The point of the examination was to research the understudy's impression of the internet getting the hang of during the lockdown time frame in 2020. This investigation used a spellbinding, quantitative, cross-sectional exploration plan. One State College in Tamilnadu reacted to the online overview. This is pretty much around half of the complete inspected populace (N=83) where the investigation was led. Survey was utilized to assemble information. The initial segment got some information about the segment and business-related profile of the members and their overall web designs. The subsequent part estimated the impression of the workforce toward online training. Thirteen things were embraced from Lee and partners' work on staff perspectives toward online training. The 13-thing scale had a Cronbach's alpha of .841. The specialist added one worldwide thing to decide if personnel favor online instruction. It was before proposed that solitary thing measures might be utilized to evaluateworldwide builds. All things were responsible in a 5-point Liker scale design going from "1" firmly differ to "5" unequivocally concur. Information was gathered web-based utilizing Google Form somewhat recently in May 2020 during the
COVID-19 pandemic. This was the point at which the college plans to carry out adaptable learning courses of action because of the change in the schooling framework to the new ordinary. To guarantee the moral direction of the investigation, the members were told that after continuing with the online review, the award agrees to partake in the examination willfully. The information assembled was dissected utilizing SPSS rendition 23. Recurrence checks, rates, and mean were utilized to portray the information. Mann-Whitney U test was utilized to look at contrasts between two autonomous gatherings. The outcome was huge if the p-esteem was under .05.
TABLE: 1 DEMOGRAPHIC WORK RELATED PROFILE
Demographic Profile
|
Frequency
|
Percentage
|
Age
|
22yrs-30yrs
|
16
|
21.9
|
31yrs-40yrs
|
30
|
41.1
|
41yrs-50yrs
|
17
|
23.3
|
above 50yrs
|
10
|
13.7
|
Gender
|
Male
|
44
|
60.3
|
Female
|
29
|
39.7
|
College
|
Teacher And Education
|
30
|
41.1
|
Arts And Sciences
|
38
|
52.1
|
Others
|
5
|
6.8
|
Educational qualification
|
Doctorate Degree
|
29
|
39.7
|
Masters Degree
|
32
|
43.8
|
Bachelors Degree
|
12
|
16.4
|
Experience
|
1yrs-5yrs
|
23
|
31.5
|
6yrs-10yrs
|
33
|
45.2
|
Above 10yrs
|
17
|
23.3
|
Status
|
Assistant Professor or Associate Professor
|
51
|
69.9
|
Instructor
|
22
|
30.1
|
Computer experience
|
|
|
Professional
|
39
|
53.4
|
Average
|
23
|
31.5
|
Learner
|
11
|
15.1
|
Online teaching training
|
|
|
Yes
|
31
|
42.5
|
No
|
42
|
57.5
|
Internet connection stability
|
|
|
Very Stable
|
23
|
31.5
|
Stable
|
33
|
45.2
|
Average
|
17
|
23.3
|
Connecting devices over the internet
|
|
|
Computer
|
21
|
28.8
|
Laptop
|
8
|
11.0
|
Taplet Or Ipad
|
26
|
35.6
|
Phone
|
18
|
24.7
|
|
|
|
Table 1 shows that greater part of the workforce was male (60.3%),31yrs-40yrs (41.1%), Masters Degree holder (43.8%), had 1 to 5 years of showing experience (44.4%), with Assistant Professor or Associate Professor of business (51.9%). The greater part likewise had a Professional PC capability level (69.9%) and had no preparation ininternet education (57.5%). Hardly any had an entirely steady web association (45.2%). Shrewd or cell phones (88.9%) and Tablet or Ipad (35.6%) were the normal gadgets used to interface on the Internet.
TABLE: 2 FACULTY PERCEPTIONS
STATEMENT DESCRIPTION
|
MEAN
|
Student Learning
|
Online schooling is certainly not a suitable option for learning contrasted with vis-à-vis conditions.
|
2.29
|
Understudies learn less in online schooling courses.
|
2.40
|
Grades will be lower for understudies in an online schooling class
|
2.89
|
Class Dynamics
|
There is less understudy educator communication in internet learning conditions.
|
2.49
|
There is a serious level of depersonalization among understudies and educators in online instruction.
|
2.40
|
There is more scholarly deceptive nature in online courses.
|
3.68
|
Understudy conversations in online training courses will appear to be generic and need feeling contrasted with eye to eye classes
|
2.44
|
Faculty Experience
|
The time responsibility for creating on the web instruction courses is practically identical to those in vis-à-vis classes
|
2.89
|
Teaching on the web will not affect my up close and personal courses and guidance.
|
2.77
|
My talks can't be supplanted by innovation apparatuses
|
2.89
|
There is no chance for instructors to know whether understudies did the perusing in an online schooling class
|
2.60
|
The innovation of online instruction courses is hard to oversee
|
2.58
|
Good showing standards will persist from vis-à-vis to online schooling courses
|
2.89
|
Favorability Toward Online Education
|
Generally speaking, I am supportive of online instruction
|
2.99
|
Table 2 shows that they were additionally unsure if online schooling is a practical option for learning (M=2.29) and if the time responsibility for creating on the web instruction courses is similar to those in the eye to eye classes (M=2.40). Also, personnel was unsure whether grades will be lower for understudies in online training classes (M=2.89) and if their talks can't be supplanted by innovation apparatuses (M=2.49) and if showing on the web will affect their eye to eye courses and guidance (M=2.40). Then again, the workforce concurred that understudies learn less (M=3.68), that there is less understudy educator connection (M=2.44) and that understudy conversations appear to be generic and need feeling (M=2.89) in web-based learning conditions. They additionally concurred that the innovation of online instruction is hard to oversee (M=2.77) and that there is a serious level of depersonalization(M=2.89) and more scholarly untruthfulness (cheating, counterfeiting) (M=2.60) in online training. Additionally, they concurred it is absolutely impossible for educators to know whether understudies did the perusing in an online training class (M=2.89). In any case, they additionally concurred that great showing standards will extend from eyeto eye to online schooling courses (M=2.99).
TABLE: 3
AGE OF THE RESPONDENT AND HIGH LEVEL OF JOB KNOWLEDGE AND SKILL TELECOMMUTING
Age
|
HIGH LEVEL OF JOB KNOWLEDGE AND SKILL TELECOMMUTING
|
Strongly disagree
|
Disagree
|
Neutral
|
Agree
|
Strongly agree
|
Total
|
22yrs-30yrs
|
-
|
-
|
-
|
7
|
9
|
16
|
31yrs-40yrs
|
-
|
4
|
12
|
2
|
12
|
30
|
41yrs-50yrs
|
2
|
5
|
-
|
5
|
5
|
17
|
Above 50yrs
|
-
|
-
|
2
|
8
|
0
|
10
|
Total
|
2
|
9
|
14
|
22
|
26
|
73
|
Pearson chi-square value d.f
p value hypothesis
level of relationship between variables
|
47.497*
12
<0.001
Rejected Moderate
|
Interpretation:
Table 3 shows that Pearson chi square vale of the above table is 43.497 at 5% level of significance. P value is less than 0.001, hence null hypothesis is rejected. It concludes the high level of job knowledge and skill telecommuting is depend on the age of the respondents.
TABLE: 4 IMPACT STUDY WITH DEMOGRAPHIC PROFILE
Demographic Profile
|
p
|
Age
|
|
22yrs-30yrs
|
.000*
|
31yrs-40yrs
|
41yrs-50yrs
|
above 50yrs
|
Gender
|
|
Male
|
.127*
|
Female
|
College
|
|
Teacher And Education
|
152*
|
Arts And Sciences
|
Others
|
Educational qualification
|
|
Doctorate Degree
|
.210*
|
Masters Degree
|
Bachelors Degree
|
Experience
|
|
1yrs-5yrs
|
.765*
|
6yrs-10yrs
|
Above 10yrs
|
Status
|
|
Assistant Professor or Associate Professor
|
.002*
|
Instructor
|
Computer experience
|
|
Professional
|
.002*
|
Average
|
Learner
|
Online teaching training
|
|
Yes
|
.210*
|
No
|
Internet connection stability
|
|
Very Stable
|
.765*
|
Stable
|
Mann-Whitney U testa
Table 4 shows that statistical analysis using Mann-Whitney U test revealed that there was a significant difference in the favorability toward online education among faculty in terms of age (p=.000),computer experience(p=.002),status of the faculty(p=.002). On the other hand, there was no significant difference in whether faculty are in favor of online education grouped according to sex (p=.127), educational qualification (p=.210), years in teaching (p=.765), perceived computer competency (p=.002), attendance to training in online teaching (p=.210), stability of internet connection (p=.765), and connecting devices over the internet (p=1.00).