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Students’ Attitude towards Online Learning at Tertiary Level
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PUTAJ – Humanities and Social Sciences  Vol.25, No.1-2 (Special Issue-Media Matters), 2017
Students’ Attitude towards Online Learning at Tertiary Level
Obaid Ullah,* Wasal Khan† & Aamir Khan‡
Abstract
This study aimed at examining the attitudes of undergraduate students towards

online learning in District Peshawar. The study mainly focused on exploring the
relationship between undergraduate students’ attitudes towards Technology
Acceptance Model, with a special reference to online learning. A self–structured
closed questionnaire with 5-point Likert scale was designed for data collection
from a sample of 83 undergraduate level students. Ordinal Regression Analysis
was used to analyse the data. Findings of the study show no significant
relationship between students’ interest in computer, usefulness of computer to
students and easiness in using online learning at undergraduate level. Slow and
meagre internet facilities, with least understanding of students about online
learning, often develop negative approach among students regarding online
learning. Policy makers should include online learning topics in the curriculum
and the government needs to organise workshops and seminars for teachers to
equip them with knowledge and application of computer in academic process.
Keywords: Online learning, Attitude, Technology, Undergraduate, Ordinal Regression
Introduction
Nowadays, the attainment of education and knowledge goes beyond the boundaries of
educational institutions. Learning and education take place in many diversified forms,
which make it easy to facilitate the general public in getting education. Among these
diversified and facilitated forms, the most adopted and acceptable way of promoting
academics in reputed educational setup across the globe is online learning. According to
Asabere (2012), online learning aims to seek changes in the pattern of whole academic
process. Online learning is known with many names and terms like learning through web,
online learning, instruction through computer assistance. Online learning has many
definitions in the contexts and milieu of its operationalization. According to Bertea
(2009), some specialists were of the notion that online learning is a way of teaching in
which multiple integration of technology are sought while some were of the notions that
it is substitute of distance education, which is facilitated by the application of internet
considered as an effective way of rapid communications. Nichols (2003: 01) stated that
online learning is a set of integration of various types of technologies solely for the
*
Lecturer, Department of Education, University of Wah, Wah Cantonment
†
Assistant Professor, Sarhad University of Science & I.T., Peshawar
‡
Former Postgraduate Research Student, Distance Education, University of Peshawar
63
purpose of promoting education. Online learning is a broad term, which provides

complete description of various types of online learning adopting the modern Information
and Communication Technologies (ICT).
According to Legris (2003), Technology Acceptance Model (TAM) helps in providing an

overview about the behavior of students while using information technology. This model
was first proposed by Davis in 1986. As according to Ajzen (1980), the Theory of
Reasoned Action (TRA) have multifaceted rings among which Technology Acceptance
Model (TAM) is of the strong patch. Davis (1989), considered TAM as the baseline
protocol for defining the attitude of client to accept or reject the utilization of information
technology through operating TRA. TAM actually provide a base with which the pattern
of influencing confidence, attitudes and plan of using the information technology in a
specified duration of time can be observed and trailed.
According to UNESCO (2006), in many developing countries, online learning emerge as

profound way of teaching and learning, thus making the ratio of trained teachers towards
negative directions. With the advancement and availability of technologies on fingertip
(internet connection, LAN, WLAN and IT Supports) in many developing countries, the
use of online learning has been increased with great pace (Williams, et.al. 2011:1-20)
however, still some challenges prevail in developing countries. In developing countries,
the active and participative students, deemed for interactive type of learning are minute
while the teaching and learning through traditional methods are numerous (Andersson,
2009; 1-6). In the same context, developing countries have least capability to apply
modern practices in education.
Several studies indicated that online learning and their adoption was widely affected by
students’ characteristics, which were regarded as important factors in online learning in
developing countries (Bhuasiri, et.al. 2012:843-855). These traits consists self-efficacy of
internet, and experience in computer and internet, anxiety with computer usability and
approaches to online learning (Chu, 2010:145-154). Students’ attitudes are also affected
via the excellence and easiness of using course of online learning, usability of online
learning, and students’ level and skills in computer (Aixia, 2011:264-268). Their
computer experiences, which consists apparent self use, gratification and effectiveness
and application of online learning play a dominant role (Liaw, 2011:28-32). After all,
positive attitudes of students’ and behaviours regarding online learning are important and
necessary towards the acceptance and adoption of online learning (Selim, 2007:396–413).
The practice of online learning system in Pakistan is novel. There are several reasons
responsible for the slow growth of online learning system in Pakistan. However, the
government with the help of foreign donor agencies has started several projects on online
learning in different areas of the country. Recently, Higher Education Commission of
Pakistan with the help of US-AID has implemented the Learning Management System
(LMS) in different universities of the country including University of Peshawar.
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Deep and thorough study of the literature indicated a significant and positive association
between students’ interest towards online learning, the usability and easiness in
application of computer. Majority of past research works identify the barriers in use of
online learning and the factors, which have impact on the interest of students’ towards
online learning. Similarly, Al-Fahad (2009) concluded from his research that students
extensively accepted m-learning (mobile learning) because wireless network make it easy
for them to search, gain and work independently on learning materials and resources in a
short span of time. The finding of Woo (2000: 132–139) studies showed that discussions
about adoption of online learning have been time consuming and difficult. Similarly the
attitudes towards online learning, Warnet, et.al.(2000:487-504) conducted a research on
students frequently using Web CT in the course of social work, proclaimed that majority
of the respondents were of the notion about the course material of online learning, which
was beneficial to their overall learning experience. In the same context, Sanders
(2002:251-262) evaluate students’ attitude regarding enabling of learning components
through Web in the course of biology at tertiary level. Findings of the study revealed
progressive impact on the learning of students’ with reference to their problem solving
approach and development of critical thinking abilities. Similarly, Paris (2004:98-112)
also assessed and examine cognition, affective and behavioural domains among the 52
students of public school in Australia with a special reference to their attitudes towards
online learning. His results indicate a better response of students in support of online
learning programme, while differences regarding gender wise attitude were recorded.
Yang (2006) conducted a quantitative study, using structured questionnaire at the
University of Taiwan, School of Nursing to explore attitudes towards web based distance
learning and found positive atitutdes of students toward online learning because of the
feasibility and new ways of learning. In another study, Kirkwood (2003: 155-176) used a
survey and focused a group to determine the attitude of nursing students towards online
learning technology at the Open University in the United Kingdom. The findings of the
study showed strongly positive student’s attitude regarding the application of multimedia
technologies in online learning.
Similarly, Shang (2005:197-212) conducted a study on Taiwanese university students’

attitudes towards the use of e-mail journaling, as a mean for learning second language.
An open-ended survey was used to elicit feedback and attitude. The results revealed that
students while using e-mail have positive effects on their learning, moreover, such
approaches positively contributed in the improvement and performance of reading second
language.
The negative attitudes of students towards online learning were also found in some past
research studies. The negative attitudes of students towards online learning were
identified with low level of computer skills, technological anxiety, and computer
hardware problems, as well as poor study skills, low motivation, and an inability to work
independently (Smith, et.al.2000:59-81, Govindasamy, 2001; Rosenberg, 2001). Another
negative factor regarding online learning was that online classes lack personal contact
with the teacher and peers. Several research studies reported that some students had
feelings of isolation and loneliness when they were required to face a computer screen.
65
They were in mode of privation regarding face-to-face contact with the instructor as
found in traditional classroom (Ponzurick, et. al, 2000:180-187).
Moreover, Furlong, et al., (2000) used a mixed method design to study the use of
computer and attitude of 800 students of elementary and secondary schools in United
Kingdom. The findings of the study reveal that students using computer at home has
positive attitude while negative at school.
This topic is of crucial importance and needs special attention from the researcher point
of view. Being an emerging and new field, it is necessary to conduct studies on every
aspect of online learning. A majority of the past research work identifies barriers
regarding the use of online learning and the factors, which has impact on students’
interest towards online learning. However, few studies have fully investigated students’
attitude towards online learning at tertiary level. The aim of the current study was to
analyze students’ attitude towards online learning at tertiary level in district Peshawar.
Objectives of the Study
The objectives of the study were to:

i. Examine interest of students in computer in relation to the acquaintance to online
learning at undergraduate level in district Peshawar.
ii. Determine the computer usability among students in relation to the acquaintance
to online learning at undergraduate level in district Peshawar
iii. Explore the ease of students in using computer in relation to the acquaintance to
online learning at undergraduate level in district Peshawar.
Research Hypotheses
The following research hypotheses were formulated for testing:
1) Ho = A significant relationship exists between interest of students regarding
computer and the usability of online learning at undergraduate level.
2) Ho = A significant relationship exists between effectiveness of computers and the
usability of online learning at undergraduate level.
3) Ho = A significant relationship exists between the easiness of use of computer
and its usability of online learning.
Significance of the Study
Online learning is a need of the day and in Pakistan, it is at infant stage. The government
and other educational organizations had design policies for online learning to implement
in education field at university level, but due to less knowledge about ground realties, the
policies fails to achieve the desired outcomes. A number of researches were made on
various dimension of online learning, i.e., barriers and impact of online learning in the
students’ academic achievements, but least study was made on the attitude of students
towards online learning. Moreover, the studies were made at secondary and intermediate
66
level but no formal efforts were made to conduct research at undergraduate level. As the
undergraduate level is a crucial stage in academics and the students are more motivated
and energetic at this level to perform tangible research work, therefore, to know their
attitude regarding online learning is of great importance.
Methodology
The nature of the study was non-experimental research designed with a special reference
to descriptive research study. This research design was opted due to the exploration of
various ideas, notions and thoughts of respondent of the study. This research study
followed standard ethical protocol.
Population and Sample of the Study
All the students of University of Peshawar at tertiary level constituted the population of
the study. A total of 83 undergraduate students (55 male and 28 females) were randomly
selected through standard table of determining sample size (Krijice, 1970: 607–610).
Instrument for Data Collection
A closed questionnaire with 5-points Likert scale having three themes was designed in
the light of research objectives. Each theme was accompanied with many items, which
were subjected for the collection of data from the respondents.
Validity and Reliability of the Research Instrument
The validation of the questionnaire was made by focus group (experts) in the field of
education and then subjected to collect the data from the respondents. For pilot study, 10
% of respondents were selected through the rule of thumb, from the population, which
were not included in the original study. The reliability coefficient used was Cronbach
alpha, having the value of 0.9 or 90%, which means that the questionnaire was
appropriate to collect the data from the original sample. All values are accepted since
they are more than 60% (Malhotra, 2004).
Data Collection
The questionnaire was subjected to respondents for data collection after the piloting
phase. The response of questionnaire was 100% from the respondents.
Analysis of the Data
The data was arranged, organized, tabulated and analyzed after the completion of data
collection. The ordinal regression analyses was used (as fulfilling the criteria i.e. (i) the
nature of data was ordinal, (ii) nature of variables were independent and (iii) number of
samples were more than two) to test the hypotheses through SPSS.
67
Results and Discussion

Descriptive statistics are discussed first, followed by the responses of designed themes.
The table below showed that 55(66%) of sample respondents were male, while 28(34%)
were female students. This indicated that undergraduate level study was predominantly
populated by male students compared to their female counterpart.
Table 1 Distribution of Respondents by Gender

Gender Frequency Percentage
Male 55 66
Female 28 34
Total 83 100
Source: Field Survey 2015
Theme 1 Interest in computer and adoption of online learning

In this section, seven items were included, which were designed in the light of objectives.
The marginal percentage and frequency of responses of the respondents regarding
different components in every theme was analyzed separately.
Table 2 Interest in Computer and Adoption of Online Learning

S.No. Statements Responses N Marginal %
1. SDA 6 7.2%
It is difficult to understand online learning DA 8 9.6%
without getting acquainted with appropriate N 15 18.1%
guidance. A 45 54.2%
SA 9 10.8%
2. SDA 3 3.6%
It is difficult to favor online learning on DA 11 13.3%
regular basis due to least face to face N 15 18.1%
interaction among students and teachers. A 45 54.2%
SA 9 10.8%
3. SDA 5 6.0%
Slow computer and poor internet DA 5 6.0%
connections discouraged to use online N 11 13.3%
learning. A 30 36.1%
SA 32 38.6%
4. SDA 6 7.2%
As a useful programms suggested for peers DA 7 8.4%
to utilize online learning for online learning N 9 10.8%
materials. A 47 56.6%
SA 14 16.9%
5. SDA 6 7.2%
DA 16 19.3%
Online learning is often avoided as it
N 21 25.3%
promotes social isolation. A 34 41.0%
SA 6 7.2%
68
6. SDA 4 4.8%
DA 11 13.3%
Online learning highly motivates the
N 12 14.5%
students for taking advance courses. A 35 42.2%
SA 21 25.3%
7. SDA 5 6.0%
DA 22 26.5%
Using online learning makes learning
N 15 18.1%
interesting. A 32 38.6%
SA 9 10.8%
The Table shows that 6 (7.2%) respondents strongly disagreed, 8(9.6%) respondents
disagreed, 45(54.2%) agreed and 9 (10.8%) of the respondents strongly agreed with the
statement “It is difficult to understand online learning without getting acquainted with
appropriate guidance.” Among the total sample respondents, 15 (18.1%) of the
respondents remained neutral.
The Table shows that 3 (3.6%) of the respondents were strongly disagreed, 11(13.3%)
respondents were disagreed, 45(54.2%) were agreed and 9(10.8%) of the respondents
were strongly agreed with the statement” It is difficult to favor online learning on regular
basis due to least face to face interaction among students and teachers.” As 15(18.1%)
respondents were impartial to the statement.
The Table further reveals that 5(6%) of the total sample respondents were strongly
disagreed, 5(6%) of the total respondents were disagreed, 30(36.1%) were agreed and
majority i.e. 32(38.6%) of the respondents were strongly agreed with the statement
“Slow computer and poor internet connections discouraged to use online learning.” Only
11(13.3%) of the total sample respondents were neutral with the given statement.
Similarly the above Table also shows that 6(7.2%) of the total respondents were strongly
disagreed, 7(8.4%) were disagreed, majority i.e. 47(56.6%) were agreed and 14(16.9%)
of the respondents were strongly agreed with the statement “As a useful programme, it is
suggested to advise friends to use the online learning for reading lecture notes online.”
Only 9(10.8%) of the total sample respondents were neutral with the given statement.
The Table shows that 6 (7.2%) respondents were strongly disagreed, 16(19.3%) were
disagreed, 34(41%) were agreed and 21(25.3%) of the respondents were strongly agreed
with the statement “Online learning is often avoided as it promotes social isolation.”
Among the total respondent, only 12(14.5%) of the respondents were neutral with the
given statement.
The Table shows that 4 (4.8%) of the respondents were strongly disagreed, 11(13.3%)
were disagreed, majority i.e. 35(4.2%) were agreed and 21(25.3%) were strongly agreed
with the statement “Online learning highly motivates the students for taking advance
courses.” while 12 (14.5%) of the total respondents were neutral with the assertion.
69
Furthermore, the Table reveals that only 5 (6%) respondents were strongly disagreed,
22(26.5%) were disagreed, majority i.e. 32(38.6%) were agreed and only 9(10.8%) were
strongly endorsed the statement “Using online learning makes learning intersting.” while
15 (18.1%) of the respondents showed neutrality regarding the given statement.
Model Fitting Information
The model fitting information is given below, which indicated that at 5% level of
significance and 24 degree of freedom, the fit of the model was rejected as the calculated
value of Chi-square was greater than the tabulated value.
Table 3 Model Fitting Information

Model -2 Log Likelihood x2 – test Degree of freedom
Intercept Only 213.978 24
Final 166.629 47.349
Goodness-of-Fit
Similarly, the Goodness-of-Fit model information also indicateed that at 5% level of

significance and 268 degree of freedom (df), the goodness-of-fit of the model was
rejected as the calculated Chi-square value was greater than the tabulated value so it lead
to the rejection of our null hypothesis (Ho), which stated that a significant relationship
exists between interests of student regarding computer and its usebility for online
learning.
Table 4 Goodness-of-Fit
Chi-Square Df Sig.
Pearson 280.238 268 .291
Deviance 165.243 268 1.000
Pseudo R-Square
For further verifying the rejection of our null hypothesis (Ho), a post-hoc (Pseudo-R-
Square) treatment was performed. The result of post-hoc treatment of ordinal regression
analysis was moderately increased, which has indicated a moderate fit. So, based on the
given result we can conclude that we could accept the rejection of the model used for
testing of our null hypothesis.
Table 5 Pseudo R-Square

Cox and Snell .435
Nagelkerke .470
McFadden .220
70
Theme 2 Effectiveness of Online learning

This theme included a total of 11 items regarding the effectiveness of online
learning at undergraduate level in Peshawar, which are as under:
Table 6 Effectiveness of Online learning
S.No Statements Responses N Marginal Percentage
1. SDA 6 7.2%
The usability and expertise in computer DA 5 6.0%
ensures the effectiveness in computer N 7 8.4%
mediated learning. A 38 45.8%
SA 27 32.5%
2. SDA 0 0%
DA 10 12.0%
Online learning ensures the effectiveness in
N 14 16.9%
terms of coping up with missed lectures.
A 43 51.8%
SA 16 19.3%
3. SDA 1 1.2%
Productivity of students can be enhanced DA 3 3.6%
through online learning to strengthen N 15 18.1%
educational concepts. A 44 53.0%
SA 20 24.1%
4. SDA 2 2.4%
DA 10 12.0%
Online learning is economic in terms of time
N 19 22.9%
for students and teachers.
A 33 39.8%
SA 19 22.9%
5. SDA 4 4.8%
DA 21 25.3%
Students and teachers interaction is weak
N 17 20.5%
through online learning.
A 24 28.9%
SA 17 20.5%
6. SDA 3 3.6%
DA 13 15.7%
Online learning ensures the effectiveness for
N 28 33.7%
presenting the work in class.
A 24 28.9%
SA 15 18.1%
7. SDA 3 3.6%
Quality of teaching and learning can be DA 14 16.9%
increased through Online learning because it N 14 16.9%
integrates various types of media. A 34 41.0%
SA 18 21.7%
8. SDA 4 4.8%
DA 14 16.9%
Online learning offer maximum engagement
N 18 21.7%
of students.
A 36 43.4%
SA 11 13.3%
71
9. SDA 9 10.8%
DA 30 36.1%
A number of problems were created by
N 18 21.7%
online learning rather than its solution.
A 17 20.5%
SA 9 10.8%
10. SDA 4 4.8%
DA 5 6.0%
Access to education increases through online
N 15 18.1%
learning.
A 47 56.6%
SA 12 14.5%
11. SDA 11 13.3%
DA 25 30.1%
Maximum amount of time is consumed while
N 28 33.7%
learning through online learning.
A 13 15.7%
SA 6 7.2%
The Table depicts that 6 (7.2%) of the sample respondents were strongly disagreed,
5(6%) respondents do not support the statement, 38(45.8%) were agreed and 27(32.5%)
of the respondents were strongly agreed that usability and expertise in computer ensures
the effectiveness in computer mediated learning. Among the total respondents, only 7
(8.4%) respondents were neutral with the statement.
The Table above shows that no respondents were strongly disagreed, 10 (12%) of the
respondents were disagreed, majority i.e. 43(51.8%) were agreed and 16(19.3%) of the
total respondents were strongly agreed about the statement “Online learning ensures the
effectiveness in terms of coping up with missed lectures.” Among the total sample
respondents, 14 (16.9%) of the respondents were neutral with the statement.
The Table further reveals that 1(1.2%) of the sample respondents were strongly
disagreed, 3(3.6%) respondents were disagreed, majority 44(53%) were agreed and
20(24.1%) of the total sample respondents were strongly agreed with the statement
“Productivity of students can be enhanced through online learning to strengthen
educational concepts.” Only 15(18.1%) of the total sample respondents were neutral with
the given statement.
Similarly, the above Table also indicates that 2(2.4%) of the total sample respondents
were strongly disagreed, 10(12%) were disagreed, majority i.e. 33(39.8%) were agreed
and 19(22.9%) of the total respondents were strongly agreed with the statement “Online
learning is economic in terms of time for students and teachers.” Only 19(22.9%) of the
total sample respondents were neutral with the given statement.
The Table highlights that only 4 (4.8%) respondents were strongly disagreed, 21(25.3%)
were disagreed, 24(28.9%) were agreed and 17(20.5%) respondents strongly support the
statement “Students and teachers interaction is weak through online learning.” Among
72
the total respondents, 17(20.5%) of the respondents were neutral with the given
statement.
Accordng to the table above, only 3 (3.6%) of the respondents were strongly agreed,
13(15.7%) were disagreed, 24(28.9%) were agreed and 15(18.1%) of the total
respondents were strongly agreed with the statement “Online learning ensures the
effectiveness for presenting the work in class.” while majority 28 (33.7%) of the total
sample respondents were neutral with the given assertion.
Furthermore, the table also shows that only 3 (3.6%) respondents were strongly
disagreed, 14(16.9%) were disagreed, majority i.e. 34(41%) were agreed and 18(21.7%)
were strongly endorsed the statement “Quality of teaching and learning can be increased
through Online learning because it integrate various types of media.” Among all the
respondents, 14 (16.9%) of the respondents showed neutrality regarding the given
statement.
The Table highlights that 4(4.8%) of the sample respondents were strongly disagreed,
14(16.9%) of were disagreed, majority i.e. 36(43.4%) were agreed and 11(13.3%) of the
sample respondents were strongly agreed with the statement “Online learning offer
maximum engagement of students.” Among the total respondents, only 18 (21.7%) of the
total selected respondents were neutral with the statement.
The above Table also shows that 9(10.8%) of the total respondents were strongly
disagreed, 30 (36.1%) were disagreed, 17(20.5%) were agreed and only 9 (10.8%) of the
total respondents were strongly agreed about the statement “A number of problems were
created by online learning rather than its solution.” Among the total respondents, 18
(21.7%) respondents were neutral to the statement.
The table reveals that only 4(4.8%) respondents were strongly disagreed, 5(6%) of the
total respondents were disagreed, majority i.e. 47(56.6%) were agreed and 12(14.5%)
respondents strongly support the statement “Access to education increases through
online learning.” Only 15(18.1%) of the total respondents were neutral with the given
statement.
Similarly the above table also shows that 11(13.3%) of the total sample respondents were
strongly disagreed, 25(30.1%) were disagreed, 13 (15.7%) were agreed and 6(7.2%)
respondents strongly support the statement “Maximum amount of time is consumed
while learning through online learning.” The table also showed that majority of the
respondents i.e. 28(33.7%) of the total respondents were neutral with the given statement.

significance and 39 degree of freedom (df), the fit of the model was rejected as the
calculated value of Chi-square was greater than the tabulated value.
73

Model -2 Log Likelihood x2- test Degree of freedom
Intercept Only 212.871
Final 119.862 93.009 39
Goodness-of-Fit
Similarly, the Goodness-of-Fit model information also indicated that at 5% level of
rejected as the calculated Chi-square value was greater than the tabulated value. So the
given results lead to the rejection of our null hypothesis (Ho), which stated “there is a
significant relationship between usefulness of computer and the use of online learning at
undergraduate level.”
Chi-Square Df Sig.
Pearson 278.547 273 .396
Deviance 118.476 273 1.000
Pseudo R-Square
For further verifying the rejection of our null hypothesis (Ho), a post-hoc (Pseudo-R-
Square) treatment was performed. As the result of post-hoc treatment of ordinal
regression analysis was gradually increased, which has indicated a strong fit of the
model. So, based on the given results we can conclude that we could accept the rejection
of the model used for testing of our null hypothesis.
Cox and Snell .674
Nagelkerke .729
McFadden .434
Theme 3: Ease-ness in using online learning

This theme included total of 10 items regarding the easness in using online learning.
Analysis of every component of this theme is as follow:
Table 10 Ease-ness in using online learning
S.No Statements Responses N Marginal Percentage
1 SDA 7 8.4%
For searching online educational DA 7 8.4%
resources, the web is often student N 10 12.0%
friendly. A 36 43.4%
SA 23 27.7%
2 SDA 1 1.2%
Doing assignments and reading lecture’s DA 12 14.5%
web notes are easy for students to manage N 16 19.3%
and learn. A 37 44.6%
SA 17 20.5%
74
3 SDA 5 6.0%
Expression of thoughts and notions is a DA 27 32.5%
hectic job in terms of writing via online N 19 22.9%
learning. A 27 32.5%
SA 5 6.0%
4 SDA 3 3.6%
It is easy to read from print learning DA 12 14.5%
materials instead of electronic medium or N 21 25.3%
internet. A 30 36.1%
SA 17 20.5%
5 SDA 9 10.8%
DA 12 14.5%
Use of online learning is easier and better
N 16 19.3%
than using books/journals in the library.
A 36 43.4%
SA 10 12.0%
6 SDA 3 3.6%
DA 8 9.6%
It is easy to become skillful at using
N 27 32.5%
online learning system.
A 32 38.6%
SA 13 15.7%
7 SDA 6 7.2%
DA 24 28.9%
Learning of courses through online portal
N 25 30.1%
is difficult.
A 19 22.9%
SA 9 10.8%
SDA 2 2.4%
8 Provide better platform for learning via DA 19 22.9%
direct interaction among students and N 24 28.9%
teachers rather than by using computer. A 31 37.3%
SA 7 8.4%
9 SDA 9 10.8%
DA 29 34.9%
Acquisition of significant information is
N 13 15.7%
difficult through using internet.
A 22 26.5%
SA 10 12.0%
10 SDA 9 10.8%
DA 18 21.7%
Online learning makes the students to
N 16 19.3%
become slaves to technology.
A 35 42.2%
SA 5 6.0%
Source: Field Survey, 2015
The Table shows that 7 (8.4%) respondents were strongly disagreed, 7(8.4%) respondents
were disagreed, majority 36(43.4%) were agreed and 23(27.7%) respondents strongly
supported the statement “for searching online educational resources, the web is often
75
student friendly.” Among the total respondents, only 10 (12%) of the respondents were
neutral with the statement.
The above Table highlights that only 1(1.2%) respondents were strongly disagreed, 12
(14.5%) of the respondents were disagreed, majority i.e. 37(44.6%) were agreed and
17(20.5%) respondents strongly agreed to the statement “doing assignments and reading
lecture’s web notes are easy for students to manage and learn.” Only 16 (19.3%)
respondents were neutral to the statement.
The Table further reveals that 1 (1.2%) respondent strongly disagreed, 3(3.6%) of the
total respondents disagreed, a majority 44(53%) agreed and 20(24.1%) respondents
strongly agreed with the statement “expression of thoughts and notions is a hectic job in
terms of writing via online learning.” Only 15(18.1%) of the total respondents were
neutral with the given statement.
Similarly the above Table also shows that 5(6%) of the total respondents were strongly
disagreed, 27(32.5%) were disagreed, 27(32.5%) were agreed and 5(6%) respondents
strongly support the statement “it is easy to read from print learning materials instead of
electronic medium or internet.” Among the total respondents, 19(22.9%) of the total
respondents were neutral with the given statement.
The Table shows that only 3 (3.6%) of the total respondents were strongly disagreed,
12(14.5%) were agreed, 30(36.1%) were agreed and 17(20.5%) of the total respondents
were strongly agreed with the statement “They find it better to read from a printed source
such as a book or handout: rather than from a computer screen, internet/web pages.”
21(25.3%) of the respondents were neutral with the given statement.
According to the table, only 9 (10.8%) of the respondents were strongly disagreed,
12(14.5%) were disagreed, majority i.e. 36(43.4%) were agreed and 10(12%) respondents
strongly support the statement “use of online learning is easier and better than using
books/journals in the library.” While 16 (19.3%) of the total respondents were neutral
with this statement.
Similarly, the above table reveals that only 3 (3.6%) respondents were strongly disagreed,
8(9.6%) were disagreed, majority i.e. 32(38.6%) were agreed and 13(15.7%) were
strongly endorsed the statement “Learning of courses through online portal is difficult.”
As 27 (32.5%) showed neutrality regarding the given statement.
The table shows that 6(7.2%) respondents were strongly disagreed, 24(28.9%)
respondents do not support the statement, 19 (22.9%) were agreed and only 9(10.8%) of
the respondents were strongly agreed “It is difficult to learn courses by using online
learning.”
Similarly, 25(30.1%) of the total respondents were neutral with the statement. The above
table also shows that only 2(2.4%) of the total respondents were strongly disagreed, 19
76
(22.9%) of the respondents were disagreed, majority .i.e. 31(37.3%) were agreed and
only 7 (8.4%) of the total respondents were strongly agreed about the statement
“Acquisition of significant information is difficult through using internet.” Among the
total respondents, 24 (28.9%) of the respondents were neutral regarding the statement.
The Table further reveals that only 9(10.8%) respondents were strongly disagreed,
majority i.e. 29(34.9%) of the total respondents were disagreed, 22(26.5%) were agreed
and 10(14.5%) of the total respondents were strongly agreed with the statement “It is
difficult to acquire any significant information by using Internet.” Only 13(15.7%) of the
total respondents were neutral with the given statement.
The Table further indicats that only 9(10.8%) respondents were strongly disagreed,
18(21.7%) of the total respondents were disagreed, 35(42.2%) were agreed and 5(6%)
respondents strongly supported the statement “Online learning makes the students to
become slaves to technology.” 16(19.3%) of the respondents were neutral with the given
statement.

significance and 36 degree of freedom, the fit of the model was rejected as the calculated
value of Chi-square was greater than the tabulated value.

Model -2 Log Likelihood x2- test Degree of freedom
Intercept Only 230.744
Final 134.319 96.426 36
Goodness-of-Fit
Similarly, the Goodness-of-Fit model information also indicated that at 5% level of
rejected as the calculated Chi-square value was greater than the tabulated value. So this
results lead to the rejection of our Ho, which stated, “there is a significant relationship
between ease of use of computer and the use of online learning at undergraduate level.”
Model Chi-Square df Sig.
Pearson 194.954 280 1.000
Deviance 134.319 280 1.000
Pseudo R-Square
For further verifying the rejection of our null hypothesis (Ho), a post-hoc (Pseudo-
R-Square) treatment was performed. As result of the post-hoc treatment of ordinal
regression analysis increases, which indicated a strongly fit of the model. So, based on
77
the given results we can conclude that we could accept the rejection of the model used for
testing of our null hypothesis.

Cox and Snell .687
Nagelkerke .733
McFadden .418
Conclusion
Results of the study revealed no significant relationship between interests level of

students in computer and the acquisition of knowledge through online learning at
undergraduate level. This result is not aligned with the finding of Wong (2009:784-791),
who was of the notion that apparent usability of online learning has an influence on the
intention of students regarding the utilization of internet. This result difference may be
due to the unfamiliarity of the students with this new emerging programme at University
of Peshawar.
Similarly, the results also stated that there was no significance relationship between
usefulness of computer to students and the acquaintance to online learning at tertiary
level. This finding of the study was not in resemblance with the findings of the study
conducted by Mehra (2011: 13-18) and Adewole-Odeshi (2014) who found positive and
substantial relationship between the usability of computer for productive learning. The
difference in results may be due to the facilities provided to the student in those countries.
Finally, the results also revealed no significant relationship between the easiness in
computer usage and the acquisition of knowledge through online learning at
undergraduate level. This finding was at variance with the findings of Adewole-Odeshi
(2014) who proclaims significant relationship between the easiness of using computer
and online learning in South-West Nigerian Universities, reason being that it was easy in
usability with a special reference to their coursework. The reasons of difference in results
may be due to the availability and skills of computer facilities.
In nutshell, the results of the study supported the claim that yet students had not been
familiar to online learning while the government at secondary, higher secondary and
tertiary level invest huge amount of monetary in providing mechanization and electronic
communication equipment. It may be also be concluded that students have no positive
attitude regarding online learning at undergraduate level in district Peshawar due to high
difficulty level in understanding and using online learning programme without having
appropriate guidance, however the computer mediated instruction are useful for students’
course work. Moreover, it can be concluded that incase the students’ accessibility were
made easy towards online learning, then an appropriate attitude of students will be
developed to its usability.
78
This study mainly focused on a specific aspects related to online learning dwelling on
variable i.e. easiness and usefulness of computer regarding academics etc and don’t cover
or study other dimensions like students’ attitude regarding online learning on the basis of
computer anxiety, therefore this study recommended for future studies to explore other
important dimensions related to the adoption of online learning.
Recommendations
In light of the discussion, results and conclusion, the following recommendations were
drawn for enhancing the culture of utilization of online learning at tertiary level:
1. Designing goals and objectives for initiation of online learning at tertiary level
The study recommended that the government official ought to establish and formulate
goals and objectives for ensuring initiation of e–learning programs. Goals acts as driving
agent for a program and by setting goals, the maximum level of expected outcomes can
be achieved.
2. Focusing on ease of use
It is recommended that enhancing online learning at tertiary level, the utilization and
exercising of online learning ought to be user friendly. Majority of the students have no
access to online learning and often face difficulties in using technologies relevant to
online learning.
3. Effectiveness of online learning
Strategies like training of various online modules and giving proper incentives are
effective for enhancing online learning at tertiary level.
4. Seminars for enriching students skills
The government ought to organize seminars, workshops and colloquium for giving
practical training to enrich students’ skills regarding online learning.
5. Provision of funds
Finance is the backbone of any program. If the funds are lacking, excellence in the field
cannot be achieved. It is, therefore, essential to raise funds for ensuring quality e–learning
at tertiary level.
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Students’ Attitude towards Online Learning at Tertiary Level

Article · February 2018

Teacher Education View project

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Students’ Attitude towards Online Learning at Tertiary Level

Obaid Ullah,* Wasal Khan† & Aamir Khan‡

This study aimed at examining the attitudes of undergraduate students towards

Keywords: Online learning, Attitude, Technology, Undergraduate, Ordinal Regression

purpose of promoting education. Online learning is a broad term, which provides

According to Legris (2003), Technology Acceptance Model (TAM) helps in providing an

According to UNESCO (2006), in many developing countries, online learning emerge as

Similarly, Shang (2005:197-212) conducted a study on Taiwanese university students’

Objectives of the Study

The objectives of the study were to:

Significance of the Study

Population and Sample of the Study

Instrument for Data Collection

Validity and Reliability of the Research Instrument

Results and Discussion

Table 1 Distribution of Respondents by Gender

Theme 1 Interest in computer and adoption of online learning

Table 2 Interest in Computer and Adoption of Online Learning

Model Fitting Information

Table 3 Model Fitting Information

Similarly, the Goodness-of-Fit model information also indicateed that at 5% level of

Table 5 Pseudo R-Square

Theme 2 Effectiveness of Online learning

Model Fitting Information

Table 7 Model Fitting Information

Theme 3: Ease-ness in using online learning

Model Fitting Information

Table 11 Model Fitting Information

Table 13 Pseudo R-Square

Results of the study revealed no significant relationship between interests level of

Wong, S. and Teo, T. (2009). Determinants of the Intention to use Technology:

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