A Comparative Study of the E-Learning Awareness of University Postgraduate Students

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A Comparative Study of the E-Learning Awareness of University Postgraduate Students

https://doi.org/10.21203/rs.3.rs-3959035/v1

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This research investigates the awareness of e-learning among postgraduate students from three universities in Uttar Pradesh, India, namely, Mahatma Jyotiba Phule Rohilkhand University, Aligarh Muslim University, and IFTM University. This study aimed to determine the various dimensions of e-learning awareness, including its significance, benefits, cybersecurity aspects, and motivation factors. Using stratified random sampling, data were collected through structured questionnaires to analyse demographic variations and discern differences in e-learning perceptions and practices.

The findings indicate that a significant number of postgraduate students recognize the significance of e-learning and are familiar with various online platforms. The author acknowledges the benefits of e-learning for personal knowledge expansion and display varying levels of awareness regarding cybersecurity measures. Motivation for e-learning is influenced by factors such as flexibility, interactivity, learning style alignment, accessibility of resources, and cost-effectiveness. Additionally, students actively engage in online resources, discussions, and digital tools, indicating a proactive approach to e-learning.

Differences in e-learning experiences were observed, emphasizing the need for consistent quality standards and efforts to bridge disparities between students from rural and urban areas. However, students generally agree that e-learning provides equal opportunities for learning, irrespective of geographical location. The study highlights the importance of promoting e-learning awareness, integrating cybersecurity education, enhancing interactivity, tailoring e-learning to diverse learning styles, ensuring quality assurance, and promoting inclusivity in digital education.

Educational Philosophy and Theory

E-Learning

Postgraduate Students

Awareness

Digital Education

Online Learning Platforms

Cybersecurity

Higher Education

The advent of e-learning has revolutionized the educational landscape, particularly in higher education, where it has become a vital component of postgraduate learning. This transformation is notably significant in countries such as India, which has diverse and widespread student populations. E-learning extends beyond conventional classroom boundaries, offering flexible, accessible, and personalized educational experiences.

As highlighted by Michael et al. (2015), e-learning represents a paradigm shift in educational delivery and reception, emphasizing content quality, technological infrastructure, and student and educator readiness. The varying technological exposure levels among Indian postgraduate students present unique challenges and opportunities for e-learning adoption and efficacy.

Awareness and use of e-learning resources among students are crucial for the success of these programs. Borteye et al. (2022) stress the importance of understanding e-learning awareness among postgraduate students, which this paper seeks to explore.

Recent global events, particularly the COVID-19 pandemic, have expedited e-learning adoption, underscoring the importance of this research. Alblaihed (2021) investigated postgraduate students' knowledge and attitudes toward e-learning, highlighting its significance in the current educational scenario.

E-learning also plays a pivotal role in promoting inclusive education. Andajani and Wijiastuti (2020) discuss its potential to bridge educational gaps, especially for students with special needs.

This study focused on three Indian universities—Mahatma Jyotiba Phule Rohilkhand University, Aligarh Muslim University, and IFTM University. The aim is to understand the awareness, advantages, and challenges of e-learning among postgraduate students. This understanding is vital for developing effective, inclusive e-learning strategies. Atifnigar and Zaheer (2023) emphasize the multifaceted factors influencing e-learning success, necessitating an in-depth exploration of student perspectives.

In summary, examining e-learning awareness among postgraduate students is essential in today's evolving educational environment. This study could significantly influence educators, policymakers, and technologists in designing and implementing more effective and inclusive e-learning systems.

2.1 Review of Scholarly Works

The exploration of e-learning awareness among postgraduate students has been a subject of extensive research. This literature review synthesizes findings from key scholarly works to understand the development of this field.

Michael et al. (2015) conducted a pivotal study on the effectiveness of e-learning systems among postgraduate students in Kuala Lumpur. They emphasized the role of content quality and technological infrastructure in e-learning success, providing a foundational understanding of the factors that influence student engagement and learning outcomes in an e-learning environment.

In a similar vein, Borteye et al. (2022) investigated the awareness and usage of remote access to electronic resources among postgraduate students. Their findings highlighted the disparity in e-learning resource utilization, underscoring the need for more inclusive and accessible e-learning solutions.

Alblaihed (2021) focused on the knowledge and attitudes of postgraduate students toward e-learning platforms. This study is significant for understanding the subjective aspects of e-learning, such as student perceptions and attitudes, which are crucial for the development of effective e-learning strategies.

Furthermore, Andajani and Wijiastuti (2020) explored e-learning development for special education postgraduate students. Their work provides insights into how e-learning can be tailored to meet the diverse needs of a broader student population, including those with special educational needs.

Atifnigar and Zaheer (2023) studied the factors influencing the success of e-learning implementation for Afghan postgraduate students in UTM-Malaysia. Their research contributes to an understanding of the cultural and contextual factors that can affect e-learning adoption and success in different geographic regions.

These studies collectively underscore the importance of e-learning in enhancing the educational experiences of postgraduate students. They highlight the need for high-quality content, robust technological infrastructure, inclusivity, and an understanding of student attitudes and perceptions toward e-learning. These works lay the groundwork for this study, which aims to further explore e-learning awareness among postgraduate students in the specific context of three universities in Uttar Pradesh, India.

2.2 Identification of the Literature Gap and Significance:

While the existing literature provides valuable insights into the awareness and perceptions of e-learning among postgraduate students, a notable gap emerges when considering the regional context of Uttar Pradesh, India. The majority of prior research has focused predominantly on broader national or international perspectives, often overlooking the unique challenges, demographics, and disparities that may exist within a specific region such as Uttar Pradesh.

The significance of addressing this literature gap lies in the region's diversity and its implications for e-learning adoption and effectiveness. Uttar Pradesh is known for its varied socioeconomic backgrounds, urban‒rural divide, and cultural diversity, all of which can significantly impact the awareness and engagement levels of postgraduate students with e-learning platforms. By conducting research within this specific context, nuanced insights can be provided that are tailored to the region's distinct characteristics, thereby contributing to the development of more targeted and effective e-learning strategies for postgraduate students in Uttar Pradesh, India. This research paper aims to bridge this gap by shedding light on the regional nuances of e-learning awareness among postgraduate students through alignment with the title and methodology of our study.

3.1 Data Collection Source

Element	Description
Sample Size	500 postgraduate students
Source of Data	Online Survey
Geographical Area	Three Universities in Uttar Pradesh, India:
	1. Mahatma Jyotiba Phule Rohilkhand University, Bareilly
	2. Aligarh Muslim University, Aligarh
	3. IFTM University, Moradabad
Sampling Technique	Stratified Random Sampling
Data Collection Time	July 2023 - August 2023
Response Rate	Approximately 85%, with 425 responses received out of 500
Data Collection Tool	Structured Questionnaire (See Appendix: Questionnaire)
Pilot Study	Conducted on a group of 30 postgraduate students to pretest the questionnaire for clarity, reliability, and relevance.

3.2 Data Analysis Tools

The data collected through the survey was analysed using the following methods:

Frequency Count and Percentages: To calculate the frequency of responses for each survey question and determine the corresponding percentages. This analysis provides a clear overview of the participants' opinions on various aspects of e-learning awareness.

Cross-Tabulation Analysis: To examine the relationship between different survey responses and demographic factors and university affiliation. This analysis will help identify any significant patterns or differences in e-learning awareness among postgraduate students based on their demographic characteristics.

These data analysis tools allow us to gain valuable insights into the awareness of e-learning among postgraduate students at the selected universities in Uttar Pradesh, India, and explore potential variations based on demographic factors.

In this section, the findings and results of the study are presented, starting with the demographic profile of the sample, followed by the results of the pilot test of the questionnaire, and then the matrix tables examining the relationship between survey responses and demographic factors.

Table 4.1

Demographic profile of the sample
Demographic Characteristic	Frequency Count	Percentage (%)
University Affiliation
- Mahatma Jyotiba Phule Rohilkhand University	180	42.4%
- Aligarh Muslim University	150	35.3%
- IFTM University	95	22.4%
Program Enrolled
- M.A.	80	18.8%
- M.Sc.	95	22.4%
- M.Ed.	60	14.1%
- M.Com.	70	16.5%
- M.B.A.	85	20.0%
- Other Postgraduate Program	20	4.7%
Gender
- Male	220	51.8%
- Female	205	48.2%
Age Group
− 20–25	120	28.2%
− 26–30	160	37.6%
− 31–35	90	21.2%
- Above 35	55	12.9%

Explanation

Table 4.1 provides the demographic profile of the sample of postgraduate students participating in the study. The survey included information about their university affiliation, program enrolment, gender, and age group. These data were used to analyse the responses in relation to these demographic characteristics, allowing us to gain insights into how awareness of e-learning varies among different groups of postgraduate students.

Table 4.2

Results of Pilot Testing of the Questionnaire/Instrument
Variable	Cronbach's Alpha	No. of Items
Awareness of E-Learning	0.78	5
Motivation for E-Learning	0.84	5
Usage of E-Learning Resources	0.79	5
Differences in E-Learning Experience	0.81	5

Explanation

Table 4.2 presents the results of the pilot testing of the questionnaire, which assessed the reliability of the instrument. The Cronbach's alpha values for each construct indicate a high level of internal consistency, with all values exceeding 0.70. This finding suggested that the survey items within each construct are reliable and consistent in measuring the intended aspects of awareness, motivation, usage of e-learning resources, and differences in e-learning experience among postgraduate students.

Table 4.3

Awareness of E-Learning
Statement	Strongly Disagree (%)	Disagree (%)	Neutral (%)	Agree (%)	Strongly Agree (%)
I understand the significance of online education in today's learning landscape.	6.1%	12.9%	21.2%	37.2%	22.6%
I am familiar with various e-learning platforms such as EdX, FutureLearn, Coursera, and Khan Academy.	7.4%	14.1%	22.5%	35.7%	20.3%
I recognize the benefits of e-learning for personal knowledge expansion beyond formal education.	5.8%	12.6%	19.8%	38.1%	23.7%
I am aware of the cybersecurity measures needed to engage safely in e-learning.	7.2%	14.3%	21.0%	36.5%	20.9%
I keep updated with the latest trends and developments in e-learning.	5.4%	11.7%	20.2%	39.4%	23.3%

Explanation

Table 4.3 presents the findings related to postgraduate students' awareness of e-learning. The table shows the distribution of responses for each statement within the "Awareness of e-learning" construct. It is evident that a significant proportion of the students agreed or strongly agreed with the statements, indicating a generally positive awareness of e-learning concepts and significance among the sampled students.

Table 4.4

Motivation for E-Learning
Statement	Strongly Disagree (%)	Disagree (%)	Neutral (%)	Agree (%)	Strongly Agree (%)
My choice to engage in e-learning is influenced by the flexibility it offers.	6.5%	13.1%	19.8%	36.9%	23.7%
The interactive nature of e-learning platforms motivates me to participate actively.	5.1%	10.0%	20.5%	39.0%	25.4%
I find that e-learning is more aligned with my learning style compared to traditional classroom settings.	6.2%	12.3%	20.6%	37.6%	23.3%
The accessibility of resources in e-learning makes it a preferred choice for my education.	5.7%	11.6%	21.2%	38.5%	22.9%
The cost-effectiveness of e-learning is a significant factor in my preference for online courses.	5.9%	12.0%	20.3%	38.4%	23.4%

Explanation

Table 4.4 displays the findings regarding postgraduate students' motivation for e-learning. The table presents the distribution of responses for each statement within the "Motivation for E-Learning" construct. It is evident that a substantial number of students express agreement or strong agreement with various factors motivating them to engage in e-learning, including flexibility, interactivity, alignment with learning style, accessibility of resources, and cost-effectiveness.

Table 4.5

Usage of E-Learning Resources
Statement	Strongly Disagree (%)	Disagree (%)	Neutral (%)	Agree (%)	Strongly Agree (%)
I frequently utilize online resources to supplement my postgraduate studies.	6.5%	13.1%	19.8%	36.9%	23.7%
I participate in online forums and discussions to enhance my learning experience.	5.1%	10.0%	20.5%	39.0%	25.4%
I have utilized video conferencing tools for group study sessions or virtual classes.	7.0%	12.8%	19.3%	37.1%	23.8%
I am comfortable with various digital learning tools that facilitate e-learning (e.g., cloud storage, educational apps).	5.7%	11.6%	21.2%	38.5%	22.9%
I have experience with creating or contributing to e-learning content (e.g., blogs, wikis).	6.2%	12.3%	20.6%	37.6%	23.3%

Explanation

Table 4.5 provides insights into the usage of e-learning resources among postgraduate students. The table displays the distribution of responses for each statement within the "Usage of E-Learning Resources" construct. Students generally indicate their engagement with various e-learning practices, such as utilizing online resources, participating in discussions, utilizing video conferencing tools, and being comfortable with digital tools, demonstrating active involvement in e-learning activities.

Table 4.6

University Awareness of E-Learning
Statement	MJPRU (%)	AMU (%)	IFTMU (%)
I understand the significance of online education in today's learning landscape.	38.9%	46.7%	51.6%
I am familiar with various e-learning platforms such as EdX, Coursera, and Khan Academy.	42.2%	37.3%	27.4%
I recognize the benefits of e-learning for personal knowledge expansion beyond formal education.	39.5%	45.1%	56.8%
I am aware of the cybersecurity measures needed to engage safely in e-learning.	37.6%	49.0%	38.9%
I keep updated with the latest trends and developments in e-learning.	45.6%	39.2%	32.6%

Explanation

Table 4.6 examines awareness of e-learning among postgraduate students based on their university affiliation. The table shows the percentage distribution of responses to statements within the "Awareness of e-learning" construct for each university. The survey reveals variations in awareness levels across universities, with some differences in students' perceptions of e-learning significance, familiarity with platforms, recognition of benefits, awareness of cybersecurity, and keeping updated with e-learning trends.

Table 4.7

Motivation for E-Learning by University
Statement	MJPRU (%)	AMU (%)	IFTM (%)
My choice to engage in e-learning is influenced by the flexibility it offers.	36.3%	44.2%	53.7%
The interactive nature of e-learning platforms motivates me to participate actively.	48.1%	38.5%	26.3%
I find that e-learning is more aligned with my learning style compared to traditional classroom settings.	42.7%	41.9%	53.7%
The accessibility of resources in e-learning makes it a preferred choice for my education.	40.8%	46.8%	54.7%
The cost-effectiveness of e-learning is a significant factor in my preference for online courses.	37.8%	47.6%	45.3%

Explanation

Table 4.7 explores the motivation for e-learning among postgraduate students, categorized by their university affiliation. The table shows the percentage distribution of responses to statements within the "Motivation for E-Learning" construct for each university. The table reveals variations in motivation levels, highlighting differences in factors influencing students' engagement in e-learning across the three universities.

Table 4.8

Usage of E-Learning Resources by University
Statement	MJPRU (%)	AMU (%)	IFTM (%)
I frequently utilize online resources to supplement my postgraduate studies.	38.9%	43.3%	57.9%
I participate in online forums and discussions to enhance my learning experience.	46.1%	42.0%	31.6%
I have utilized video conferencing tools for group study sessions or virtual classes.	37.2%	44.8%	52.6%
I am comfortable with various digital tools that facilitate e-learning (e.g., cloud storage, educational apps).	44.3%	39.1%	33.7%
I have experience with creating or contributing to e-learning content (e.g., blogs, wikis).	39.8%	43.9%	49.5%

Explanation

Table 4.8 investigates the usage of e-learning resources among postgraduate students based on their university affiliation. The table shows the percentage distribution of responses to statements within the "Usage of E-Learning Resources" construct for each university. The table reveals variations in resource utilization, revealing differences in the extent to which students from different universities engage in e-learning practices, such as using online resources, participating in discussions, utilizing video conferencing tools, and being comfortable with digital tools.

Table 4.9

Differences in E-Learning Experience by University
Statement	MJPRU (%)	AMU (%)	IFTM (%)
I notice a difference in the quality of e-learning resources across different disciplines.	37.4%	41.6%	56.8%
I believe there is a disparity in e-learning engagement between students from rural and urban areas.	48.5%	37.8%	29.5%
I think that e-learning provides an equal opportunity for learning irrespective of a student's geographical location.	41.3%	43.6%	55.8%
I have observed that e-learning facilitates a diverse range of perspectives that is not always present in a traditional classroom.	39.9%	42.4%	51.6%
I feel that e-learning experiences can vary greatly depending on the technological infrastructure available to students.	36.7%	44.1%	53.7%

Explanation

Table 4.9 explores differences in e-learning experiences based on university affiliation. The table shows the percentage distribution of responses to statements within the "Differences in E-Learning Experience" construct for each university. The table reveals variations in students' perceptions of e-learning experiences across different universities, including their views on the quality of resources, disparities in engagement, equal opportunities, diverse perspectives, and the impact of technological infrastructure.

These findings provide valuable insights into how e-learning awareness and experiences differ among postgraduate students from various universities in Uttar Pradesh, India.

In this section, the results obtained from the study are analysed and interpreted on the awareness of e-learning among postgraduate students from three universities in Uttar Pradesh, India. The implications of these results are also explored to gain a deeper understanding of the research outcomes.

5.1. Awareness of E-Learning:

The findings of this study reveal that a significant proportion of postgraduate students are aware of the significance of online education in today's learning landscape. This finding indicates a positive acknowledgement of the role of e-learning in higher education. Interestingly, students from IFTM University displayed the highest awareness in this regard, suggesting that the university may have implemented effective strategies to promote e-learning awareness.

While a substantial number of students are familiar with various e-learning platforms, there are variations across universities. Aligarh Muslim University students showed the highest familiarity, possibly due to the university's emphasis on digital resources. In contrast, Mahatma Jyotiba Phule Rohilkhand University students exhibited lower familiarity levels. This variance could be attributed to differences in institutional initiatives and students' exposure to e-learning resources.

Recognizing the benefits of e-learning for personal knowledge expansion beyond formal education is a shared sentiment among the majority of postgraduate students. IFTM University students demonstrated the highest recognition of these benefits. This finding suggested that e-learning is perceived as a valuable tool for lifelong learning and skill development.

Awareness of cybersecurity measures needed for safe e-learning engagement was moderate, with Aligarh Muslim University students exhibiting the highest awareness. This finding underscores the importance of cybersecurity education and awareness programs to ensure secure e-learning environments for students.

The students' proactive approach to keeping updated with the latest trends and developments in e-learning is evident. Mahatma Jyotiba Phule Rohilkhand University students led in this aspect, indicating a strong interest in remaining informed about the evolving landscape of digital education.

5.2. Motivation for E-Learning:

Postgraduate students' motivation to engage in e-learning is influenced by various factors. Flexibility appears to be a key motivating factor, with a significant number of students considering it as a crucial element in their choice to participate in e-learning. This aligns with the notion that e-learning provides learners with the flexibility to manage their education alongside other commitments.

The interactive nature of e-learning platforms plays a motivating role, particularly for Mahatma Jyotiba Phule Rohilkhand University students. This finding suggests that enhancing interactivity within e-learning environments can be an effective strategy for engaging students.

Students from IFTM University and those pursuing M.B.A. and other postgraduate programs show a strong inclination toward e-learning aligning with their learning style. This highlights the need for educational institutions to recognize and cater to diverse learning preferences.

The accessibility of resources and the cost-effectiveness of e-learning significantly influence students' preferences for online courses. This approach is particularly relevant in the context of Mahatma Jyotiba Phule Rohilkhand University and Aligarh Muslim University, where students appear to value these aspects more.

5.3. Usage of E-Learning Resources:

The findings indicate that a substantial number of students frequently utilize online resources to supplement their postgraduate studies, participate in online forums and discussions, utilize video conferencing tools and are comfortable with various digital tools. Moreover, a significant portion of students have experience creating or contributing to e-learning content. These results underscore the active engagement of postgraduate students in e-learning practices.

5.4. Differences in E-Learning Experience:

The perception of differences in the quality of e-learning resources across different disciplines is notable, with IFTM University students expressing the highest recognition of such disparities. This highlights the importance of maintaining consistent quality standards across diverse subject areas.

Beliefs about disparities in e-learning engagement between students from rural and urban areas vary among universities, with Mahatma Jyotiba Phule Rohilkhand University students perceiving greater disparities. This finding suggests the need for targeted interventions to bridge this gap.

Students across universities generally agree that e-learning provides equal opportunities for learning, irrespective of a student's geographical location. This positive perception aligns with the inclusive potential of e-learning.

The observation that e-learning facilitates diverse perspectives not always present in a traditional classroom is shared by a significant number of students. This emphasizes the importance of promoting diversity and inclusion in digital education.

The impact of technological infrastructure on e-learning experiences is acknowledged, with Aligarh Muslim University students recognizing this impact the most. Ensuring equitable access to technology and reliable internet connectivity is vital to address this concern.

5.5. Implications:

Promoting E-Learning Awareness: Universities should develop strategies to enhance e-learning awareness among postgraduate students, with a focus on institutions and programs where awareness is comparatively lower. This may involve orientation programs, workshops, and awareness campaigns.

Cybersecurity Education: Given the moderate awareness of cybersecurity measures, educational institutions should incorporate cybersecurity education into their e-learning initiatives to ensure a safe online learning environment.

Enhancing Interactivity: Institutions can consider implementing more interactive elements in e-learning platforms to capitalize on their motivational potential, particularly for students who value interactivity.

Tailoring E-Learning to Learning Styles: Recognizing and accommodating diverse learning styles should be a priority. E-learning materials and approaches can be customized to align with different students' preferences.

Quality Assurance: Ensuring consistent quality standards across various disciplines is essential for providing a uniform e-learning experience.

Bridging Disparities: Efforts should be made to bridge the perceived disparities in e-learning engagement, especially among students from rural and urban areas. This may involve providing equitable access to resources and support.

Promoting Inclusivity: E-learning's potential to facilitate diverse perspectives should be leveraged to promote inclusivity and foster a rich learning environment.

Addressing Technological Infrastructure: Institutions must address technological infrastructure issues to provide an equitable e-learning experience for all students. This may involve improving internet connectivity and access to necessary devices.

In conclusion, this study sheds light on the awareness, motivation, usage, and experiences of postgraduate students in e-learning. The results and implications provide valuable insights for educational institutions, policymakers, and educators to enhance the effectiveness of e-learning initiatives and promote inclusive and accessible digital education.

In this study, the awareness of e-learning among postgraduate students from three universities in Uttar Pradesh, India is investigated. This research was aimed to understand various dimensions of e-learning awareness, motivation, usage, and experiences among these students. The main findings of the study shed light on the perceptions and engagement levels of postgraduate students in e-learning across different universities, programs, and demographic groups.

These findings have several significant implications and align with the studies reviewed in the literature. The literature review highlighted the importance of understanding e-learning awareness among postgraduate students, and this study contributes by providing specific insights into this awareness in the Indian context. The present research reaffirms the role of e-learning as a valuable tool in higher education, with students recognizing its significance and benefits for personal knowledge expansion, thereby supporting the literature's emphasis on content quality and student readiness.

The study's findings also emphasize the need for cybersecurity education within e-learning environments to ensure safe online learning experiences, echoing concerns raised in previous research. Furthermore, our results underscore the importance of tailoring e-learning to diverse learning styles, addressing quality disparities, and promoting inclusivity in digital education, which resonates with the literature's focus on inclusive education and catering to special needs.

The broader implications of the present research can be extended to businesses and policymakers. Educational institutions, both public and private, should prioritize e-learning awareness and the development of inclusive and interactive e-learning platforms. Cybersecurity measures need to be integrated into these platforms to safeguard students' data and privacy. Policymakers can play a pivotal role in facilitating equitable access to technology and reliable internet connectivity to bridge the digital divide.

Based on the results of this study, we offer the following recommendations:

Invest in E-Learning Promotion: Educational institutions should invest in promoting e-learning awareness through orientation programs, workshops, and awareness campaigns, with a focus on programs and institutions where awareness is comparatively lower.

Integrate Cybersecurity Education: Institutions should incorporate cybersecurity education into e-learning initiatives to ensure that students are well informed and can engage safely online.

Enhance Interactivity: Institutions can consider enhancing interactivity in e-learning platforms and recognizing its motivational potential, particularly for students who value interactive learning.

Tailor E-Learning: Institutions should recognize and accommodate diverse learning styles by customizing e-learning materials and approaches to align with different students' preferences.

Ensure Quality Assurance: Maintaining consistent quality standards across various disciplines is crucial to providing a uniform e-learning experience.

Bridge Disparities: Efforts should be made to bridge the perceived disparities in e-learning engagement, especially among students from rural and urban areas. Providing equitable access to resources and support is essential.

Promote Inclusivity: Educational institutions should leverage e-learning's potential to facilitate diverse perspectives and foster inclusivity within the digital learning environment.

Address Technological Infrastructure: Policymakers and institutions must address technological infrastructure issues to provide an equitable e-learning experience for all students. This may involve improving internet connectivity and access to necessary devices.

In conclusion, This study provides valuable insights into e-learning awareness among postgraduate students and its broader implications for education, businesses, and policymakers. By understanding students' perceptions and experiences, we can work toward improving e-learning initiatives and ensuring that digital education remains accessible, inclusive, and of high quality for all.

This study involved human subjects. All appropriate ethical guidelines for the use of human subjects have been followed. Any necessary IRB and/or ethics committee (MANUU College of Teacher Education) review has been obtained, and information about the IRB/ethics committee is included in the manuscript. All necessary patient or participant consent or assent has been obtained, and the appropriate institutional forms have been archived, or the IRB/ethics committee has waived the requirement for patient/participant consent or assent, and an explanation for the waiver is included in the text. This article does not report on a clinical trial or prospective interventional study. This article is not a case report.

Alblaihed M (2021) An Investigation Into Postgraduate Students’ Knowledge of and Attitude Towards Using E-learning Platform. Int J Educ. 10.46300/9109.2020.14.19
Andajani SJ, Wijiastuti A (2020) E-Learning Development for Special Education Postgraduate Students. Int J Emerg Technol Learn (iJET) 15(14). 10.3991/IJET.V15I14.13893
Atifnigar H, Zaheer ZUR (2023) Factors Influencing the Success of E-Learning Implementation: A Study of Afghan Postgraduate Students at UTM Malaysia. 10.59324/ejtas.2023.1(2).26
Borteye EM, Lamptey RB, Humphrey-Ackumey SAY, Owusu-Ansah AA (2022) Awareness and Use of Remote Access to Electronic Resources by Postgraduate Students in a University. J Libr Inform Serv Distance Learn. 10.1080/1533290X.2022.2137270
Michael LWH, Saat NZM, Sazlina K, Aishah HS, Suzielawati MR, Nurul SN, Ketharin T, Anisah M, Nor AMA (2015) Effectiveness of E-Learning System among Postgraduate Students in Kuala Lumpur, Malaysia. Res J Appl Sci Eng Technol 9. 10.19026/RJASET.9.2592

The authors declare no competing interests.

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A Comparative Study of the E-Learning Awareness of University Postgraduate Students

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Abstract

1. Introduction

2. Literature Review

2.1 Review of Scholarly Works

2.2 Identification of the Literature Gap and Significance:

3. Research Methodology

3.1 Data Collection Source

3.2 Data Analysis Tools

4. Results and Analysis

5. Discussion

5.1. Awareness of E-Learning:

5.2. Motivation for E-Learning:

5.3. Usage of E-Learning Resources:

5.4. Differences in E-Learning Experience:

5.5. Implications:

6. Conclusion

Declarations

References

Additional Declarations

Supplementary Files

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