Y. Vijayalakshmi

The present study reports about the factors that determine the readiness of students towards E-learning. Through a small-scale literature review, efforts were made to identify the key factors that determine the readiness of students towards E-learning. The researcher used technique of content analysis for reviewing the literature. The literature was collected from
various databases like Google Scholar, Research Gate, Academia, ERIC and various publication house websites like Sage, Taylor and Francis, Wiley, and Emerald. The findings of the review of literature suggest that the factors and its components that determine the ELR among students are diversified. However, “Technological Readiness, attitudinal Readiness,
Basic Internet Skills and Motivation” are the factors that have been largely used by the researchers to determine ELR of Students.

In the formal education system, teaching-learning is a process where teacher is actively engaged in providing quality education to the learners. Teacher is the only one who can recognize and identify the unique capabilities of the students. In a diverse classroom, every student is different from others, keeping this in mind, a teacher has to design teaching- learning process as per the learning needs of the learners.  One way of knowing and addressing the individual needs of students is by identifying and implementing theory of multiple intelligences in classroom. Research studies have shown that profile of multiple intelligences of a teacher has a direct impact on teacher effectiveness and teaching learning practices. Studies also claim that majority of the schools tend to focus mainly on two intelligences, those associated with academic intelligence, i.e., linguistic and logical/mathematical and teachers are low when it comes to intelligences like interpersonal, intrapersonal, naturalistic and existential. Hence, the primary research question of this study is to explore about this less explored intelligences of the teachers. The present study is a cross-sectional survey study when the data about the multiple intelligences of 96 randomly selected teachers working in various schools of Delhi was collected using a pre-developed tool of multiple intelligences. The results of the study reveal that there is strong need to organize training programme to improve the multiple intelligences of the teachers. The findings also reveal that gender of the teacher has an influence on their multiple intelligences and female teachers scored better than male teachers in this regard. Also teachers from schools located in urban area were better in multiple intelligences than the teachers from schools located in rural areas. It was however observed that both government and private school teachers performed almost same and educational qualification of the teachers and their teaching experience did not have any influence on their multiple intelligences. The study also recommended about the scope of further research in this area of multiple intelligences.

A teacher should be able to measure what she expects her students to learn. Not only this, but it is the duty of the teacher to help the students to learn. All this involves much more than just providing knowledge in the specific discipline. In higher education, it is believed that a teacher is the friend, philosopher and guide of a student. A teacher who believes in this philosophy tries level best to know the learners and also to make teaching learning an exciting and interesting process. Classroom Assessment Techniques (CATs) are simple, flexible, non-graded assessment techniques which provide not only ongoing feedback to teacher and students but also make the teaching learning process exciting and interesting. This article discusses with examples about how to use CATs while teaching courses in the discipline of Education. It also talks about how to use the findings of the assessment techniques for the betterment of teachers and students.