International Journal of Information and Education Technology, Vol. 10, No.

6, June 2020

Factors Extraction of Effective Teaching-Learning in

Online and Conventional Classrooms
Tanu Shukla, Divya Dosaya, V. S. Nirban, and Mounika Prashanthi Vavilala

 multi-media presentations, and helps in capturing the interest

Abstract—Integrating technology in education through of students. Online courses are delivered over the internet,
online courses can enhance the learning experience when using a combination of teaching strategies such as blended
coupled with the traditional methods of interaction. Online learning where one-to-one learning along with using
courses can help in providing access to education to people from
remote and marginalized sections of the world. They help in
technology or learning over the internet [1]. The traditional
developing critical thinking and increasing the capacities of methods have been replaced, bringing a radical change with
students necessary for the 21st century. There has been a shift online learning technologies and methodologies for effective
from traditional classroom teaching to teaching in a hybrid or learning [2]. The driving societal forces that have been
blended manner. An online learning environment creates a identified to contribute towards online learning are student
potential learning space for students to use technology for flexibility; learner effectiveness; less administrative support
effective teaching and learning process. A well-designed
learning environment can blend conventional methods with
and meeting the growing competitive demands through
technological innovations for increasing the accessibility and innovative online learning platforms. There have been
efficiency of the education system. The study collected data continuous efforts to evaluate the usefulness of e-learning.
from graduate students (N=220) on various determinants of Some of these have been researches that focus on the
effective online courses and learning. Correlation was used to technological components [3] while others have focused the
explore the relationship of the dimensions with the construct of human factors of the e learning systems [4]. An unexpected
effectiveness. Factor analysis was done and two factors were
side effect of this flexibility in online learning is the high
extracted, namely, student attributes, features of the platform
and instructor quality. The findings of the study provide percentage of students who drop out of a course as the
insights for measuring the effectiveness of online courses and content is available anytime for the future [5].
initiate measures to handle the challenges to online education. Blended Learning and its effectiveness involve some
barriers. A major barrier being successful use of technology
Index Terms—Online learning, effectiveness, technology & and maintaining the users’ commitment throughout the
education. course against personal learner characteristics and
experiences with technology [6]. Most of the universities
have not yet integrated MOOCs along with conventional
I. INTRODUCTION
methods. The number of students enrolling in a course gives
Advancements and mushroom growth of online learning no real information other than the fact that many students felt
platforms have caused many groundbreaking alterations to that the course would be interesting. Similarly, the dropout
the classical approach to education. Online learning courses rates need not necessarily mean that there is a problem with
have increased the accessibility of course content to students the way the course is structured. Although lot of students
in remote and under-developed regions, reducing the enroll for the courses, the completion rate is low and a lot of
economic gap and education inequalities, and enabling them students dropout. The voluntariness and lack of
to learn at their own pace and get connected to teachers from serious-environment make it difficult for universities to offer
different parts of the world. The current trend in using online MOOC courses. This paper attempts to understand the
learning courses is estimated to continue to grow with factors influencing the effectiveness of the online learning
millions of users around the world. Some of the significant environment, perception of students about the usage and
features of the online learning platforms are: flexible in effectiveness. The findings from the study can provide
viewing content, anytime accessibility, compliant assignment insights for designing the content according to the needs of
submissions, and open book evaluations. Students from the participants.
different socio-economic backgrounds and time zones can
access content on the massive open online courses. Online
learning involves the use of computer-assisted instruction II. LITERATURE REVIEW
methods, either through synchronous (real-time),
Several studies have been identified to understand the
asynchronous learning (e-mails, newsgroups, etc.) or online
determinants of effective online learning. Online courses
courses. Online learning is student-centered, enables
were classified into categories based on their design, delivery,
collaboration, access to global resources, learning through
assessment, and summary of challenges [7]. The success of
the online course has been attributed to the students’
Manuscript received July 9, 2019; revised March 30, 2020. reception towards the content and relevance of the course.
Tanu Shukla, V. S. Nirban, and Mounika Prashanthi Vavilala are with the The interest groups of an online course are the students,
BITS Pilani, India (e-mail: divyadosaya@gmail.com). teachers and the administrator or the planner of the course [8].
Divya Dosaya was with BITS Pilani, India.

doi: 10.18178/ijiet.2020.10.6.1401 422

 International Journal of Information and Education Technology, Vol. 10, No. 6, June 2020

A study was conducted to understand the importance of the dropout rates of participants [20]. The study identified
flipped classroom in a course on control systems, which strong preferences towards active, visual, and sequential
found that social assignments to be important for learning the learning styles among students. Variability and Interactivity
course content [9]. Students in a social learning space can supported by new technology and learning styles help in
learn the content effectively by applying the knowledge increasing the quality of learning.
through projects and assignments. The appearance of Some of the features that were identified for developing
captions is complementary to the video courses. Lectures online courses are student experiences; outcomes; policy and
which included quizzes at the end of the session were found format of the platform. The extent of social relevance and
to be more efficacious [10]. Videos that were short and more aspects are largely overlooked in design and implementation.
visual in nature were most preferred among the students [11]. Precise Effectiveness Strategy (PES) could be used as a
The massive online learning courses are aimed at generic methodology for defining the parameters to measure
increasing participation, enhance the quality of interaction, the effectiveness of online learning platforms such as
increasing accessibility through collaboration between the MOOCs and SPOCs. The raw data captured during the
learner and instructor from different parts of the world [12]. course through case studies can be assessed based on the
These courses allow participation in large numbers and being quality of interaction between the participant and the
open can mean that it allows enrollment, ie, open enrolment, instructor; effective usage of the educational resources and
of students from different institutional affiliation and course evaluation components for better learning such as
educational background. An online course is considered as a quizzes, projects, and assignments. An analysis of pre and
MOOC when it satisfies the criteria of having course content post-test evaluations of the course can provide an
specific to certain objectives, learning outcomes to ensure understanding of student learning. The achievement levels of
knowledge transfer mediated through technology [13]. students can be used to give feedback and make changes in
Innovation is essential in the developmental stages of the course content and design. It can provide valuable
individuals. The idea of innovative education emphasizes on insights for improving the design, instruction, and
translating knowledge into action, creating, modifying, implementation [21], [22].
intervention through systematic process. It involves Institutions adopt MOOCs for several reasons, such as
integrating technology, people, pedagogical processes and extending reach and access, building an image or brand value,
classroom interactions [14] improve economics, increase revenues, improve educational
An empirical study investigated universal design learning. outcomes, explore innovation through technology integration
Universal design, defined as designing something based on & research [22]. The online courses enhance the quality of
aesthetics, utility enabling increased access and ease of usage life of individuals by providing lifelong learning
[15]. Learning environments need to be designed to increase opportunities, favoring cognitive stimulation, accessibility,
access to diverse learners integrating resources, curriculum, sense of belongingness and engagement in academic
pedagogy, and flexibility in design, reduce the barriers to activities [13]. The challenges include pedagogical
education [16]. The user interface of online learning content opportunities, designing online open courses, exploring
plays an important role. The interface should be designed to issues of accreditation, quality assurance and the digital
improve and personalize management, delivery, efficiency, revolution in education are still nascent, and data is often
and evaluation of the courses at the individual level [12]. misleading [23]. The effectiveness of online courses in
Adaptive User Interface in online courses is used to assess distance education was measured based on three elements
the knowledge of students at the entry level and after the namely, social presence, cognitive presence and teaching
course. Here, the adaptive platform is used to assess the presence [24]. Based on the theory of critical thinking, the
performance of students after every module to determine inquiry triggers students to explore, understand and
whether to hide or show the next content [17]. The investigate. Further enabling students to reflect, construct
adaptiveness of content helps in understanding the student meaning or develop ideas and gain new knowledge. When
needs and providing relevant content according to their level students get active in discussions and forums, it facilitates in
of achievement. Course content based on the student’s triggering their cognitive learning activities, self-confidence,
previous test scores and priorities helped students to and performance [25].
concentrate and perform better [18]. Social presence in the online environment involves one's
Collecting feedback from students regarding their personal ability to establish their presence in a virtual environment
goals behind attending a course can provide insights for through participation in various discussions, forums, group
developing content, design, delivery, and assessment of the tasks, and develop a presence in online environments [26].
interface. Learning analytics can also provide invaluable data One can form virtual cliques, relationships and know people
on the learning profiles of diverse participants. So far, the from different parts of the world [27]. Social connectivity
existing online course environment has shared little develops critical thinking, improves learning performance
information on their usage patterns. Inclusion of software and satisfaction and learning outcomes of students [28]. The
agents in MOOC can experience noticeable improvements in usage of educational technologies increased success and
content quality, course delivery, less dropout rates, better reduced the gaps in accessibility of students from different
participant support, and enhanced evaluation methods [19]. socio-economic backgrounds [29]. Frequent interactions
Learning styles can affect the motivation of participants to between the students and teachers attributed to better online
continue a course and integration of learning techniques in education experience, improved learning, and student
the design and implementation of the courses can influence outcomes. The study emphasized on the type and quality of

423
 International Journal of Information and Education Technology, Vol. 10, No. 6, June 2020

online courses made available to students who are not Course Orientation, Instructor Quality, Collaboration and
academically prepared and have limited resources. Student Deliberation, Student Motivation, Engagement,
engagement in online courses can be determined through the User-friendly interface & Feedback, Resources, Assessment,
following measures: i) regular feedback and instructions Commitment and total effectiveness scores of online learning
from the instructor; ii) interactive, dynamic platform and easy, using Pearson correlation method. Significant positive
user friendly interface [30]. relationships were found between the dimensions and total
Hybrid classrooms were found to be more effective as effectiveness measures.
compared to traditional blackboard classroom and
TABLE I: PEARSON CORRELATION RESULTS TABLE
completely virtual classrooms [31]. Blended courses have
DIMENSION r VALUE
been observed to increase student performance as compared
to the non blended courses [32]. Blended learning can also be D1: Course Orientation .470**
used as a tool to decrease disparity between academic D2: Instructor Quality .517**
achievement of male and female students [33]. Kintu & Zhu D3: Collaboration and
.723**
Deliberation
[34] found that learners’ attitude towards blended learning
D4: Student Motivation .662**
significantly contributed to learner satisfaction and
D5: Engagement .869**
motivation.
D6: User Friendly
An effective online learning platform is characterized by .421**
Interface & Feedback
well-designed course content; motivation; effective D7: Resources .533**
pedagogy: strategies and catering to the needs of diverse .492**
D8: Assessment
students; professional development; participation in .427**
D9: Commitment
discussions and forums; creating an online community, and
**p<0.01
feedback [24]. Online learning may be a viable avenue for
people who are interested in a particular topic to learn Table I indicates that with adequate, relevant information
something but are not interested in gaining a credential. The sharing before the course, ensuring instructional quality and
online learning platforms cannot replace the traditional through effective classroom management strategies, student
learning methods of blackboard teaching but can increase learning can be increased. Student attributes such as
access to education and provide support in improving the motivation, participation in discussions, groups and forums
quality of teaching and learning process. Based on the enhance their social and cognitive presence. Simple user
literature review, the study identified the determinants to interface designs, ensuring the availability of resources,
measure the effectiveness of online learning content and the technological support and commitment would increase the
environment. The objectives of the study were to explore the effectiveness of online learning. Systemic barriers such as
relationship of the total effectiveness of online learning with course design, usage of different multimedia modalities,
the dimensions and to identify the factors influencing the defining the learning goals and learner analytics were found
effectiveness of online learning courses. to influence the quality of instruction and reduce dropout
rates [35]. The online learning environment can enhance
student learning. Decision making and enabling agile action
III. METHODOLOGY
towards new technologies can facilitate better learning
The study was conducted on graduate students (N=220), among students [36].
using a random sampling method from one of the engineering The nine dimensions measuring the effectiveness of the
institutes located in northwest India, where the blended online courses were subjected to exploratory factor analysis
online courses involving a combination of face to face and (EFA). Principal Component Analysis (PCA) was used in the
online interaction between the student and the instructor is study as it is recommended when no priori theory or model to
used for learning. Based on the review of literature, the measure a construct exists [37]. Pett et al., 2003 [38],
factors influencing effective learning in online or blended suggested using PCA in establishing preliminary solutions in
learning courses were identified, and a questionnaire was EFA, followed by varimax (orthogonal) rotation method. The
formulated to measure the effectiveness of the online courses. Kaiser-Meyer-Olkin (KMO) measure verified the sampling
The explored dimensions of effectiveness are Course adequacy for the analysis, KMO=.86, and all the KMO
Orientation, Instructor Quality, Collaboration and values were greater than .70, which is well above the
Deliberation, Student Motivation, Engagement, acceptable limit of .50. The values of Bartlett's test of
User-Friendly Interface & Feedback, Resources, Assessment, sphericity was found to be highly significant (p<.001),
and Commitment. To establish the relationship between the indicating that correlations between dimensions were
variables, Pearson correlation was used to analyze the data. sufficiently large for PCA [39]. These values also supported
Using principal component analysis (PCA), two factors were the factorability of the matrix [40]. Scree plot, uses the
extracted which majorly contributed to the construct of eigenvalue =1 to visually represent the components or factors
effectiveness. on a graph explaining the variability in the data. All the items
were having communality values higher than .30.
Scree plot and Kaiser’s Eigen Value greater than one were
IV. ANALYSIS OF THE DATA used as criteria to determine factor extraction. The scree plot
The data were analyzed to find out the relationships among led to the extraction of two factors. Table II depicts values of

424
 International Journal of Information and Education Technology, Vol. 10, No. 6, June 2020

communalities which describe the proportion of each collaborative learning, interactive platform for group
variable's variance that can be explained by the factors. The facilitation and dialogue [51], [52]. Assessment in Online
rotated factor loadings, for dimensions 1, 3, 4, 5, 6 and 7 were courses should be fair, equitable and incorporate qualitative
loaded in factor 1 and dimensions 2, 8 and 9 loaded in factor assignments that facilitate students to apply their real-life
2. Factor 1 consists of student attributes and aspects of online skills and processes; engage in active learning and feedback
course platforms, whereas factor 2 is inclusive of instructor on their learning progress and tutoring [53]-[55].
aspects of the quality of online learning. The analysis was Online learning platforms are interactive platforms of for
useful in reducing nine dimensions into a cluster of two. knowledge dissemination, helpful for individuals to learn and
Course orientation explained the maximum variance in the get credentials but they do not replace the face-to-face
data. teaching and learning. Student learning outcomes in online
courses may not be equivalent to the on-campus course. The
TABLE II: FACTOR LOADINGS
effectiveness of an online course and ensuring student
DIMENSION FACTOR 1 FACTOR 2
D1: Course Orientation 0.94
learning outcomes would be dependent on the quality of the
D2: Instructor Quality 0.751 course, user interface design, teacher characteristics,
D3: Collaboration and learning-focused activities and student characteristics.
0.619
Deliberation Providing proper feedback, encouraging learning networks,
D4: Student Motivation 0.711 providing flexible structure, material and support are
D5: Engagement 0.652 essential to retain students and ensure course completion
D6: User Friendly [56].
0.651
Interface & Feedback
D7: Resources 0.708
D8: Assessment 0.571 V. CONCLUSION
D9: Commitment 0.577 The findings from the factor analysis confirm that the two
factors with nine dimensions explained the significant
Providing Course Orientation in an online course can help proportion of variance in measuring the effectiveness of
in increasing its effectiveness. This enables the students to online courses. Investing in building a learning platform with
know precisely what they would learn; what is expected of sufficient resources, trained professionals to effectively
them, and how much effort they need to put in. The internal integrate technology in education can help in increasing
consistency of the scale was (α = .89) [41], [42], which was accessibility and usage of online learning platforms for
found to be good. Efficacies of online learning platforms knowledge acquisition, skill development and build their
such as the access, quality and cost framework of learning competencies. Incorporating suggestions, using different
were explained to increase learning efficiency [43]. The strategies and using engaging content can increase the
study identified characteristics that can enhance the quality of interest and motivation of students to complete the courses
teaching learning such as classroom strategies congruent [35]. The findings of the study emphasize on increasing
with student needs; using different learning styles; making participation through cognitive and social presence, such as
the course easy to access, use and understand; student-centric extensive use of discussions, forums, enabling ease of use
approach; skill development and adequate resources. through short duration lectures and tasks. Further, to create
Collaboration and deliberation through interactions with critical learning spaces that can foster self-understanding,
peer group and instructor is essential as the communication creativity, problem-solving abilities and capacities among
can help the individuals to learn, receive feedback and students. The study provides insights for creating an online or
engage in active learning [30]. Learning effectiveness is blended learning environment and determinants to measure
determined by the motivation, engagement and online its effectiveness. Literature shows that there exists dearth of
participation of individuals [44], [45]. Learner motivation efforts in the direction of understanding and use of theory as
can be enhanced by having a clear course structure, ensuring a base for blended learning research. Research in blended is
pre course orientation, establishing purpose and learning equally important to both the educational technology and the
outcomes, providing adequate support. Self-directed distance education fields. The study can be extended across
e-learning through intrinsic motivation, exercising learner various disciplines, and in-depth qualitative research can be
autonomy, and agency can ensure optimistic learning conducted to substantiate the findings.
experience and student engagement [46], [47].
Teachers with higher self-efficacy exhibit a higher level of CONFLICT OF INTEREST
innovative behavior in terms of technology usage in the
The authors declare no conflict of interest
teaching and learning process [48]. Student-teacher
interaction, leveraging technologies can increase the
AUTHOR CONTRIBUTIONS
motivation, interest, and engagement of students for classes
[49]. It also facilitates creating positive learning spaces with Dr. Tanu Shukla has conceptualized the study and
adequate resources and capacity building [50]. It is essential designed the methodology of the research. She has
to make the platform sustainable, dynamic and relevant. formulated the questionnaire and has extensively worked on
Incorporating the principles of social constructivist theory, data analysis and interpretation of the results. The paper was
a successful online platform requires a strong learning continuously edited under her guidance.
community and building learning network through Divya Dosaya has contributed in writing the introduction

425
 International Journal of Information and Education Technology, Vol. 10, No. 6, June 2020

and literature review of the study and also assisted the co MOOC research initiative,” The International Review of Research in
Open and Distributed Learning, vol. 15, no. 5, 2014.
authors in writing the research methodology and the results [21] P. J. Muñoz-Merino, J. A. Ruipérez-Valiente, C. Alario-Hoyos, M.
of the study. Pérez-Sanagustín, and C. D. Kloos, “Precise effectiveness strategy for
Dr. V. S. Nirban has supervised the paper writing and analyzing the effectiveness of students with educational resources and
activities in MOOCs,” Computers in Human Behavior, vol. 47, 2015,
editing process throughout. He has played a role in giving a
pp. 108-118.
direction to the literature review. He has also supervised [22] F. M. Hollands and D. Tirthali, “MOOCs: Expectations and reality,”
editing of the paper throughout the publication process. Center for Benefit-Cost Studies of Education, Teachers College,
Mounika Prashanthi Vavilala has contributed in writing Columbia University, p. 138, 2014.
[23] D. D. Cali, Purpose, Practice, and Pedagogy in Rhetorical Criticism,
the results of the study. She has also assisted in the review Boulder, CO: Lexington Books, p. 220, 2015.
process throughout develoing the paper. [24] A. Sun and X. Chen, “Online education and its effective practice: A
research review,” Journal of Information Technology Education:
Research, vol. 15, 2016, pp. 157-190.
REFERENCES [25] F. Ke, “Examining online teaching, cognitive, and social presence for
[1] T. Nguyen, “The effectiveness of online learning: beyond no adult students,” Computers & Education, vol. 55, 2010, pp. 808-20.
significant difference and future horizons,” MERLOT Journal of [26] K. Rao, M. W. Ok, and B. R. Bryant, “A review of research on universal
Online Learning and Teaching, vol. 11, no. 2, 2015, pp. 309-319. design educational models,” Remedial and Special Education, vol. 35,
[2] S. Hitz and M. Turnoff, “Education goes digital; The evolution of no. 3, 2014, pp. 153-166.
online learning and the revolution in higher education,” [27] T. E. Hall, A. Meyer, and D. H. Rose, Universal Design for Learning in
Communication of the ACM, vol. 48, 2005, pp. 10-59. the Classroom: Practical Applications, Guilford Press, 2012.
[3] E. Islas, M. Perez, G. Rodriguez, I. Paredes, I. Avila, and M. Mendoza, [28] B. Kehrwald, “Understanding social presence in text‐based online
“E-learning tools evaluation and roadmap development for an electrical learning environments,” Distance Education, vol. 2, no. 1, 2008, pp.
utility,” Journal of Theoretical and Applied Electronic Commerce 89-106.
Research, vol. 2, no. 1, 2007, pp. 63-75. [29] J. Yuan and C. Kim, “Guidelines for facilitating the development of
[4] S. S. Liaw, H. M. Huang, and G. D. Chen, “Surveying instructor and learning communities in online courses,” Journal of Computer Assisted
learner attitudes toward e-learning,” Computers Education, vol. 49, no. Learning, vol. 30, no. 3, 2014, pp. 220-232.
4, 2007, pp. 1066-1080. [30] M. D. Dixson, “Measuring student engagement in the online course:
[5] D. O. Bruff, D. H. Fisher, K. E. McEwen, and B. E. Smith, “Wrapping a The Online Student Engagement scale (OSE),” Online Learning, vol.
MOOC: Student perceptions of an experiment in blended learning,” 19, no. 4, p. n4, 2015.
Journal of Online Learning and Teaching, vol. 9, no. 2, 2013, p. 187. [31] S. Protopsaltis and S. Baum, “Does online education live up to its
[6] J. Hofmann, “Solutions to the top 10 challenges of blended learning,” promise? A look at the evidence and implications for federal policy,”
United States: InSync Training, LLC, 2014. 2019.
[7] T. Daradoumis, R. Bassi, F. Xhafa, and S. Caballé, “A review of [32] J. Kenney and E. Newcombe, “Adopting a blended learning approach:
massive e-learning (MOOC) design, delivery, and assessment,” in Proc. Challenges encountered and lessons learned in an action research
2013 Eighth International Conference on P2P, Parallel, Grid, Cloud, study,” Journal of Asynchronous Learning Networks, vol. 15, no. 1,
and Internet Computing, pp. 208-213, IEEE, 2013, October. 2011, pp. 45-57.
[8] A. Sharma and R. Rani, “A 3-level model for implementing MOOC in [33] I. Y. Kazu and M. Demirkol, “Effect of blended learning environment
India,” in Proc. 2014 IEEE International Conference on MOOC, model on high school students' academic achievement,” Turkish Online
Innovation, and Technology in Education (MITE), pp. 132-137, IEEE, Journal of Educational Technology-TOJET, vol. 13, no. 1, 2014, pp.
2014, December. 78-87.
[9] J. P. Croix and M. Egerstedt, “Flipping the controls classroom around a [34] M. J. Kintu and C. Zhu, “Student characteristics and learning outcomes
MOOC,” in Proc. 2014 American Control Conference, pp. 2557-2562, in a blended learning environment intervention in a Ugandan
IEEE, 2014. university,” Electronic Journal of e-Learning, vol. 14, no. 3, 2016, pp.
[10] L. Breslow, D. E. Pritchard et al., “Studying learning in the worldwide 181-195.
classroom research into edX's first MOOC,” Research & Practice in [35] T. Bates, The Online Higher Education Market in the USA, 2010.
Assessment, vol. 8, pp. 13-25. 2013. [36] S. DiFilipo, “Connecting the dots to the future of technology in higher
[11] K. F. Hew, and W. S. Cheung, “Students’ and instructors’ use of education,” EDUCAUSE Review, vol. 46, no. 4, 2011, pp. 58-59.
massive open online courses (MOOCs): Motivations and challenges,” [37] R. L. Gorsuch, “Common factor analysis versus component analysis:
Educational Research Review, vol. 12, 2014, pp.45-58. Some well and little known facts,” Multivariate Behavioral Research,
[12] C. G. Conole, “MOOCs as disruptive technologies: Strategies for vol. 25, no. 1, 1990, pp. 33-39.
enhancing the learner experience and quality of MOOCs,” Revista de [38] M. A. Pett, N. R. Lackey, and J. J. Sullivan, “Making sense of factor
Educación a Distancia, no. 39, 2013. analysis: The use of factor analysis for instrument development in
[13] S. Sanchez-Gordon and S. Luján-Mora, “MOOCs gone wild,” in Proc. health care research,” Sage, 2003.
the 8th International Technology, Education and Development [39] H. F. Kaiser, “The application of electronic computers to factor
Conference (INTED 2014), pp. 1449-1458, 2014. analysis,” Educational and Psychological Measurement, vol. 20, no. 1,
[14] J. Carrera and D. Ramí rez-Hernández, “Innovative education in 1960, pp. 141-151.
MOOC for sustainability: Learnings and motivations,” Sustainability, [40] M. S. Bartlett, “Tests of significance in factor analysis,” British
vol. 10, no. 9, 2018, p. 2990. Journal of Psychology, 1950, pp. 77-85.
[15] T. Daradoumis, R. Bassi, F. Xhafa, and S. Caballé, presented at 2013 [41] J. M. Bland and D. G. Altman, “Statistics notes: Cronbach's alpha,”
Eighth International Conference on P2P, Parallel, Grid, Cloud, and 1997, p. 572.
Internet Computing, IEEE, 2013. [42] P. R. Hinton et al., Routledge Taylor&Francis Group, London and
[16] A. Margaryan, M. Bianco, and A. Littlejohn, “Instructional quality of New York, 2004.
massive open online courses (MOOCs),” Computers & Education, vol. [43] B. G. Tabachnick and L. S. Fidell, Using Multivariate Statistics, 6th
80, pp. 77-83, 2015. edn, Boston, Ma: Pearson, 2013.
[17] M. Ciolacu and R. Beer, “Adaptive user interface for higher education [44] S. Hrastinski, “A theory of online learning as online participation,”
based on web technology,” in Proc. 2016 IEEE 22nd International Computers & Education, vol. 52, no. 1, pp. 78-82, 2009.
Symposium for Design and Technology in Electronic Packaging [45] A. E. Widjaja et al., “Factors affecting the performance of internal
(SIITME), pp. 300-303, IEEE, 2016. control task team in high-tech firms,” Information Systems Frontiers,
[18] A. Zurairah et al., “Student awareness towards e-learning in vol. 19, no. 4, 2017, pp. 787-802.
education,” Procedia-Social and Behavioral Sciences, vol. 67, pp. [46] E. O’Neill et al., “Use of e-learning to enhance medical students’
93-101, 2012. understanding and knowledge of healthcare-associated infection
[19] D. El-Hmoudova, “Assessment of individual learning style preferences prevention and control,” Journal of Hospital Infection, vol. 79, no. 4,
with respect to the key language competences,” Procedia-Social and pp. 368-370, 2011.
Behavioral Sciences, vol. 171, 2015, pp. 40-48. [47] K.-J. Kim and T. W. Frick, “Changes in student motivation during
[20] D. Gasevic, V. Kovanovic, S. Joksimovic, and G. Siemens, “Where is online learning,” Journal of Educational Computing Research, vol. 44,
research onmassive open online courses headed? A data analysis of the no. 1, 2011, pp. 1-23.

426
 International Journal of Information and Education Technology, Vol. 10, No. 6, June 2020

[48] W. Rickard, “The efficacy (and inevitability) of online learning in Tanu Shukla is an assistant professor at BITS Pilani,
higher education,” INNOQUAL: The International Journal for India. She pursued her Ph.D. in educational policy,
Innovation and Quality in Learning, vol. 2, no. 3, pp. 88-100, 2010. planning and administration from NIEPA, New Delhi.
[49] P. Soni and K. M. Bakhru, “A review on teachers' eudaemonic She has 7 years of teaching experience and 12 years of
well-being and innovative behavior: Exploring the importance of research experience in educational planning and
personality, work-life balance, self-efficacy, and demographic administration. She works in the area of education,
variables,” Int. J. Learning and Change, vol. 11, no. 2, 2019, pp. applied psychology, research methods and
169-189. organisational behaviour.
[50] K. Swan, “Learning effectiveness online: What the research tells us,”
Elements of Quality Online Education, Practice, and Direction, vol. 4, Divya Dosaya is a doctoral student at the Department of
no. 1, pp. 13-47, 2003. Humanities and Social Sciences, BITS Pilani, India.
[51] J. Bonk, Curtis, and E. Khoo, Adding Some TEC-VARIETY: 100+ She pursued her master’s in forensic psychology and is
Activities for Motivating and Retaining Learners Online, working on teacher professional development, student
OpenWorldBooks. com and Amazon CreateSpace, 2014. achievement and secondary education.
[52] M. Hartnett, “The importance of motivation in online learning,”
Motivation in Online Education, pp. 5-32, Springer, Singapore, 2016.
[53] H. Barbosa and Garcia, “Importance of online assessment in the
e-learning process,” in Proc. 2005 6th International Conference on
Information Technology Based Higher Education and Training, pp. Virendra Singh Nirban is an associate professor at
F3B-1, IEEE, 2005. BITS Pilani. He pursued his Ph.D. in technology and
[54] M. Prineas and M. Cini, “Assessing learning in online education,” The education from BITS Pilani, India. He has 10 years of
Role of Technology in Improving Student Outcomes (Report No. 12), research experience in the area of technology
Champaign, IL: National Institute for Learning Outcomes Assessment, interventions in education and e-governance,
2011. computer-mediated discourse analysis and social media
[55] L. B. Nilson, Teaching at Its Best: A Research-Based Resource for studies.
College Instructors, John Wiley & Sons, 2016.
[56] O. Pilli and W. Admiraal, “Students' learning outcomes in massive
open online courses (MOOCs): Some suggestions for course design,” Mounika Prashanthi Vavilala is a doctoral student at
Journal of Higher Education/Yüksekögretim Dergisi, vol. 7, no. 1, the Department of Humanities and Social Sciences,
2017. BITS Pilani, India. She pursued her master’s in health
psychology and currently working in the area of student
Copyright © 2020 by the authors. This is an open access article distributed outcomes, school effectiveness and wellbeing.
under the Creative Commons Attribution License which permits unrestricted
use, distribution, and reproduction in any medium, provided the original
work is properly cited (CC BY 4.0).

427