Title: Online learning: a stakeholders' analysis using structural equation modelling

Authors: Manoj Panwar; Ramesh Kumar Garg

Addresses: Department of Architecture, Deenbandhu Chhotu Ram University of Science and Technology, Sonipat, Haryana, India ' Department of Mechanical Engineering, Deenbandhu Chhotu Ram University of Science and Technology, Sonipat, Haryana, India

Abstract: The overall evaluation of any system requires an evaluation of all the components of that system. Administration, teachers, students, infrastructure, online platforms and pedagogy are the components of the online education system. The existing studies lack consideration of all such components of online education and specifically from teachers' perspectives. An instrument considering all components of the online education system was developed. A total of 1390 responses from teachers of Higher Education Institutions (HEIs) of India were received through online surveys. The instrument is reliable with RMSEA (0.056), χ² (3.819) and stands at higher than 0.90 goodness-of-fit on various indices. Hypotheses were tested on 32 variables and 903 valid responses using Structural Equation Modelling (SEM) and Multiple Regression Analysis. The analysis established that the factors, i.e., 'teacher's commitment' and 'benefit to teachers', are significantly correlated. Administrative support has a positive impact on 'benefit to teachers'. The factors 'students' sustainable engagement', 'benefit to teachers' and 'technical resources' have a significant and positive influence on the overall rating of online education. The findings will also provide an opportunity to convince, motivate, and inspire the students and the teachers to adopt an online education in the post-COVID usual scenario.

Keywords: e-learning; online education; stakeholder's analysis; structural equation modelling; multiple regression; teachers' perception.

DOI: 10.1504/IJTEL.2022.123650

International Journal of Technology Enhanced Learning, 2022 Vol.14 No.3, pp.243 - 263

Received: 02 Feb 2021
Accepted: 12 Apr 2021
Published online: 30 Jun 2022 *

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