Boundaries of educational institutions PDF

Introduction
Nowadays, the attainment of education and knowledge goes beyond the boundaries of
educational institutions. Learning and education take place in many diversified forms, which
make it easy to facilitate the general public in getting education. Among these diversified and
facilitated forms, the most adopted and acceptable way of promoting academics in reputed
educational setup across the globe is online learning. According to Asabere (2012), online
learning aims to seek changes in the pattern of whole academic process. Online learning is
known with many names and terms like learning through web, online learning, instruction
through computer assistance. Online learning has many definitions in the contexts and milieu
of its operationalization. According to Bertea (2009), some specialists were of the notion that
online learning is a way of teaching in which multiple integration of technology are sought
while some were of the notions that it is substitute of distance education, which is facilitated
by the application of internet considered as an effective way of rapid communications.
Nichols (2003: 01) stated that online learning is a set of integration of various types of
technologies solely for the purpose of promoting education. Online learning is a broad term,
which provides complete description of various types of online learning adopting the modern
Information and Communication Technologies (ICT).
The practice of online learning system in Nepal is novel. There are several reasons
responsible for the slow growth of online learning system in Nepal. However, the government
with the help of foreign donor agencies has started several projects on online learning in
different areas of the country. Recently, Higher Education Commission of Pakistan with the
help of US-AID has implemented the Learning Management System (LMS) in different
universities of the country including Rupandehi.
This topic is of crucial importance and needs special attention from the researcher point of
view. Being an emerging and new field, it is necessary to conduct studies on every aspect of
online learning. A majority of the past research work identifies barriers regarding the use of
online learning and the factors, which has impact on students’ interest towards online
learning. However, few studies have fully investigated students’ attitude towards online
learning at tertiary level. The aim of the current study was to analyze students’ attitude
towards online learning at tertiary level in district Rupandehi.
Results and Discussion
Descriptive statistics are discussed first, followed by the responses of designed themes. The
table below showed that 55(66%) of sample respondents were male, while 28(34%) were
female students. This indicated that undergraduate level study was predominantly populated
by male students compared to their female counterpart.
Table 1 Distribution of Respondents by Gender
Gender Frequeny Percentage
Male 55 66
Female 28 34
Total 83 100

Theme 1 Interest in computer and adoption of online learning
In this section, seven items were included, which were designed in the light of objectives. The
marginal percentage and frequency of responses of the respondents regarding different
components in every theme was analyzed separately.
Table 2 Interest in Computer and Adoption of Online Learning
S.No.Statements Responses N Marginal%
1. It is difficult to understand online
learning without getting acquainted
with appropriate guidance.
SDA 6 7.2%DA 8 9.6%N 15 18.1%A 45 54.2%SA 9 10.8%
2. It is difficult to favor online learning
on regular basis due to least face to
face interaction among students and
teachers.
SDA 3 3.6%DA 1113.3%N 15 18.1%A 45 54.2%SA 9 10.8%
3. Slow computer and poor internet
connections discouraged to use
online learning.
SDA 5 6.0%DA 5 6.0%N 1113.3%A 30 36.1%SA 32 38.6%
4. As a useful programms suggested for
peers to utilize online learning for
online learning materials.
SDA 6 7.2%DA 7 8.4%N 9 10.8%A 47 56.6%SA 14 16.9%
5.
Online learning is often avoided
as it promotes social isolation.
SDA 6 7.2%DA 16 19.3%N 2125.3%A 34 41.0%SA 6 7.2%
6. SDA 4 4.8%DA 1113.3

Online learning highly motivates
the students for taking advance
courses.
%N 12 14.5%A 35 42.2%SA 2125.3%7.
Using online learning makes
learning interesting.
SDA 5 6.0%DA 22 26.5%N 15 18.1%A 32 38.6%SA 9 10.8%
The Table shows that 6 (7.2%) respondents strongly disagreed, 8(9.6%) respondents
disagreed, 45(54.2%) agreed and 9 (10.8%) of the respondents strongly agreed with the
statement “It is difficult to understand online learning without getting acquainted with
appropriate guidance.” Among the total sample respondents, 15 (18.1%) of the respondents
remained neutral.
The Table shows that 3 (3.6%) of the respondents were strongly disagreed, 11(13.3%)
respondents were disagreed, 45(54.2%) were agreed and 9(10.8%) of the respondents were
strongly agreed with the statement” It is difficult to favor online learning on regular basis due
to least face to face interaction among students and teachers.” As 15(18.1%) respondents were
impartial to the statement.
The Table further reveals that 5(6%) of the total sample respondents were strongly disagreed,
5(6%) of the total respondents were disagreed, 30(36.1%) were agreed and majority i.e.
32(38.6%) of the respondents were strongly agreed with the statement “Slow computer and
poor internet connections discouraged to use online learning.” Only 11(13.3%) of the total
sample respondents were neutral with the given statement.
Similarly the above Table also shows that 6(7.2%) of the total respondents were strongly
disagreed, 7(8.4%) were disagreed, majority i.e. 47(56.6%) were agreed and 14(16.9%) of the
respondents were strongly agreed with the statement “As a useful programme, it is suggested
to advise friends to use the online learning for reading lecture notes online.” Only 9(10.8%) of
the total sample respondents were neutral with the given statement.
The Table shows that 6 (7.2%) respondents were strongly disagreed, 16(19.3%) were
disagreed, 34(41%) were agreed and 21(25.3%) of the respondents were strongly agreed with
the statement “Online learning is often avoided as it promotes social isolation.” Among the
total respondent, only 12(14.5%) of the respondents were neutral with the given statement.
The Table shows that 4 (4.8%) of the respondents were strongly disagreed, 11(13.3%) were
disagreed, majority i.e. 35(4.2%) were agreed and 21(25.3%) were strongly agreed with the
statement “Online learning highly motivates the students for taking advance courses.” while
12 (14.5%) of the total respondents were neutral with the assertion.