Analysing the role of gender and place of residence in acceptability and satisfaction towards e-learning among university students' during COVID-19 pandemic in India.

This paper has two broad objectives; the first is to examine the challenges of e-learning faced by the students keeping in view their place of residence and gender in India, particularly during the second-wave of Covid-19. The second objective is to examine the role of place of residence and gender of students in the acceptance and satisfaction towards e-learning. The data has been obtained through an online survey of the students of University of Jamia Millia Islamia, New Delhi, India, in which a total of 490 students participated. Selection of students has been done through stratified sampling technique. Initially the obtained data was analysed and discussed through simple statistical analysis. Later, a chi-square test of independence was applied to find out the dependency of psychological stress, level of acceptance and level of satisfaction towards e-learning on the place of residence and the gender. The major finding of the paper reveals that the gender and the place of residence of the students is significantly associated with their psychological stress, acceptance and satisfaction towards e-learning. Extra money spent on the purchase of online learning resources was greater in case of rural students.

Challenges of unrestricted assignment-based examinations (ABE) and restricted open-book examinations (OBE) during COVID-19 pandemic in India: An experimental comparison.

COVID-19 pandemic has affected every sphere of life specially the education sector observing a paradigm shift in the nature of pedagogy from offline face-to-face to online-virtual mode of learning. The biggest challenge in online-learning was the conduction of online examination for student's assessment specially in Indian context where digital divide is rampant. Thus, present study examines and compares the challenges faced by the students in two most widely accepted modes of examination by Indian universities and institutes of higher learning, that is, take home/unrestricted/assignment-based examination (ABE) and highly time restricted/open-book examination (OBE). Primary data was collected through questionnaires prepared by using Google forms to measure adaptability, satisfaction, and challenges using 5-point Likert's scale. Cronbach's α test was performed on question items to check the reliability and internal consistency of the items. χ 2 test has been applied in order to check whether there is a statistically significant relationship between the gender and place of residence in the acceptability of ABE and OBE. The findings suggest that both modes of examination have their own challenges largely governed by the digital and economic divide. The acceptance level of ABE and OBE is not associated with gender. However, we found the level of acceptance association of ABE with the place of residence of the students but not with OBE.