Course type and locality-specific attitudes towards e-learning and study habits: Insights from Kashmiri post-graduate students

Abstract

This study explores the relationship between attitudes towards e-learning and study habits among Kashmiri post-graduate students, focusing on variations based on course type (professional and non-professional) and locality (rural and urban). A quantitative research design was employed, with a total sample of 200 post-graduate students. For the data collection, attitude toward e-learning scale developed by Rani (2015) and for study habits a self-constructed questionnaire was distributed among the respondents to acquire the desired set of data. It highlights the role of Information and Communication Technology (ICT) in enhancing students' learning experiences and analytical skills. While both professional and non-professional students show a strong affinity for e-learning, professional students display slightly higher mean scores, although differences are not statistically significant. Rural students face challenges like limited internet access, impacting their preference for traditional learning methods, whereas urban students exhibit more favorable attitudes towards e-learning. The study finds insignificant differences in study habits between rural and urban students, attributed to similar academic demands and resource access. The correlation analysis reveals a significant moderate positive relationship between attitudes towards e-learning and study habits. The study underscores the importance of improving infrastructure, particularly in rural areas, and tailoring e-learning platforms to the specific needs of various academic disciplines. Addressing these locality and course-specific needs can create more inclusive and effective learning environments for post-graduate students. The findings also revealed that the need for a nuanced approach to e-learning implementation, promoting equitable access to learning opportunities in the unique context of Kashmir, to develop targeted educational strategies that address students' specific needs.