The Impact of E-Learning Framework on Student's Learning in Technical Education in India

Asha Binu Raj
Assistant Professor, Organizational Behaviour & Human Resource Management, Department of Human Resource Management and Soft Skills, ICFAI Business School (IBS), Hyderabad (Under IFHE - A Deemed to be University u/s 3 of the UGC Act, 1956), Hyderabad, Telangana, India; and is the corresponding author. E-mail: asha.raj.abc@gmail.com; asha@ibsindia.org

N Akbar Jan
Assistant Professor, OB & HRM, Department of Human Resource Management and Soft Skills, ICFAI Business School (IBS) Hyderabad (Under IFHE - A Deemed to be University u/s 3 of the UGC Act, 1956), Hyderabad, Telangana, India. E-mail: akbarjan.1975@gmail.com

A K Subramani
Associate Professor, Department of Management Studies, St. Peter's College of Engineering and Technology, Avadi, Chennai - 600054. Tamil Nadu, India. Email: aksubramani@gmail.com/ draksubramani@gmail.com

The focus of this paper is to examine the effect of the e-learning framework on students' learning in technical educational institutions in India. The paper considers Khan's e-learning framework to analyze the students' perception of the system used in their technical education. The student's learning was measured through three main dimensions of learning, which include knowledge, skills, and attitude, by analyzing the individual impact on the overall learning process. This study attempted to test the hypothesis through Structural Equation Modeling (SEM) technique. The data was collected from a sample of 294 respondents. The sample was selected using snowball sampling technique. The results of descriptive analysis and SEM indicate that the e-learning system used in technical educational institutions has a significant positive impact on various dimensions of students' learning. The findings reveal that proper design and delivery of e-learning systems with appropriate pedagogies in technical educational institutions will enhance the quality of technical education and result in improved learning among students, making them employable.

Introduction

Education has a significant contribution to the economic growth of any country. Indian education has two major components, namely, school and higher education. School education is further divided into primary, middle, secondary, and higher secondary (or intermediate) segment. The higher education system comprises of basically technical, medical, law, and arts and science education. Technical education imparts technical knowledge and skills to increase the competencies, thereby improving the productivity and quality of life. It consists of programs in various fields, such as engineering, technology, management, architecture, etc. The Indian education system has faced tremendous transformation in recent decades. The influence of technology is evitable in all facets of human life including the education system in India. The ancient gurukul system has been transformed into a classroom system with the aid of blackboards, then Over-Head Projectors (OHP), LCD projectors, smart-boards, etc. With the application of technology in the education sector, various tools can enhance the knowledge and skills of the students through audio and visual aids and prevent boring and monotonous traditional classroom sessions. The use of technological tools plays an important role in simplifying the teaching-learning process in technical education.

In recent years, e-learning has played a prominent role in the online mode of education. According to experts, e-learning through various pedagogies will fulfil the needs of school as well as higher education in the future. Ravi and Somesh (2021) compared many web-based e-learning systems which indicated that e-learning is an evolving process and the requirements of online learners are evolving every day. As a well-designed learning method, e-learning allows students to be equipped with the newest knowledge in any field of education. Further, Zhang et al. (2021) stated that e-learning systems fit validly into the challenging learning situation and provide remote learning opportunities and abundant learning resources to the learners. Various online course content can be worked out by professionals, and classes can be organized through various platforms according to the convenience of the learner. Using various pedagogies, e-learning helps in learning when implemented in the appropriate way using technology to improve the skills of learners.

Conceptual Framework
The conceptual model of the present research paper is shown in Figure 1. We have adopted Khan's (2005 and 2007) e-learning framework to understand the students' perception of the e-learning system used in their technical education institutions in the selected sample.

E-learning Framework and Its Dimensions
Khan's e-learning framework has eight components. These are:
Pedagogical: It denotes learning and teaching process of e-learning. It explains content, audience, goal, media analysis, methods of design used, learning, and organizational learning strategies.

Technological: It examines components of technology-based infrastructure requirements of e-learning. It focuses on hardware, and software implementation and maintenance.

Interface Design: It denotes the complete feel and look of e-learning software packages which includes site, content design, navigation, accessibility, and user friendliness.

Evaluation: It includes both the assessment of learners and the effectiveness of the instruction and learning environment.

Management: It denotes the maintenance of the e-learning packages, tools and technology used and also the distribution of information. It also confirms the support and commitment from management through performance reviews at regular interval, focus on continuous process improvement, etc.

Resource Support: It examines the availability of online backing and resources compulsory to develop significant learning.

Ethical: It refers to societal and political impact; cultural, geographical and learner diversity; digital divide, unfairness, etiquette, and legal matters.

Institutional: It includes issues related to administrative and academic affairs and student facilities connected to e-learning.

Dimensions of Learning
The second construct (student's learning) is measured through three main dimensions of learning such as the development of Knowledge, Skills, and Attitude (KSA). Learning is a critical process which creates relatively permanent change in human behavior as the outcome of practice and experience. It is the process of acquiring new or modifying the existing knowledge, behaviors, skills, attitudes and values. In the present context, the authors attempted to identify the effect of learning through an e-learning program on students' technical knowledge, skills, and attitude. Knowledge refers to "cognitive or mental abilities which help to retain and process information", skills refer to "physical abilities used to perform activities or tasks", and attitudes refer to "feelings or emotions about someone or something".

Kimwise (2017) summarized the literature review related to the acceptance of e-learning technologies in educational institutions. While e-learning technologies offer the best cost-effective approach to learning and teaching, the achievement of these novelties mainly depends on their acceptance. E-learning technologies enhance critical thinking, eradicate geographical barriers, facilitate lifelong learning, minimize costs and increase efficiency at educational institutions. E-learning technologies are considered as the pillar infrastructure of Information and Communication Technology (ICT). For this purpose, the ICT acceptance models are adopted to understand e-learning technologies acceptance. Several models which clarify and forecast user behaviors and purposes to accept technologies have been progressive. Mousazadeh et al. (2016) evaluated the efficiency of e-learning in education. Their paper is a review of research carried out with the databases of Medline, CINAHL and Google search engine. Based on the review of articles, books, and websites, the background of e-learning and efficiency in learning were concisely inspected in their research. The advantages of e-learning include promotion of learning, independence, and individual satisfaction at anytime and anywhere. Rapid outcome in learning, better learning by adopting multimedia and upholding resources and decreasing ecological and audio pollution are other merits of e-learning.

Research Question
Based on the above research studies, the authors formulated the following research question:

RQ: Do the e-learning frameworks used in technical educational institutions have an impact on various dimensions of students' learning?

Literature Review and Hypothesis Formulation
E-Learning Framework and Student's Learning
Daniels et al. (2019) explored the areas of e-learning and explored the current e-learning frameworks reflected in different studies (Kong, 2021). Khan et al. (2021) found that students' positive perceptions towards e-learning have a great impact on acceptance of the new learning system. Hana et al. (2021) proposed a framework which included key components that enhances effectiveness and efficiency of e-learning system. In another study, Mpungose (2020) mentioned that though the digital divide (Radhe et al. 2019) is a hindrance to students, yet students are expected to submit assessment tasks and engage with course activities on the Moodle learning management system. Cai et al. (2021) linked e-learning motivation with e-learning effectiveness (Olojo et al. 2012). Further, Shahzad et al. (2021) mentioned that there is a positive connection between user satisfaction and e-learning portals.

Tagreed et al. (2016) studied the current e-learning atmosphere comprising their characteristics, restrictions, benefits, and the key elements that affect the adoption of such technologies. Due to the fast development of Internet technology (Saikumari, 2018), universities in the world are investing greatly in e-learning systems to upkeep their customary teaching and to develop their students' learning experience and achievements. The achievement of an e-learning system is determined by the understanding of definite antecedent features that impact the students' recognition and practice of such e-learning systems.

Tanty et al. (2016) reviewed literature connected to the overall modules of e-learning structure for institutions which offers higher education. In this study, a systematic literature review approach was used among the articles published from 2000-2015. Meaghan (2014) discussed the recent developments in the design of e-learning and online learning. Planning online learning includes selecting modules that help to enrich the learning of the student and allow beginners to participate in the content. An investigation of the literature was piloted to recognize resemblances and variances, to recognize patterns and to hunt for common subjects on the design of online and e-learning courses. The outcome of the investigation recommends four key considerations which include course structure, content presentation, teamwork and interaction, and appropriate feedback.

Junhee et al. (2015) piloted a systematic literature review inspecting research using the Dimensions of the Learning Organization Questionnaire (DLOQ). DLOQ was accepted internationally, especially in the area of HRD, where investigators have stated difficulties with regard to multicollinearity and an absence of discriminant validity. The primary objective of the research was to draw out an enhanced understanding of the deployment, results, and effectiveness of the instrument. The outcome of the research helps researchers and academicians with the usefulness of DLOQ and progress a more valid instrument to measure the culture of learning in an organization. Mubeen et al. (2014) measured the learning practices in the banking sector of Pakistan. The outcome of their study indicated that organizational learning culture enhances organizational efficiency or effectiveness (Marsick, 2013).

Garry and Gaalen (2004) analyzed the environment of learning with the help of three long-term specialized development methods from different disciplines-teacher study as used in educational backgrounds, action learning which is used in business backgrounds, and problem-based learning used in medical background. Three measurements of learning were used as the lens in the data analysis such as personal influence, sociocultural influence and action setting. They debated that the main reason for sustainability in professional development is the active relationship among these dimensions. Titus (2017) analyzed the influence of e-learning on students' successes in learning and teaching procedure in universities. In the context of Tanzania, the paper delivered a model for determining the influence of e-learning on students' success in chosen universities. The research model is useful to policymakers, universities, and all other stakeholders to recognize the influence of e-learning to validate the entire investment made on the technology.

ICT has at present changed the teaching and learning procedure that is followed in higher institutions. Nguyen (2017) investigated how ICTs are used for service standardization, customization, and modularization by knowledge-intensive service firms through the development and empirical validation of a knowledge-based framework. This paper outlined the implications for service firms' usage of ICT to deal with increasing knowledge intensity as well as indicating the circumstances under which service knowledge is best customized, standardized, and modularized. Zare et al. (2016) investigated the impact of e-learning on the creativity and content knowledge of university students in Iran. Their paper concluded that e-learning is effective for knowledge and creativity acquisitions among chemistry students and greater e-learning opportunities should be provided for wider audiences. Mothibi (2015) estimated the association between e-learning and students' academic success in higher education. The research specified that ICT has a statistically noteworthy optimistic influence on e-learning on students' academic success (Norasyikin et al. 2015). The outcomes of the studies display that ICT has a noteworthy optimistic influence on students' overall success with regard to academics.

Based on the literature review, the authors formulated the following hypothesis for technical education in India.

Hypothesis
H1: E-learning frameworks used in technical educational institutions have a significant positive impact on students' learning.

Objective
The quality of higher education plays a significant role in the educational development of any nation as it progresses. Online learning provides high quality of education and is also the cheapest form of learning. E-learning is an extremely useful form of education in various fields of education supporting distance education. With the use of technology and relevant tools, it can be used at all levels of learning. Syeda et al. (2021) mentioned how e-learning model facilitates self-learning among learners. Though it helps in learning, it needs to be understood if e-learning is equally effective in technical and nontechnical courses/subjects for developing skills among learners. Also, it has to be analyzed if the learning effectiveness related to all parameters of learning is achieved through e-learning in technical education, where physical classrooms and laboratory works are necessary. Computer-aided approach is not only useful for learning but also highly useful for an accurate and efficient evaluation during e-learning (Kong, 2021). The present paper focuses on this gap and analyzes the effectiveness of e-learning programs in enhancing the quality of technical education.

Data and Methodology
The study was fundamentally descriptive research. The target population of the study included engineering students studying in self-financing engineering colleges, and universities in Chennai. The sample size of the study is 294. The selection of the sample size was through the snowball sampling technique (non-probability sampling technique). The structured questionnaires were subjected to a reliability test with the use of Pearson-Product Moment Correlation Coefficient, which yielded an r-coefficient value of 0.80. Out of the 500 postings in social media and WhatsApp groups, 312 responses were received, out of which 18 responses were incomplete and not valid, and hence ignored. Descriptive analysis, namely, frequency counts, percentage, and mean were used.

The data was collected through two constructs. First, e-learning framework dimensions were measured through Khan's (2006) framework comprising eight dimensions as stated earlier. The second variable student's learning was measured through the individual impact on knowledge, skills, and attitudes of students using the "individual impact" variable of Gable et al. (2008) questionnaire consisting of 5 items.

Analysis of Students' Profile
The demographic profile of the sample is summarized in Table 1.

Among the 294 students surveyed, 55.4% of the respondent are males, and the remaining are females. 72.4% of respondents are studying engineering courses in various branches, whereas 27.6% are studying architecture courses. Most of them are pursuing undergraduate programs, only 22.4% of them pursued programs at the postgraduate level. A majority of them studying their technical education in self-financing engineering colleges are affiliated to Anna University, Chennai, whereas around one-third of them study in deemed universities located in and around Chennai city, and only 15.6% of them are from Anna University, Chennai. Out of 294 students surveyed, 31.6% are studying in III year of the course, 30.3% of respondents are pursuing their IV year, 19.0% pursuing their II Year, 12.9% are undergoing their I year, and only 6.1% are studying in V year of their technical education.

Results
Mean and Standard Deviation
The students' perception towards the various components of e-learning and the dimensions of students' learning are tabulated in Tables 2 and 3 using descriptive statistical tools.

These findings of the descriptive analysis indicated that most of the students of technical educational institutes are satisfied with all the dimensions of the e-learning framework; however, among the eight components, they are more satisfied with the interface design of the e-learning system with the highest mean score of 4.272, which is followed by pedagogical (4.146), technological (4.136), resource support (4.128), institutional (3.934), evaluation (3.756), ethical (3.450), and management (3.244).

The findings of the above analysis indicate that the students surveyed are very satisfied with the technical knowledge gained through e-learning, with the mean score of (4.292), which is followed by technical skills (4.186) acquired through e-learning and attitudinal change with the mean score of (3.692).

The Structural Equation Model (SEM) Model
SEM is used to test the effect of the independent variable (i.e., e-learning framework) on the dependent variable (i.e., students' learning). The SEM of the present research is shown in Figure 2.

The above SEM clearly explains that all the eight components of the e-learning framework have a significant effect on the e-learning construct with a regression coefficient value of more than 0.5. Similarly, the dimensions of e-learning such as knowledge, skills, and attitude also have a significant positive contribution towards students' learning construct with the regression coefficient value of more than 0.5. This indicates that the factors contribute to respective constructs at a 1% significant level. Among the eight components of e-learning, the interface design has a significant effect on the e-learning framework with a coefficient of 0.891, similarly, among the three dimensions of students' learning, knowledge has a significant effect on knowledge dimension with the coefficient of 0.745. The results of the above model also shows that the e-learning system used in technical educational institutions have a significant positive impact on various dimensions of students' learning with the coefficient value of 0.694, which is significant at the 1% level. The model fitness indices of the given research model also fall under the defined threshold values, and thus the SEM depicted in Figure 2 is found fit.

Discussion
This paper provides innovative outcomes related to the usage of the e-learning framework and its influence on various learning dimensions in technical education in India. The results support the proposed hypothesis that e-learning frameworks used in technical educational institutions have a significant positive impact on students' learning. The findings of the study will encourage students as well as teachers to develop skills and competencies in e-learning technologies for learning and teaching in technical education programs in Indian academic institutions. The study provides indications of how e-learning can be an effective tool for learning in the field of technology too. Blending with the advancements that are made in the world of technology, quality education can be ensured by institutions. This study provides academic and practical implications for technical institutions to focus on the various elements of effective learning framework and improve their system accordingly. Further, the paper also provides scholarly contribution for further studies in the area combining learning dimensions and technology in various educational fields.

Conclusion
The employability of engineering graduates depends on their knowledge, skills, and attitude. The results of the present study indicate that the e-learning systems and programs used in technical education in India are very useful in enhancing the students' overall learning in technical educational institutes. Therefore, the design, development, and implementation of proper e-learning systems can enhance their employability in various industry sectors. Though e-learning was considered convenient for subjects related to information technology, yet the paper shows that it is useful for technical education such as engineering and architecture too, if implemented effectively. It results in effective learning among students when all components of the e-learning framework are used by institutions.

Limitations and Future Scope: The study is contextual as it analyzes the effect of e-learning framework on students' learning in technical education only. It can be extended to other courses/fields of education at different levels of education.

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