Description
Abstract.
The COVID-19 pandemic has changed the way the teaching-learning process was conducted. From elementary to tertiary the education system had to change gears to online teaching mode. Neither the teachers nor the students were prepared for this external eventuality which made it necessary to adapt to the new realities. E-learning influences the global education system significantly but not in India where e-Learning has been practised previously through various portals such as University Grants Commission, Massive Open Online Course (MOOC) platforms and National Programme for Technology Enabled Learning (NPTEL). The article aims to identify effective learning methodology to increase the learning engagement of pupils in the online environment. For the study, we collected responses from 1233 students from five undergraduate and postgraduate management colleges at Indore in the state of Madhya Pradesh in India. The questionnaire method of data collection was adopted and random sampling was used for data acquisition. All the respondents had completed at least six months of online classes and a one-semester exam following the national lockdown in the country. Respondents, aged between 18-26 years, had completed at least five three-credit courses online representing about 150 hours of online class interaction
with different teachers. Data obtained from online learners were analysed for establishing the relationship between teacher support and the learners’ online engagement. A structural equation model is attempted to delineate the important variables of learning in online teaching environments.
Keywords: E-learning, MOOC, NPTEL, Teacher-support, Online engagement
