.4% of respondents are
disagreeing this factor.

regression

Model Summary

Change Statistics

Adjusted R Std. Error of R Square


Model R R Square Square the Estimate Change F Change df1

1 .440a .193 .177 .44405 .193 11.830 3

a. Predictors: (Constant), BENEFITS, PEU, perceived usefulness

ANOVA

Model Sum of Squares Df Mean Square F Sig.

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1 Regression 6.998 3 2.333 11.830 .000b

Residual 29.182 148 .197

Total 36.180 151

a. Dependent Variable: ATTITUDE

b. Predictors: (Constant), BENEFITS, PEU, perceived usefulness

Coefficients

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 1.705 .298 5.711 .000

Perceived usefulness .148 .081 .151 1.823 .070

PEU .256 .063 .333 4.033 .000

BENEFITS .059 .079 .058 .746 .457

a. Dependent Variable: ATTITUDE

Among the three factors chosen for the study perceived ease of use is significantly influencing the attitude of
the individual towards adoption of online education.

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CHAPTER 3

3.1 FINDINGS OF THE STUDY

 Students are not much interested on online mode of education.


 Students now also preferring traditional mode on campus education.
 Only certain age group and one income group people are showing little interest on
online mode of education.
 Students are perceiving on campus learning is more effective than online education.

3.2 CONCLUSION

The increased presence of people on internet inspire us to prepare project on online


education. That is the reason we prepare this project to check whether people are aware about
online education or not and what they think about online education and what they prefer as
mode of education online education or offline/traditional education.

Throughout the report we observe that still people prefer offline way of education because its
provide one to one interaction between student and teachers, moreover it also provide real
time interaction in the classroom.

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While in online education you will get ease access of information, anywhere and anytime but
you won’t get real time interaction like on campus study. But it has lot of advantages like,
student have opportunity to learn while they are working.

Even we asked question like that it will treat same while recruiting new people. Will they
have same skills like offline educated person has. Will they get same acknowledgement and
credit like on campus student is getting. So, these all questions asked whether online
education will change the way education we learning or not.

The answer we got for the above question is most of people are agree that it will help to
overcome the problem of higher education like, expensive fees, full time study, need attend
every class, and poor infrastructure of colleges and schools, etc. problem will be solved via
online education.

Only few respondents are agreed that it will improve the quality of higher education which is
lack right now in the market. In our research only few respondents are agreed that online
education gainer will get more skill than on campus learner.

Only few people are agreed on that online educator will be acknowledged and accredited
same like on campus student via employer and professional bodies. Because to get certificate
of education is now easier than traditional education system. Whereas few respondents also
agree that they will get same chance like on campus student is getting right now.

If we conclude full report, then we can say that online education and offline education has
their own advantages and disadvantages according to the requirement of the students because
some student want education while working and some student wants education full time so,
both has different priorities

3.3 References

1. Assessing Students’ Perception Of E-Learning in Blended Environment: An


Experimental Study- Sanja I. Bauk.
2. Factors Influencing the Use of Learning Management System in Saudi Arabian
Higher Education: A Theoretical Framework- Mohammed J. Sherbib Asiri.
3. Factors influencing e-learning adoption intention: Examining the determinant
structure of the decomposed theory of planned behavior constructs- Nelson Oly
Ndubuisi.
4. Factors Influencing Students’ Intention to Adopt Mobile Blackboard- Fayez Moh'd.

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5. Factors influencing teachers’ intention to use technology- Timothy Teo, Ph.D.
6. Factors influencing teachers’ adoption and integration of information and
communication technology into teaching: A review of the literature- Charles
Buabeng-Andoh.
7. Acceptance of internet-based learning system- Mathew. K. O. Lee.
8. The Perception of Students Regarding E-Learning Implementation in Egyptian
Universities- Sarah El Gama.
9. A customer preference and perception towards online education in Ahmedabad city

3.4 Bibliography:

CONSUMER PERCEPTION ON MOBILE BLACKBOARD

Hello everyone,
I'm Balaram. K studying MBA in MITS, now a days, demand for e-learning increases highly,
so I want to conduct a survey on consumer perception on Online education and help me
through your perceptions,
1. Gender *
 Male
 Female
2. Age *
 18 to 23 years
 23 to 30 years
 30 to 40 years
 above 40

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3. Qualification *
 Post-Graduation
 Graduation
 Intermediate
 SSC
4. Social role *
 student
 employee
 self employed
 Others
5. Marital Status *
 married
 unmarried

6. Income *
 10000- 20000
 20000- 40000
 >40000
 No income
7. Living area
 Andhra Pradesh
 Telangana
 Tamilnadu
 Karnataka
8. Did you know about online education *
 Yes
 No
9. What would you prefer as mode of education? *
 Traditional (on campus)

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 Virtual learning (Non- physical, in mobiles)
10. From how many years you are preferring online education? *
 below 1 year
 1-3 years
 3-5 years
 >5 years
11. Do you think online education is effective mode of learning? *
 Strongly Disagree
 1
 2
 3
 4
 5
 Strongly agree

12. Online education offers an attractive and interactive mode of education *


 Strongly Disagree
 1
 2
 3
 4
 5
 Strongly agree
13. Online education provides ease of access of information related to the course *
 Strongly Disagree
 1
 2
 3
 4
 5

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 Strongly agree
14. Online education enables the students to learn at their own place *
 Strongly Disagree
 1
 2
 3
 4
 5
 Strongly agree
15. Online education enables people to learn at anytime and anywhere *
 Strongly Disagree
 1
 2
 3
 4
 5
 Strongly agree
16. Online education courses are easy to navigate *
 Strongly Disagree
 1
 2
 3
 4
 5
 Strongly agree
17. Through online learning students may have the opportunity to mix what they learn with
practical work *
 Strongly disagree
 1
 2
 3
22
 4
 5
 Strongly agree
18. online education will help in overcoming the problems of higher education *
 Strongly disagree
 1
 2
 3
 4
 5
 Strongly agree
19. online education can help in improving the quality of higher education *
 Strongly disagree
 1
 2
 3
 4
 5
 Strongly agree
20. Online education students will gain more skills than traditional education? *
 Strongly disagree
 1
 2
 3
 4
 5
 Strongly agree
21. online education students will be acknowledged and accredited as equally as traditional
learning students from professional bodies and employers? *
 Strongly Disagree
 1
23
 2
 3
 4
 5
 Strongly agree
22. online education students will have equal chances of recruitment as on-campus students?
 Strongly disagree
 1
 2
 3
 4
 5
 Strongly agree

23. Online education is more expensive than traditional education *


 Strongly disagree
 1
 2
 3
 4
 5
 Strongly agree
24. Online education needs perfect computer and Internet skills *
 Strongly disagree
 1
 2
 3
 4
 5

24
 Strongly agree
25. Students need to feel connected to their school than online learning *
 Strongly disagree
 1
 2
 3
 4
 5
 Strongly agree
 
 

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