Mobile learning determinants that influence Indian university students' learning satisfaction during the COVID-19 pandemic

Qamar, Md. Tauseef; Ajmal, Mohd; Malik, Abdullah; Ahmad, Mohd. Junaid; Yasmeen, Juhi

doi:10.1504/ijceell.2023.129212

Cited by 2 publications

(4 citation statements)

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“…Unlike Cohen (2012) findings, issues like family responsibilities, work timing, accessibility, and connectivity did not significantly hinder participation in our study, as most participants were full-time students in a BL course. Our results align with Qamar et al. 's (2023) research, showing positive student attitudes towards OL and BL, which are viewed as instrumental to educational success.…”

Section: Discussionsupporting

confidence: 90%

Section: Theoretical Underpinnings and Study Frameworkmentioning

confidence: 99%

“…This approach offered several benefits, such as direct interaction between instructors and learners, fostering lively in-class discussions, and enabling immediate question-and-answer sessions (Paul and Jefferson, 2019). However, those accustomed to F2F learning found online learning challenging, as it often required extended periods of computer use (Roval and Jordan, 2004;Qamar et al, 2023). Numerous studies have highlighted that F2F learning can significantly benefit students, from enhancing motivation and fostering community-building bonds to enabling teachers to make decisions and choose the right content and instructional methods (Paul and Jefferson, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

Qamar,

Malik,

Yasmeen

et al. 2024

AAOUJ

Self Cite

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PurposeThis study examines learner readiness and satisfaction with blended learning systems in India’s post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners’ satisfaction (LS).Design/methodology/approachAn online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses.FindingsThe findings reveal a significant positive correlation between learners’ satisfaction and online learning and blended learning, with β values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a β value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources.Practical implicationsThis study provides insights into student perceptions and attitudes towards blended learning in India’s post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges’ and universities’ diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India.Originality/valueWhile there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India’s post-vaccine classrooms.

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Section: Discussionsupporting

confidence: 90%

Section: Theoretical Underpinnings and Study Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

Qamar,

Malik,

Yasmeen

et al. 2024

AAOUJ

Self Cite

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“…The author also highlighted the need for appropriate course design and system solutions to fulfil the requirements of learners employing different gadgets. Qamar et al (2023) investigated the effectiveness of mobile learning in Indian universities. The authors reported that quality issues related to the system and services needed specific attention from university management and instructors.…”

Section: A Brief Literature Reviewmentioning

confidence: 99%

Influence and scope of mobile learning in higher education: A systematic literature review

Kumar,

Pande

2023

Adv. Mobile Learn. Educ. Res.

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Due to the soaring progression in portable innovations and mobile technology, the popularity of mobile phones has expanded dramatically, which has led to the widespread adoption of mobile gadgets by almost every age group, especially the youth. The apparent consequence is embracing mobile phones in teaching-learning processes. Researchers have been inclined to study the potential and impact of incorporating mobile devices into the education system in recent years. Many studies have been conducted to explore the viability of integrating mobile gadgets into the higher education system. However, only a few works have addressed the realm from the perspective of the Indian higher education system. The present work employs the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework and endeavours to contribute to the literature by exercising a systematic literature review of the open-access literary works carried out from the standpoint of India, especially the Uttarakhand province. The essential keywords, inclusion/exclusion criteria, and research questions addressing the cruxes of the desired investigation are contemplated and designed first. The articles are then populated from the leading academic databases, general web resources, and government reports. The PRISMA guidelines are followed to filter out articles satisfying the adopted criteria. The final shortlisted articles are then rigorously studied to develop insights and to answer the framed questions. The observations signalize the need to frame effective policies and address the hurdles to optimize the usage and impact of mobile learning in Indian higher education, including the education system of Uttarakhand.

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Mobile learning determinants that influence Indian university students' learning satisfaction during the COVID-19 pandemic

Cited by 2 publications

References 0 publications

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

Influence and scope of mobile learning in higher education: A systematic literature review

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