Ijet July 2023

The Group of Twenty (G20) is the premier forum for international economic
cooperation. It plays an important role in shaping and strengthening global

architecture and governance on all major international economic issues.
India holds the Presidency of the G20 from 1 December 2022 to 30 November
2023. The theme of India’s G20 Presidency - “Vasudhaiva Kutumbakam” or
“One Earth · One Family · One Future” - is drawn from the ancient Sanskrit text
of the Maha Upanishad. Essentially, the theme affirms the value of all life –
human, animal, plant, and microorganisms – and their interconnectedness on
the planet Earth and in the wider universe.
Indian Journal of Educational Technology
Volume 5, Issue 2, July 2023
About the Journal
CIET, NCERT has been a premier institution for development and dissemination
of resources and techniques related to Educational Technology (ET) for better
understanding of teaching-learning at school level. With renewed thrust on
educational technology using digital platforms, the need for a quality journal
on educational technology in India is felt more than ever. Keeping this in
regard, Indian Journal of Educational Technology will be a medium for scholarly
presentation and exchange of information between researchers, professionals
and practitioners of technology related fields of education. The journal aims at
covering disciplinary areas of educational technology (ET) for school education and
teacher education. The specific objectives of this journal are: i) to provide an open
access journal for sharing updated and peer reviewed research on Educational
Technology for easy access and ii) to promote research on the integration of
technology in school and teacher education, promote innovative practice, and
inform policy debates on educational technology. This bi-annual open access
online peer reviewed journal will be a platform for exchange of ideas and would
also become a basis for further innovation in ET in school and teachers’ education.
Notes to Contributors
Indian Journal of Educational Technology is a UGC listed (UGC CARE list, List-1) peer
reviewed bi-annual journal especially designed for scholarly discourse of use of
various forms of technology in education. Some of the themes encompassed under
its broad purview are: Education Technology (ET), Information and Communication
Technology (ICT) in education, Distance education and technology, Technological
integration into pedagogy and content, Open Educational Repositories (OER)
and FOSS, Innovation in educational system, Computer-based learning, Audio-
video and multimedia in education and issues thereof, Technology cognition
and curriculum, Impact of technology in education, Nature of technology and
learning, Mobile learning, Learning through social media, Technology assisted
evaluation systems, Technology support for differently abled population,
Flipped classroom, Virtual and Augmented Reality, Artificial Intelligence, robotics
and education, Impact of technology on learning, Social media and children,
Economics of technology and its impact on education system, Educational planning
administration and technology and Online courses for school education and
teacher education. We look forward to your contributions in the coming issues.
Your feedback and suggestions are also welcome on the following address:
Email: ijet@ciet.nic.in
i
Editorial Team
Editor in-chief: Associate Editors:
Professor Amarendra P. Behera Prof. Shashi Prabha

Joint Director, CIET, NCERT Professor & Head
Email- amarendra.behera@ciet.nic.in Planning and Research Division (PRD)
CIET, NCERT
Editor: Email-shashi.prabha@ciet.nic.in
Dr. Abhay Kumar Prof. Rajendra Pal
Assistant Professor Professor & Head
CIET, NCERT Media Production Division (MPD)
Email- abhay.kumar@ciet.nic.in CIET, NCERT
Email- rajendrapal2009@gmail.com
Editorial Board:
Prof. Indu Kumar
Prof. Santosh Panda Professor & Head
Director Department of ICT (DICT)
Staff Training & Research Institute of CIET, NCERT
Distance Education (STRIDE), Indira Email- indu.kumar@ciet.nic.in
Gandhi National Open University
Dr. Rajesh Nimesh
(IGNOU) & Former Chairperson NCTE,
Associate Professor
GoI, New Delhi
Media Production Division (MPD)
Email- spanda.ignou@gmail.com
CIET, NCERT
Prof. (Dr) Shahid Rasool Email- rajesh.nimesh@ciet.nic.in
Professor & Head
Dr. Bharti
Convergent Journalism Dean, School
Associate Professor
of Media Studies, Central University of
Media Production Division (MPD)
Kashmir, Srinagar
CIET, NCERT
Email- shahidemrc@gmail.com
Email: bharti.kaushik@ciet.nic.in
Dr. Dhaneswar Harichandan
ICSSR Sr. Fellow & Former Professor Assistant Editor:
cum Director
IDOL, University of Mumbai Dr. Nidhi Singh
Email- dharichandran@ide.mu.ac.in Academic Consultant (C), CIET, NCERT
Email - nidhisingh.cietncert@gmail.com
Dr. Jayashree Shinde Editing Support:
Director
Teaching-learning Centre (PMMMNMTT- Ms. Neti Sharma
Junior Project Fellow
MoE), Head, Department of Educational
CIET, NCERT
Technology, SNDT Women’s University,
Email: neti.ciet@gmail.com
Mumbai
Email- jshinde@det.sndt.ac.in
ii
Published by:
Prof. Amarendra P. Behera, Joint Director, CIET, NCERT on behalf of Central Institute
of Educational Technology (CIET), NCERT, Sri Aurobindo Marg, New Delhi-110016,
E mail: amarendra.behera@ciet.nic.in
Cover design and Layout design:
Tarkeshwar Gupta
Graphic Design Consultant
© 2023. Copyright of the articles published in the Journal will vest with the NCERT
and no matter may be reproduced in any form without the prior permission of the
NCERT.
iii
List of Contents
About the Journal i

Editorial vi
Title/Type Author (s) Page(s)

Research Article
Web-enabled student support services Amit Kumar Jain and 1-7

(WESSS) in open and distance Learning Punam Kumari Singh
(ODL) system: a case study
Effect of Online Learning Augmented Shivani and 8 - 23

Reality Programme on Academic Yogesh Chander
Achievement in Science
A systematic literature review on Soniya Antony and 24 - 43

significant and sustainable impact on R. Ramnath
teaching and learning in the 21st Century
classroom
Awareness of Plagiarism among Student Subaveerapandiyan A 44 - 54

Teachers of Indian Teacher Educational and R Nandhakumar
Institutions
Deciphering the Reaction of M.Ed. Ashutosh Biswal and 55 - 66

Students towards a MOOC developed at Shama P Ansari
the Institutional Level
Mobile Augmented Reality in Teaching Vijila Asokan and 67 - 74

Upper Primary School Science: P. Ponnusamy
Perspectives of Subject Handling Teachers
Higher Education during and after Krishnan Chalil, 75 - 87

COVID-19: Is Online Education the New Md Asraul Hoque and
Normal? Sanjay Kumar
Inclusive Enrollment Policy, ICT and Mohmad Saleem 87 - 99

Disintegrating Teaching-Learning Process: Jahangir and
Where do Universities Stand in this Aneesa Shafi
Paradox?
Massive Open Online Courses: Awareness, Zahra Kazmi and 100 - 114
Readiness and Preferences of Pre-service Syedah Fawzia Nadeem
Teachers
Pre-Service Teachers’ Perceptions about Anju V and Thiyagu K 115 - 132

Augmented Reality (AR) Applications in
Science Learning
iv
Digital Competence among School Yangermenla Jamir and 133 - 142
Teachers in Nagaland State: Differences M. Rajendra Nath Babu
with reference to Type of Management,
Work Experience, and Subject Taught
Gender, Technology and Representation: Avishek Suman and 143 - 152

Analysis of Ban’s U Syiem (2013) Poornananda D S
Open Educational Resources and Manoj K. Saxena and 153 - 162

Intellectual Property Rights: A Study on Aakriti Singh
the awareness of OER and IPR among
Elementary Teacher Educators
Gendered Digital Divide among Secondary Sudeshna Nath, Tajbina 163 - 174
Students: The Aftereffects of COVID 19 Yasin and Fariza Saidin
Pandemic on Offline Education in Greater
Guwahati Area
Sociological Impact of Mass Media on Iqra Nahvi and Humaira 175 -192
Youth with special focus on Internet in Showkat
Kashmir
Effectiveness of Blended Learning Gautam Kumar, 193 - 208

Approach on the Academic Achievements Sumit Gangwar and
of Learners: A Meta-Analytical Study Rashmi Mehrotra3
Attitude of teachers towards utilization Alpana Das, Jonali 209 - 225

of Information and Communication Chetia and Dr. Gayatree
Technology (ICT) in secondary schools of Goswamee
Assam with special reference to Kamrup
District
Technology Enabled Capacity Building for Ananthi G Pillai and 226 - 236
Teachers in Inclusive Evaluation: UDL Best K. Sambathrani
Practice
Online Training as a Strategy for Angel Rathnabai S 237 - 247

Continuous Professional Development
(CPD) of Teachers
Review Article
Complex Networks, Communities, and Biswajit Saha, 248 - 265

Clustering: A survey Amitabha Mandal,
Soumendu Bikas
Tripathy and
Debaprasad Mukherjee
Communication article
Introduction to Artificial Intelligence: Rejaul Karim Barbhuiya 266 - 277

Current Developments, Concerns and
Possibilities for Education
v
Book Review
Glocal Policy and Strategies for Blockchain: Yash Paul Sharma 278 - 281
Building Ecosystems and Sustainability
List of Reviewers 282 - 289
vi
Editorial
As we publish the July issue of the Journal in 2023, the fourth and final meeting of
Education Working Group (EdWG) of G20 under India's presidency got over in Pune
on 20-21 June, 2023. The outcomes of this meeting and three previous meetings
of EdWG, which were held in Chennai (from 31st January to 2nd February, 2023),
Amritsar (from 15th March to 17th March, 2023) and Bhubaneswar (from 26th April
to 29th April, 2023) were presented, discussed and finalized in the Meeting of the
Education Ministers of the member countries on 22 June, 2023 in Pune. The EdWG
has shared the best practices of the member countries in the realm of technology
enabled learning, research, collaboration, future of work and Foundational Literary
and Numeracy (FLN). The final report of this EdWG and those of other working &
engagement groups of various tracks on various themes will be released in form
of declaration later in the month of September in Leaders' Summit in New Delhi.
The report recommends making tech-enabled learning more “inclusive, equitable,

relevant, effective, qualitative and collaborative at all levels”. The focus on
inclusive, qualitative and collaborative tech-enabled learning underscores the
stance of G20 countries on technological integration in education in light of human
rights and sustainable development goals. The G20 education ministerial meeting
reaffirmed the need to develop a technology ecosystem, leveraging the potential
of digital technologies in enabling inclusive, equitable, contextualized accessible
quality education; encouraged the development of standardized frameworks
for educational technology; capacity building of teachers and trainers to ensure
availability of quality, effective and safe tech-enabled learning and assessment.
The criticality of measures required towards overcoming the digital divide for all
learners also emerged as one of the important themes and the key role of open
educational resources, interoperability of digital resources and leveraging data
analytics in hastening educational progress were reiterated.
Group of Twenty Presidency, the Government of India has prioritized four key
areas under the G20 Education Working Group (EdWG) which are a) FLN and
lifelong learning, b) leveraging digital resources and technologies for accelerating
educational progress, c) the impact of future of work on education systems, and
d) greater synchronicity and collaboration between higher education, research
and development and societies within and across boundaries. In case of digital
technology, EdWG has highlighted the contextuality of the digital transformation of
education across the member countries as each G20 member is at a different stage
in its journey of the development of sustainable, inclusive and equitable access to
tech-enabled learning. The tech-enabled learning in different countries has taken
a different route but there have been some commonalities in the initiatives by the
G20 actors. The member countries fair differently as the Republic of China has
reached 100% internet access for all types of schools at all levels, while Argentina
is focusing on equitable distribution of technological materials under its Conectar
Igualdad policy and Italy is working on National Plan for Digital Schools to help
digitalize their learning process and methodologies.
The three major areas of intervention across the countries have been the
development of digital platforms, ensuring infrastructure and equitable access to
it, and eContent creation. At the level of infrastructure some countries are focusing
on the level of material infrastructure like equipment and others are focusing on
providing better connectivity. Digital platforms are being used not only for school
education but also for higher education and VET and hence serving a plethora
vii
of educational and learning needs. Quality eContent creation is the natural next
step with the focus being on the digitization of learning material. Therefore,
G20 countries are concentrating on creating econtent, for instance, UAE created
bilingual content, and Turkey and India created content for CWSN.
The year 2023 has been a momentous year for India’s diplomacy. India is presiding
over the G20 forum, a forum where countries meet, debate and discuss the
common concerns of sustainable development. When the Asian Financial Crisis of
1997-99 struck, the finance ministers of the Group of Seven (G7) and the leaders
of Group of 8 created a new body-G20 (Kirton, 2013, p.ix). Initially, it was a forum
for Finance Ministers and Central Bank Governors of the 19 countries and the
European Union to focus on global economics and financial issues and in 2008,
it was elevated to the level of leaders’ summit. G20 represents 85% of the global
GDP and about two-thirds of the world population. It discusses issues ranging from
economics to those of socio-politics including education. This year’s presidency lies
with India with the logo of “Vasudhaiva Kutumbakam” (One Earth - One Family -
One Future). The three-member management group consists of the past, present
and future chair/precedency together referred to as Troika. The preparations for
the G20 Summit are conducted through the established Sherpa Track and Financial
Track which are responsible to prepare and follow up on issues and resolutions
adopted at the Summits. Financial Track, led by Finance Ministers and Central Bank
Governors, focuses on the economic and financial issues of the member countries
while Sherpa track focuses on socio-political issues like education, agriculture
etc. Sherpa represents the leader of the country. Apart from the two tracks,
Engagement Groups also form part of the structure of the G20, which consists of
participants from non-government entities like businesses, labour, youth, women
and researchers of the member countries who can make policy recommendations
to G20 leaders. Over the years, different Presidencies have led to the constitution
of different Engagement Groups like Supreme Audit Institutions 20 (SAI20) was
introduced under the Indonesian Presidency and India under its Presidency has
created the Startup20 engagement group. A lot needs to be done in incorporating
extended technologies (AR, VR and MR) and AI in creating digital learning resources.
Multilateral cooperation is the key to the success of these initiatives.
The July 2023 issue has twenty two manuscripts in total. There are nineteen research
articles, one review article, one communication article, and one book review. These
articles deal with mobile augmented reality, inclusive enrollment policy, ICT and
disintegrating teaching-learning process, massive open online courses, open
educational resources, web-enabled student support services (WESSS) in open and
distance learning (ODL) system, and artificial intelligence. I would like to thank all
the authors and reviewers for contributing to taking out the 2nd issue of the 5th
volume of the Indian Journal of Educational Technology.
(ABHAY KUMAR)
Editor
viii
Research Article
Web-Enabled Student Support Services (WESSS) in Open and

Distance Learning (ODL) system: a case study
Amit Kumar Jain1 & Punam Kumari Singh2
1
Assistant Regional Director, IGNOU Regional Centre Karnal Plot No. 5, Sector 12
(Part-1) Karnal, Haryana, Email- dramitkrjain@ignou.ac.in
Retd. Senior Regional Director, Dehrdaun, Uttrakhand
2
Abstract
The concept of the ODL system focuses on open access to education and training to
make the learners free from the constraints of time and place, and offering flexible
learning, curriculum or other elements of structure opportunities to individuals and
groups of learners. IGNOU is serving its best in developing the attitude and aptitude
among the learners for education for those who cannot afford to go far. Effective Student
Support Services are a vital means of enabling students to cope with the academic and
personal pressures of distance education. This research explored the implementation
of Web Enabled student support services by IGNOU Regional Centre Karnal, in order
to obtain feedback from the learners amidst COVID 19 pandemic. Keeping in view of
the probability of responding to the questionnaire, a random sample was drawn from
the 3400 learners of PG, UG, Diploma and Certificates Programmes, admitted for July
2019 (Fresh) under Regional Centre Karnal. An online questionnaire was used for the
collection of the primary data that contained 12 Items based on the Likert Scale in
addition to 16 open-ended questions. The Likert Scale items ranged (5 Point scale) from
(1) strongly disagree (2) Disagree (3) Neither agree nor disagree (4) Agree (5) strongly
agree. The other 16 items pertaining to the learner profile and using resources were
also included in the questionnaire. The findings indicate a positive attitude among the
IGNOU ODL learners towards learning through Web-enabled mode/online mode.
Keywords: ODL, IGNOU, Online Support Services
Introduction distance learners, these services are

more essential than traditional (F2F)
Indira Gandhi National Open University counterparts. One of the most important
(IGNOU), one of the world’s largest reasons for this is that learners and
Universities, has continuously instructors do not share the same
endeavoured to build a knowledge physical environment and that distance
society through the Open and Distance learning settings generally require
Learning (ODL) system. ODL is a tool intrapersonal interactions rather than
for those who have no access to interpersonal ones. Some learners in
conventional education but want to distance learning programs feel isolated
continue their education to compete because of this geographical and
in the changing world. Open learning transactional distance (Moore, 1993).
serves as an easy source of education Furthermore, some fail to feel a sense
for the marginalized and disadvantaged of belonging to the institution because
and inaccessible territories sections of a lack of self-management skills, lack
of society. Support services are very of motivation levels, and the need of
significant elements for all educational being socialized. This is likely to lead to
institutions in general; however, for high drop-out and failure rates and non-
Indian Journal of Educational Technology 1

completion of studies as suggestions in its operations, from teaching–learning
the literature indicate (Simpson, 2003; to provide technology-based support
Belawati and Zuhairi, 2007; Fraser and services. The aim of this study is to
Killen 2006; Nsamba and Makoe, 2017). explore the effective use of technology,
In order to overcome all these problems, digital initiatives in providing for
support services have emerged as a learner’s support, and challenges faced
critical element for an effective and by the learners.
sustainable distance education system.
Student support services are developed Research Methodology
by distance education institutions to
A single case study research design
help students with their learning. These
was used in the study. Keeping in
services cater for students’ cognitive,
view of the probability of responding
emotional and social needs. They
to the questionnaire, a purposive
serve as the interface between the
random sample was drawn from the
institution and the student (Krishnan,
3400 Learners of PG, UG, Diploma and
2012) because they compensate for
Certificates Programmes, those are
the isolated “individual” by making the
admitted for July 2019 (Fresh session)
necessary basic facilities available, in
at various learner support centres
the absence of “live support” from the
under Regional Centre Karnal. The
teacher (Pulist, 2001).
questionnaire was then administered to
The emergence of the Internet all 3400 learners and a later response of
and related networks such as the 300 learners was received.
World Wide Web has had and will
Tools and Data Analysis
increasingly have a radical effect on
the transformation of education and An Online Questionnaire through
training in all sectors. The impact is Google Forms was developed and used
already significant in all developed for the collection of the primary data
countries, and the great majority containing 12 Items based on the Likert
of developing countries are despite Scale in addition to 16 open-ended
difficulties and fears seeking to take items. The Likert Scale items ranged (5
part in the emerging global educational Point scale) from (1) strongly disagree (2)
community. Within the context of Disagree (3) Neither agree nor disagree
distance education support services, it (4) Agree (5) strongly agree. Part 1
is natural to include technology-based consists of questions on personnel
and web-based services and also related information of the students, Part 2
materials. Moreover, institutions in the consists of questions on resources
education sector are expected to use and availability of ICT infrastructure
ICT (Information and Communication and view of the learners on online
Technologies) effectively in order to be support services. Part 3 consists of
successful in educational activities and statements about Student Satisfaction
programs. In terms of the sustainability with Online Student Support Services.
of the system, an institution should While Part 4 consists of questions i.e.
provide distance education services positive aspects of online services and
through ICT-enabled processes to faced problems or challenges during
support all stakeholders in the system, availing the online support services. The
particularly distance learners. IGNOU raw scores are obtained after scoring
today is making a valuable contribution the questionnaire. The following
towards the Digital Revolution in the Statistical Techniques were adopted
field of education. It is leading the way for to realize the given objectives and to
promotion of ICT applications across all test the hypotheses i.e. (a) Descriptive
2 Indian Journal of Educational Technology

Analysis (Mean and S.D) and (b) Test Data reveal that more than half of the
of Significance (t-test). The mean and learners pursuing the study through the
the standard deviation of the attitude ODL System are unemployed (70 per
scores of the entire sample were cent) and belong to rural (60 per cent)
calculated. The mean and standard backgrounds followed by employed (30
deviation of the attitude scores of all the per cent) and urban backgrounds (40
sub-samples were also calculated. The per cent). In the present scenario, the
test of significance (t-test) was used in use of ICT gadgets is also perceived and
order to find out the significance of the recorded that 85.33 per cent of learners
difference between any two means of are using the smartphone for their study
the attitude scores of the sub-samples as well as fewer are using the laptop
involved in this study. (10.67 per cent) and Desktop (4 per
cent) (Figure 2). Some financial glitches
Result and Discussion may be among these learners due to
the majority of the rural background
In the present study, it is observed that
learners. Data reveal that the majority
63.67 per cent of male learners showed
of the learners are using the IGNOU
interest towards education through
Regional centre website (57.33 per cent)
ODL mode in comparison to females
and approaching the learner support
36.33 per cent. Among these learners,
centres (28.33 per cent) to collect the
the majority of the respondents were
updated information for their study and
from Master’s (PG) and Bachelor’s (UG)
a less number of the learners are using
Degrees (43 per cent and 44 per cent).
other Social media of Regional Centre
And very few numbers were recorded
i.e. Facebook page 4.00 per cent, while
from Diploma (9 per cent) and Certificate
negligible numbers are noticed on the
(4 per cent) programmes (Figure 1).
way to twitter account (Figure 3).
Figure-1: Programme wise number of respondents
Figure-2: Acquired Source of IGNOU Online Services

Figure-3: Source of information about IGNOU Web Enabled Support Services
As evident from the result (Figure 4), per cent online submission of assign-
48.33 per cent of learners are interest- ments, and 11.33 per cent for Online
ed to study in offline mode with the ODL counselling session. On the other hand,
system, some of the learners (36.67 more than half recommended these
per cent) showed their interest in Web online support services i.e. GV/GD/IRC
Counselling Video sessions, while very session (63.33 per cent), Fb live sessions
less number showed interest to study (55.33 per cent), Twitter (63.33 per cent),
through Web Counselling Audio (4.33 e-Gyankosh (65.33 per cent) and e-Con-
per cent) and Facebook live session tent (65.33 per cent) online submission
(10.67 per cent). The response of the of assignments (50 per cent) and online
learners was obtained to evaluate their counselling session (70 per cent). While
satisfaction level with IGNOU towards less than 2 per cent showed unwilling-
Web Enabled Student Support Services ness 7.67 per cent online submission of
amidst COVID-19. From the data, it is assignments and less than 20 per cent
evident that 7 per cent learners strong- neither agree nor disagree and less
ly appreciated GV/GD/IRC Session of than 10 per cent disagree except for Fb
IGNOU, 10 per cent Facebook live ses- Live sessions (12.33 per cent) and online
sions, 18.67 per cent Twitter, 14.67 per submission of assignments (13.33 per
cent e-Gyankosh and e-Content, 17.33 cent) (Figure 5).
Figure-4: Preferred Mode of Study

Figure-5: IGNOU Online Support Service including Online Counselling
Sessions
Similarly, more than half learners cent strongly agreed and strongly
(51.67 per cent) agreed to study disagreed (Figure 6). However, it is
online mode. Results on the ba- observed from the respondent that
sis of respondents show that the overall more than half (63.61) of
open education system is provid- learners agreed with online support
ing qualitative education (69.33 per services, less than fifteen per cent
cent) and they are getting related neither agree nor disagree (14.39),
valuable information through web- strongly agree (10.95 per cent), dis-
linked support services (61.67 per agree (9.17), and negligible were
cent). The majority of the learners strongly disagreed (1.89 per cent)
(73.33 per cent) relied on online with web linked services (Figure 7).
support services for smooth study. Thus, a positive attitude was seen
Though, use of the online support among the learners towards ODL
services is a financial challenge re- learning through various aspects of
corded (agreed) by 74.67 per cent online mode amidst COVID-19.
of learners, while less than 10 per
Figure-6: Various sides of Online Student Support Services (OSSs)

Figure-7: Overall views of learners for Online Support Services
Conclusion ODL emerged as an effective tool to

educate learners, particularly residing
With the advancement in ICTs, in far-flung areas and who are not able
heterogeneous and diverse learners’ to have access to education due to
groups who are geographically scattered tough geographical conditions, social
and have increasing expectations from and financial issues. The ODL system
all concerned, necessitate effective and its associated learner support
support services to ensure proper services need to be extended to reach
guidance and learning conditions in the unreached and improve the quality
open and distance learning systems. of these services.
Learner support services include not
only the availability of high-quality There is a need to develop ways and
academic programmes but also means to improve upon the internal and
ensuring that the students receive their external environment of the distance
study material on time, assignments education system to avoid stagnation.
are assessed and evaluated within the Periodical surveys and feedback from
stipulated time frame and provided learners and other associates are
academic guidance. Web-linked needed to review and fill the gaps in the
devices are becoming ubiquitous while present system as well as a centralized
technological fluency is becoming a system may be developed for providing
common expectation. It has been found the web-enabled student support
that learners are increasingly using services by the open universities at all
various ICT tools during their studies. levels including learner support centres.
References
Belawati, T. & Zuhairi, A. (2007). The Practice of a Quality Assurance System in Open and
Distance Learning: A Case Study at Universitas Terbuka Indonesia (The Indonesia Open
University). The International Review of Research in Open and Distributed Learning, 8(1): 1-15.
Fraser, W. & Killen, R. (2005). The Perceptions of Students and Lecturers of Some Factors
Influencing Academic Performance at two South African Universities. Perspectives in
Education, 23(1): 25–39.
Krishnan, C. (2012). Student Support Services in Distance Higher Education in India: A Critical
Appraisal. International Journal of Research in Economics & Social Sciences, 2(2): 459-472.
Moore, G.M. (1993). Theory of Transactional Distance. In D. Keegan, Theoretical Principles of

Distance Education, 1, 22-38. New York: Routledge.

Nsamba, A. & Makoe, M. (2017). Evaluating Quality of Students’ Support Services in Open
Distance Learning. Turkish Online Journal of Distance Education, 18(4): 91-103.
Pulist, S.K. (2001). Student Support Services in Correspondence Distance Education in India:
A Historical Perspective. Journal of Distance Education, 8(1): 66-82.
Simpson, O. (2003). The future of Distance Education – Will we keep on failing our students?
Presentation at a conference: The Future of Distance Education. Cambridge, UK.

Research Article
Effect of Online Learning Augmented Reality Programme

on Academic Achievement in Science
Shivani1 & Yogesh Chander2
1
Assistant Professor, N.C. College of Education, Israna, Panipat, Haryana
Email- shiwaniguleria@gmail.com
Associate Professor, Department of Education, BPS Women University, Khanpur Kalan,
2
Sonepat, Haryana
Abstract
This research explores the effect of NCERT-based Augmented Reality (AR) applications
and conventional teaching on academic achievement in Science subjects in online
classes. The sample consisted of 28 students from class IX of a government girl’s senior
secondary school in Sonepat, Haryana, India, during the academic session 2021-2022.
The sample was selected based on academic scores attained by students in the previous
VIII class in the science subject. Due to the experimental nature of the study, the students
were equally and randomly segregated into the control and experimental group. A Self-
constructed Science achievement test was implemented before and after the experiment.
The control group was taught with traditional teaching, and the experimental group was
taught by NCERT-based AR application on the theme “The Fundamental unit of life” in
Science subject, and the application was shown to the students through Zoom online
learning programme. The intervention programme was administered for four weeks.
The data obtained were analyzed by applying the ‘t’-test. The research findings revealed
that students’ achievement in Science courses increased significantly with the use of
NCERT-based AR applications. Moreover, the students keenly observed and showed
interest in the 3-dimensional images. So, it is supportive and considerate in enhancing
students’ academic success. The research study has applications for in-service or pre-
service teachers, policymakers of the curriculum framework, and secondary school
students.
Keywords: NCERT-based Augmented Reality application, Student’s Achievement,

Online Learning Programme
Introduction hybrid reality, the learner got the chance
to be acquainted with an immersive
With the advancement in technology, learning environment in and outside of
there is a rapid expansion in various ways the classroom (Liu et al., 2017). A vast
of learning and economic sustainability. majority of enterprises in education
Various mediums like virtual learning technology are using simulated virtual
environments, augmented reality (AR), reality to provide real-life experiences
virtual reality (VR), and mixed reality (MR) in the classroom to motivate and grasp
are creating vulnerable and incredible the student’s attention.
prospects for enhancing motivation,
achievement, and learning in different Science education is a way of acquiring
subject areas and educational settings. problem-solving skills, asking questions,
With the practical and affordable applying learned skills, and developing
development in augmented reality, critical thinking, communication, and
virtual simulated reality, and mixed organisation skills. Because of the

above benefits of teaching science between virtuality and reality, which
subjects in the future and present supplements each other (Azuma, 1997).
life, subjects must be prudently and It is the amalgamation of digitalization
pragmatically designed and applied with concrete objects, which allows a
with innovative methodologies and real-world user to interconnect with
techniques to enhance motivation and the digital apparatus impeccably.
success among students (Nurita et al., Therefore, augmented reality is one of
2017). There are various innovative the innovative technology used in the
methodologies and applications teaching-learning process (Timur and
like role-playing (Wulandari, 2018), Ozdemir, 2018), which contribute to the
experimentation (Shana and Abulibdeh, current learning environment (Ozdemir,
2020), and Gamification (Kalogiannakis 2017) and brings new possibilities for
et al., 2021; Hursen and Bas, 2019) in transforming education (Wu et al., 2013,
science subject that enhances academic Huang et al., 2016).
success and motivation to learn new
concepts of science. In contrast, it Augmented Reality
was observed that the traditional
Augmented reality (AR) is a technology
instructional method used by the
that overlays a computer-simulated
teacher in a science course is poor in
image of the existing domain, thus
remembering skills among students
providing a multifaceted observation.
(Aina and Langenhoven, 2015). Though
It is a simultaneous association where
in the traditional learning method,
simulated and factual phenomenon
learners immediately recall only forty-
exists collectively (Azuma et al., 2001;
two percent of the information; a week
Carmigniani and Furht, 2011). It is a
later, this rate diminishes to twenty
three-dimensional technology that
percent (Bok, 2006). Therefore, the
helps to comprehend and recognize
above findings indicate that student-
the existing domain enclosed by items
centred and up-to-date activities should
produced in computer-generated
nurture students’ curiosity, interest,
settings (Leung and Blauw, 2020).
academic success, and motivation.
Additionally, augmented reality (AR)
An effective learning environment
is a technology-based representation
including modern technologies like
that connects real and virtual spaces
visual effects, simulation, and three-
(Diegmann et al., 2015). In AR, an
dimensional visualisation tools in the
innovative learning environment and
teaching-learning process enhances
new opportunities are available to
the student’s interest, motivation,
facilitate learning (Huang et al., 2016).
collaboration, the skills to remember
The functioning of augmented reality
and understand the concepts clearly
is possible with the help of mobile
and enjoyable (Price and Lee, 2013; Raja
technology that connects the real-world
and Nagasubramani, 2018). According
environment by visually overlaying
to societal demands, the perspective
and linking a current view with virtual
on science education has evolved with
objects.
time (DeBoer, 2000). Therefore, the
inclusion of the prevalent application of On the other hand, virtual reality is
current technology in science education the replication of computer-generated
is augmented reality (AR) which solves insightful information (Panciroli
current problems of science learning et al., 2018). It is experienced in a
(Tsai and Wen, 2005; Chen and Tsai, simulated learning environment
2012; Lin et al., 2019). Augmented by computer technology in which
reality is a technology that supports one’s actions moderately govern the
the interaction and collaboration surrounding learning environment

(Merriam-Webster.com Dictionary). and explain (Del Cerro Velazquez and
Therefore, augmented reality helps Morales Mendez, 2018). The structure
in understanding facts or information and organisation of mixed reality are
about concepts in an actual environment shown in Figure 1.
that seems to be challenging to imagine
Figure-1: Structure and Organisation of Augmented Reality and Virtuality
(Milgram et al., 1995)
Source: frvir-02-647997-g001.jpg (510×184) (frontiersin.org)
Genesis of Augmented Reality in many areas, including scientific

research and art activities (Kapur,
Caudell and Mizell (1992) used 2019). Augmented reality applications
the augmented reality model for substitute the technological tools
demonstration in companies, and with and applications used in diverse
the progression in technology and areas. Therefore, the topic of how the
innovation, the use of computers and augmented reality application started
phones has become simpler and more and emerged. Additionally, how did
accessible in a diverse environment advancements and inventions begin
(Johnson et al., 2010). As a result, the after being created? Figure 2 shows this
various technical tools are applicable information as a timeline.
Figure-2: Genesis of augmented reality (cited by Yuen et al., 2011)
Source: History-of-AR-a-brief-timeline.png (850×396) (researchgate.net)

Review of related literature Palmer (1999) suggested in his study
that if AR is used in Science subjects,
Learning is perceived as influenced learners clearly understand abstract and
by learners’ experience, interest, and complex concepts. For instance, in some
approach toward the technological Science topics where the learner finds
environment (Norman, 2004; Preece et difficulty in understanding and learning,
al., 2007). Augmented reality provides AR technology assists in visualising the
a realistic environment in a particular three-dimensional object’s image (Wu
situation, like teaching imperceptible et al., 2013). AR applications developed
happenings, representing hazardous for educational purposes are less
conditions, personifying intangible adapted or modified according to the
thoughts, and explaining complex learning environment (Cuendet et al.,
evidence (Walczak et al., 2006). 2013). Furthermore, the research on
Augmented reality applications the effects and implementation of AR is
can enhance the teaching-learning in the zygotic stage, and to understand
opportunities that assist learning the benefits of augmented reality, the
(Wu et al., 2013; Huang et al., 2016) frequency of research in this area must
by influencing the current learning be enhanced.
environment (Johnson et al., 2014;
Ozdemir, 2017). It is an innovative The literature review shows the vacuum
and advanced technology applied of learning science among secondary
in educational settings (Timur and students, and the present research
Ozdemir, 2018). The augmented reality addresses the existing gap in the Indian
application can focus the student’s context.
attention by bringing vivid reality to a
course (Winkler et al., 2002). Together, Envisioned e-Pathshala AR
the virtual and physical element Application-An Initiative of NCERT
demonstrations allow viewers to see
The fundamental aim of contemporary
how three-dimensional things relate
education is to increase quality
to abstract ideas (Arvanitis et al.,
aspects at all stages of learning. The
2009). Augmented reality application is
digital resources facilitate the learner
capable of enhancing interest among
to move beyond the classroom and
learners (Sotiriou and Bogner, 2011),
textbooks, offer a vivid, experiential
symbolizes learning and wisdom
learning environment, and develop
(Kaufmann Schmalstieg, & Wagner,
problem-solving approaches among
2000), and increases the three-
learners. In the digitalization context,
dimensional capabilities of the learners
the e-Pathshala AR Application is
(Kaufmann et al., 2005; Martin-Gutierrez
an initiative of NCERT under the
et al., 2010), increases motivation and
guidance of the Ministry of Education-
students engagement in the lesson
Government of India, directed to
(Klopfer and Squire, 2008; Sotiriou and
invigorate the textbooks, augment or
Bogner, 2011; Di Serio et al., 2013).
intensify learner-to-learner, teacher-to-
AR application can attain higher-level
teacher, and learner to teacher. Through
cognitive skills (Dunleavy et al., 2009).
augmented interaction, the learner will
Therefore, AR application used in
be able to understand the concept by
educational settings produces positive
experimentation rather than through
and constructive outcomes. Tsai and
reading and memorization. Augmented
Wen (2005), Chen and Tsai (2012),
reality’s purpose is to change inactive
and Lin et al. (2019) research findings
listeners to active listeners. Therefore,
supported the importance of technology
the e-Pathshala AR application is an
and competence in science learning.
effort toward Prime Minister “Digital

India” by exploring different technology e-pathshala AR application (intervention)
areas. was an independent variable, and the
score attained by subjects in the science
Rationale achievement test was a dependent
variable.
The rationale of the study was to discover
an augmented reality-based teaching Research Design and Procedure
strategy that helps students in attaining
academic achievement. In augmented The “pre-test, post-test true experimental
reality, students can gain a three- design” was used to determine how the
dimensional experience of content NCERT-based e-Pathshala augmented
or subject in a virtual environment. A reality application affects students’
positive environment is created, which academic achievement. In a true
thereby enhances their academic experimental design, students were
achievement. The performance of the randomly selected and split evenly
student must be compared with their into experimental and control groups.
past experiences. The study’s rationale Considering the research design, the
was to employ an augmented reality academic achievement test was applied
application launched by NCERT, New as a pre-test to determine the level of
Delhi, India, and identify the effect on attainment in Science subjects among
students’ academic achievement. ninth-class students. After the pre-
test, the students were exposed to the
Objectives NCERT-based e-Pathshala augmented
reality application as an intervention
The research study is intended to
programme in the experimental group,
recognize and understand the following
and the control group was taught
objectives:
through the traditional method. Then,
I. To employ an augmented reality post-testing was done to find out the
application launched by the NCERT, success of the applied programme. The
New Delhi. above procedure determines to what
extent the applied programme affects
II. To find out the effect of AR students’ academic attainment. Finally,
application on the academic the AR application was shown to the
achievement of secondary school students through Zoom online learning
students in science. platform.
Hypothesis Considering the specific design, an

academic achievement test of sixteen
The following hypothesis was developed items was applied as a pre-test to
based on the literature review: determine the level of attainment in
science among ninth-class students.
Augmented reality application
After pre-testing, the students were
has a significant positive effect on
exposed to the NCERT-based e-Pathshala
academic achievement in science.
augmented reality application as an
Methodology intervention programme, and after that,
post-testing was done to determine the
This section includes research design, program’s effectiveness. The steps of
sample, tools, experimental procedure, the intervention programme are shown
and data analysis and interpretation. in Figure 3.
In the present research, the NCERT

Figure-3: Flow chart of Experimental Design
Sample Tools
The study sample comprised 48 A self-made science achievement

secondary school students studying test was developed to assess student
in Kanya Gurukul Government Senior achievement in science by considering
Secondary School, Khanpur Kalan, the content and objective of science
Sonepat, Haryana, in the academic teaching. The chapter for achievement
session 2021-2022. The school was test construction was “The fundamental
selected through a convenient sampling unit of life” (syllabus of ninth class
technique. This was because of school followed by Haryana Board of School
closures during lockdown due to the Education), prescribed by NCERT.
COVID-19 pandemic, and finding an Initially, 20 items were included in
appropriate number of students in the planning phase related to four
the online learning programme was domains of instructional objectives, i.e.,
challenging. knowledge, understanding, application,

and skill. The test items of selected item quality and was exhibited in two
content were multiple choice questions ways, i.e., item difficulty value and
of one mark each. Students had to give discriminating power. The scoring sheet
their responses on the same question- for each student for item analysis was
cum-answer sheet, and the time for arranged from highest to lowest score
attempting the test was 35 minutes. in descending order. The item analysis
The scoring key was also prepared for is done on the top twenty-seven per
the above said questions. cent and bottom twenty-seven per cent
test scores (Kelley’s method 1939).
The try-out of the achievement test
was governed by a sample of 100 a. The given formula calculated the
students of class X, and scoring was difficulty value of each item of the
done accordingly. Subsequently, item achievement test:
analysis is done to determine the
Based on difficulty value, too difficult and retained for the final science
and too easy items were deleted. The achievement test.
calculated difficulty value ranges from
+0.20 to +0.80, and items below +0.20 The split-half and Cronbach’s alpha
and above +0.80 were rejected. methods were used to calculate the
science achievement test’s reliability
b. Similarly, discriminating power and validity, and the results showed
value is employed to discriminate that they were, respectively, 0.69 and
between above average and below 0.82 and were found reliable. The
average learners and calculated by validity of the achievement test was
formula; determined by establishing content and
face validity. Subject experts reassessed
Discriminating Power=NU -NL / N items selected for achievement test
construction, the specialized teacher
NU and NL =Number of students who
in science teaching was involved in
answered the items correctly in the
assessment and evaluation, and the
upper and lower group
language expert edited test items.
N=Number of students who answered The ambiguous items were adapted,
the items correctly in each group modified, and reworded in simple
sentences and lucid language.
The calculated discriminative power
value ranges between +0.20 (lowest Experimental Process of the Research
value) to +0.50 (highest value). Items
The experimental research process
below +0.20 and above +0.50 were
comprises four phases: preliminary/
rejected. Therefore, the final science
preparatory phase, course designing
achievement test includes questions
phase, implementation phase
with acceptable discriminative power
(application of NCERT-based e-pathshala
indexes (+0.20 to +0.50) and item
AR application), and evaluation phase,
difficulty value indexes (+0.20 to +0.80).
as shown in Figure 4.
Eventually, 16 items were selected

Figure-4: Experimental Process of Research
I. Preliminary/ Preparatory Phase: III. Implementation Phase:
In this phase, prior consent was Before the execution of a four-

taken from the students who were week experimental programme,
willing to participate. A need-based an orientation programme was
analysis survey was conducted to conducted, where students were
know the interest and aptitude of informed about NCERT-based
learners toward the online learning e-pathshala augmented reality
environment to avoid boredom in applications, and a pre-test was
learning and a pre-test was applied. conducted. After the orientation,
the execution of the course with the
II. Course–Designing Phase: topic “The Fundamental Unit of Life”
was initiated.
After considering the needs and
requirements of the learner, IV. Evaluation Phase
the technical supported Science
course design based on the NCERT In this phase, students’ views
e-pathshala AR application was were taken about the augmented
applied. The design of the course reality teaching method, whether
was a four-week augmented reality- the content taught through this
based activity prepared on the application accomplished the
theme “The Fundamental Unit of objective or not was noted, and
Life.” In the course-designing phase, a post-test was applied. Detailed
persistent help was taken from information about the four-week
science teachers and curriculum experimental process is shown in
developer professionals who Table 1.
understand the use of augmented
reality applications.
Table-1: Information about four week’s course design
Week Topic Learning objectives Learning Learning outcome

activities
First The To understand that Displaying the To give examples of
week Fundamental all living organisms formation and cell composition in
Unit of Life are made up of cells. structure of a leaf peels, root tips,
To know the basic cell cell in an AR onion peels, etc.
composition in an AR environment and
environment by adding video

Week Topic Learning objectives Learning Learning outcome
activities
Second The To understand Demonstrating Realizing the
week Fundamental the structural and and displaying importance of
Unit of Life functional system of the structural and different cell
organelles present in functional system organelles present
an animal cell in an of organelles in animal cell
AR environment present in an
animal cell in an
AR environment
Third The To understand Demonstrating Realizing the
week Fundamental the structural and and displaying importance of
Unit of Life functional system of the structural and different cell
organelles present in functional system organelles present
a plant cell in an AR of organelles in plant cell
environment present in a plant
cell in an AR
environment
Fourth The To differentiate Elucidating the Necessary
week Fundamental between animal differences information about
Unit of Life and plant cells in an between animal the significant
augmented reality and plant cells in differences
setting an augmented between plant cell
reality setting and animal cells
Some glimpses of the use of NCERT-based applications are shown below in Figure
5.
Figure-5: Glimpses of the use of NCERT-based applications

Results by using paired sample “t” test. Before
this Shapiro-Wilk Test was applied to
The mean, standard deviation, and determine the normality of the data,
degree of freedom of pre-testing and it was observed that data is normally
post-testing scores of the students distributed. Therefore, the results
in both groups were computed and obtained are shown in Table 2.
tested for significance of difference
Table-2: Academic Achievement Mean Scores of the Experimental Group and
Control Group
Variable Phase Group N Mean SD df ‘t’ Significance

Value Level
Science Pre- Experimental 14 16.00 6.65 13 0.69 Not-
Academic testing Group significant at
Achievement Control 14 16.27 5.96 0.05 level
Group
Post- Experimental 14 23.28 6.25 13 2.16 Significant at
testing Group 0.05
Control 14 18.28 5.96
Group

Table 2 indicates that at the pre-testing whereas, for the control group, it was
phase, the mean and standard deviation found to be 18.28 and 5.96. For a one-
scores of the experimental group were tailed test, at a 5% significance level,
16.00 and 6.65, whereas the mean and the critical table value of ‘t’ with the
standard deviation for the control group degree of freedom 13 is 1.71, and our
were 16.27 and 5.96, and the ‘t value of computed ‘t’ value is 2.16. Hence, it is
both groups were 0.69 at 13 degrees greater than the critical table ‘t’ value
of freedom which is not-significant at of 1.71. Therefore, it is to be taken as
0.05 level. It means students in both significant at a 5% significance level
experimental and control groups have but does not reach 2.50 and is not
the same level of academic achievement significant at 0.01 levels. It reveals
before the onset of the intervention that the experimental group students
programme. attained higher academic success than
the control group after the intervention
Further, it is also evident from Table 2 of augmented reality in online classes.
that the post-test mean and standard The graphical representation of the
deviation value for the experimental above results is given in Figure 6.
group were 23.28 and 6.25, respectively,
Figure-6: Graphical presentation of Academic Achievement results
It is depicted in figure 6 that there is gained academic achievement scores of

an enhancement in post-test scores in both experimental and control groups
both groups to pre-test scores. Further, were 7.28± 2.16, whereas, for control
it also revealed that the improvement is groups, it was 2.00±2.48. The “t” value
highly visible in the experimental group for both groups was 2.16 and was found
in comparison to the control group. significant at 0.05 levels. The gain score
difference of the experimental group
Comparison of Academic is three times greater than the control
Achievement Gain Scores group and is shown in Table 3.
The mean and standard deviation of the
Table-3: Gain score difference between the experimental group and control
group
Variable Group N Mean SD “t” value Significance

levels
Academic Experimental Group 14 7.28 2.16 Significant at
Achievement Control Group 14 2.00 2.48 2.16 0.05 levels

Further, the experimental group has teaching with augmented reality appli-
shown higher academic attainment af- cations significantly positively affects
ter their exposure to augmented reali- academic success. This can be graphi-
ty-based intervention than the control cally represented in Fig. 7.
group. Therefore, it is concluded that
Figure-7: Mean Gain Scores of Academic Achievement
Therefore, it is concluded that students Conclusion

of the experimental and control groups
differ significantly from each other. So The present study justified that
it is concluded that augmented reality augmented reality application in science
teaching has a positive advantage over helps increase learners’ academic
the traditional method. achievement. Besides research
findings, it was also observed by the
Discussion researchers that augmented reality is
effective in creating a world that does
It is clear from the results that using not exist physically, and students were
AR applications in Science learning showing keen interest and curiosity
is effective. Petrov and Atanasova towards 3-dimensional images and
(2020) supported the results, and Lin were more focused on Science learning.
et al. (2019), confirmed that the use of Furthermore, the finance issue was also
augmented reality in STEM education resolved because no such costly gadgets
helps in acquiring the skill to discover, are required in augmented reality
train, and correlate with STEM education, applications in the teaching-learning
and also the augmented application process. Therefore, it is suggested that
has a positive effect on spatial ability augmented reality helps to bring reality
on medium achievers mathematics to the classroom and develop divergent
students. Research studies (Dede, thinking among learners.
2009; Chang et al., 2016; Hwang et al.,
2016; Cetin and Turkan, 2021) confirm Educational Implications/
that augmented reality complements Recommendations
student-teacher interaction and
enhances academic achievement. The outcomes of this research may
The findings are incongruent with be helpful for researchers, students
Kumaran, Santhi, and Anand (2007), and teachers, and policy planners. AR
reflecting that developing augmented application is an exciting and innovative
reality applications helps in learning way of teaching which helps significantly
the various application domains of civil in raising the students’ achievement,
engineering. updating knowledge, solving

queries, motivation, comprehensive like scientific creativity, scientific
understanding and application of the attitude, science self-efficacy, science
concept, and positive attitude towards process skills, and laboratory skills by
science subject. This form of learning conducting experiments in the virtual
eases the learning cost and is accessible and simulated learning environment.
training simulations to different- NCERT’s e-Pathshala AR application is
stage learners. For implementing the presently applicable for class IX and
AR application, the positive attitude X science subjects only. Therefore, a
of teachers, facilities like proper similar application can be extended to
space, seating arrangement, different the achievement of learners of different
improved digital learning materials, age groups, grade levels, and different
internet connectivity, etc., need to subject areas. Hence provisions
be at every learning end to make the should be made in teacher education
academic atmosphere more lively and programmes to explore the possibilities
exciting. The effect of AR application can of practising innovative e- Pathshala AR
be further extended to other variables applications like models.
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Research Article
A systematic literature review on significant and sustainable

impact on teaching and learning in the 21st Century classroom
Soniya Antony1 & R. Ramnath2
1
Doctoral Researcher, Department of Education, Alagappa University
Email ID: soniyaantony4@gmail.com
2
Associate Professor, Department of Education, Alagappa University
Abstract
This study presents a comprehensive examination of the teaching and learning benefits of
digital storytelling in the 21st-century classroom, as well as the prevailing theoretical and
methodological trends in digital storytelling research in school education. A systematic
literature review encompassed 59 articles published between 2000 and 2021, sourced
from databases such as Google Scholar, ERIC, EBSCO, Web of Science, and Social Science
Index. Digital storytelling has a significant positive impact on the 21st-century classroom.
The literature highlights that digital storytelling is an invaluable instructional tool for
teachers to develop the essential 21st-century skills and competencies required to meet
the demands of the global economy. The active involvement of learners in the creation
and presentation of their own digital stories has been found to foster the development
of these skills. The review also identifies the prevailing theoretical and methodological
perspectives observed in digital storytelling research over the past two decades, which
predominantly revolve around the theoretical framework of social constructivism and
the use of interviews as a data collection method. Furthermore, more than 50 per cent
of the studies focused on the second-grade level, indicating a concentration of research
in this educational context. The findings of the literature review highlight essential areas
for future research in digital storytelling. This study contributes to the existing literature
by providing a comprehensive overview of the teaching and learning benefits of digital
storytelling in the 21st-century classroom. It also identifies research gaps and areas
for further exploration, facilitating the advancement of knowledge in this field and
informing future research endeavors.
Keywords: digital storytelling, teaching-learning benefits, benefit to disabled

children, 21st Century classroom
Introduction process, enabling them to construct
meaningful narratives using various
In the 21st century, with the rapid media elements. This approach has
advancements in technology and the been widely recognized for its potential
changing landscape of education, to enhance students’ cognitive and
there is a growing need to explore literacy skills, promote critical thinking,
innovative approaches that can and foster effective communication
significantly impact teaching and and collaboration. While digital
learning in classrooms. One such storytelling holds promise as a valuable
approach that has gained considerable educational tool, there is a need for a
attention is digital storytelling. Digital comprehensive and systematic review
storytelling in education harnesses of the literature to understand better
the power of technology to engage its significant and sustainable impact
learners in a creative and collaborative on teaching and learning in the 21st-

century classroom. Existing studies meaningful objects within educational
have provided insights into the positive activities. However, constructionism
effects of digital storytelling on various extends beyond mere construction
educational outcomes, such as language and highlights the importance of the
competence, identity exploration, and creative process and the sharing of the
presentation skills. However, there is a final product with others to harness
lack of meta-synthesis literature reviews the learning experience fully. Papert’s
that synthesize and analyze the existing focus was on how learners interact with
research in this field. their own creations or artifacts, as these
interactions promote self-directed
Therefore, this systematic literature learning and the construction of new
review aims to bridge this gap in the knowledge. He emphasized the role
research by conducting a comprehensive of technologies, media, and context in
analysis of the available evidence on human development. Constructionism
the significant and sustainable impact theory posits that learning is most
of digital storytelling on teaching and effective when learners create a product
learning in the 21st-century classroom. to share with others. This theory aligns
By employing a rigorous meta-synthesis with constructivism in promoting
approach, this study will synthesize individualized, child-centered, and
the findings from multiple studies, discovery learning, where children
providing an overall picture of the actively explore new knowledge and
effectiveness of digital storytelling as construct meaning by connecting it to
an educational tool. This systematic their prior knowledge and experiences.
literature review will draw upon the
citations and findings discussed in While constructivism centers on
the previous sections to advance our mental constructions, constructionism
understanding of educational digital emphasizes materializing learners’
storytelling and its impact on teaching ideas in tangible objects in the real
and learning. By synthesizing and world, referred to by Papert as “public
analyzing the existing research, this entities”. Constructionism sheds
study aims to provide valuable insights light on how ideas are developed
into the potential of digital storytelling and transformed through diverse
as an effective educational tool in media, shaped by learners’ minds, and
the 21st-century classroom, thereby actualized within specific contexts.
informing educators, researchers, and In other words, the focus shifts from
policymakers about its significance and universal learners to individual learners’
sustainable impact. interactions with their own artifacts,
representations, and objects to think.
Theoretical Background Educational digital storytelling embodies
Papert’s philosophical approach and
Educational digital storytelling is
learning theory of constructionism by
grounded in the theoretical framework
emphasizing collaboration, the creation
of constructionism, developed by
of meaningful artifacts, sharing those
Seymour Papert of the MIT Media
artifacts, and utilizing tools, media, and
Lab, building upon Jean Piaget’s
context. A crucial element of educational
constructivism theory of learning.
digital storytelling is the expression
Constructionism emphasizes the active
of ideas, thoughts, and emotions by
creation of tangible outcomes in the
learners to their peer groups through
real world as a means of meaningful
communication and collaboration.
learning. According to Papert, successful
Drawing upon the theoretical framework
learning occurs when learners engage in
of constructionism, educational
the process of constructing physical or

digital storytelling underscores the and software systems (Van Gils, 2005;
importance of learners actively creating Smeda, Dakich, & Sharda, 2014). This
tangible outcomes and sharing them, digital transformation has given rise
facilitating meaningful learning to the concept of digital storytelling,
experiences. Through its incorporation which has emerged as a powerful tool
of collaboration, diverse media, and in educational settings for enhancing
artifact development, educational digital teaching and learning (Xu, Park, &
storytelling aligns with the principles of Baek, 2011). Digital storytelling offers
constructionism and offers a powerful unique opportunities for children to
approach to learning in the 21st-century nurture their creativity and problem-
classroom. solving skills in innovative ways (Ohler,
2008). In the twenty-first century, the
Digital story evolution of technology and global
competition has significantly influenced
Digital storytelling is a multimedia form
the conceptualization of literacy
of presentation that combines photos,
practices. Educators are now challenged
animations, music, and narration
to incorporate effective teaching
within a narrative structure. It emerged
strategies that blend traditional and
from artistic experimentation in the
innovative forms of literacy (Kress, 2003;
1970s and 1980s, allowing for the
Lankshear & Knobel, 2003; Mills, 2010).
sharing of personal narratives with
Digital storytelling is a technological
a broader audience. The Center for
application that harnesses learner-
Digital Storytelling defines it as using
contributed content, empowering
computer-based storytelling tools,
instructors to overcome the challenges
incorporating various multimedia
associated with productive technology
elements like graphics, audio, video,
integration in classrooms.
and web publishing. Digital storytelling
provides a creative platform for By leveraging digital storytelling,
individuals to express their experiences educators can tap into the potential of
and perspectives using technology, student-generated content, enabling
engaging audiences through visual learners to participate in the creation
and interactive elements. It transcends and sharing of their narratives actively.
traditional limitations, allowing stories This approach fosters engagement,
to be shared globally through digital creativity, critical thinking, and
platforms, fostering connectivity, and digital literacy skills among students.
amplifying diverse voices. In summary, Furthermore, digital storytelling
digital storytelling combines technology provides a platform for students to
and artistry to create impactful communicate their ideas, knowledge,
narratives that connect with audiences and perspectives effectively, fostering
worldwide. a collaborative and interactive learning
environment. Digital storytelling offers
Digital Storytelling in Classroom
a promising avenue for educators to
Storytelling, as a pedagogical approach, incorporate technology in meaningful
has been recognized for its effectiveness ways that enhance teaching and
in enhancing learning outcomes across learning. By embracing this pedagogical
various domains of education (Sharda, approach, educators can harness
2007; Smeda, Dakich, & Sharda, 2014). the power of technology to engage
With the rapid advancements in students, foster creativity, and develop
technology, storytelling has taken on a essential literacy skills for the twenty-
digital form, utilizing various hardware first century.

21st Century Classroom Skills skills to these literacies: empathy and
perspectives, self-understanding,
21st-century learners need to develop and community-building. These
various skills to succeed in today’s skills involve sharing experiences,
society. Communication, collaboration, expanding perspectives, self-reflection,
creativity, critical thinking, and problem- and fostering communication and
solving are essential skills that enable collaboration with others. Digital
students to thrive in the 21st century. storytelling not only enhances students’
These skills, often referred to as 21st- technological proficiency but also
century skills, are vital for both everyday nurtures a wide range of 21st-century
life and the workplace. Therefore, it is skills and literacies. By engaging in
crucial to incorporate these skills into the the process of creating digital stories,
education of students alongside subject- students develop valuable abilities such
specific content. Digital storytelling as communication, critical thinking,
plays a significant role in fostering 21st- problem-solving, and collaboration,
century skills among students. When preparing them to be active and
students create their own digital stories, informed citizens in an ever-evolving
they acquire key skills and literacies digital world.
identified by the Consortium for 21st
Century Skills (Robin, 2008). These Research Questions
literacies, often called “Twentieth-
Century Literacy,” have evolved with This study aims to address the existing
technological advancements (Robin, gap in comprehensive and reliable
2006; Brown, Bryan, & Brown, 2005). research on digital storytelling in the
These 21st-century literacies encompass 21st-century classroom. The research
digital literacy, which involves questions aim to address the existing
effective communication, social issue gap in comprehensive and reliable
discussions, information gathering, and studies on digital storytelling in the
seeking support. Global literacy focuses 21st-century classroom environment.
on reading, analyzing, interpreting, and By conducting a systematic review, this
responding to messages from a global study aims to analyze the results of
perspective. Technology literacy uses previous research holistically, examine
devices and technological advancements the theoretical and methodological
to enhance learning, performance, and trends in digital storytelling in K-12
productivity. Visual literacy involves the classrooms, and identify the areas
ability to communicate, understand, that require further investigation and
and produce visual images. Information research in the field. The research
literacy encompasses finding, analyzing, questions are as follows
evaluating, and synthesizing information RQ1: Why is digital storytelling
(Robin, 2006). considered to have a significant and
sustainable impact on teaching and
In addition to the aforementioned learning in the 21st-century classroom?
literacies, developing digital stories
also cultivates a broader set of skills. RQ2: What are the prevailing theoretical
These include research skills, writing and methodological trends observed
skills, organization skills, technology in using digital storytelling in K-12
skills, presentation skills, interview classrooms?
skills, interpersonal skills, problem- RQ3: What are the future research
solving skills, and assessment skills needs and areas of exploration in the
(Robin, 2006). Garcia and Rossiter field of digital storytelling in school
(2010) propose adding three additional settings?

Methodology of research studies were as follows:
Systematic literature review • Studies conducted between the

years 2000 and 2021
In this research, the researcher
followed the PRISMA 2021 guidelines • Studies available as open-access or
for data collection. A systematic publicly accessible
literature review was conducted to
identify, select, and critically evaluate • Studies published in peer-reviewed
published research works to address a journals and written in English
specific research question. The review
• Studies conducted with school
followed a well-defined protocol, with
children from pre-kindergarten to
clearly determined inclusion criteria,
higher secondary level (K-12 grade)
and encompassed a systematic,
comprehensive, and transparent search • Studies addressing the teaching
of published literature across multiple and learning benefits of using
databases. This approach allows for the educational digital storytelling
replication and innovative reproduction
of the study by new researchers. • Studies addressing 21st-century
competencies and skills
Literature Search and Author’s
Contribution The first author systematically searched
articles based on predetermined
During the literature collection process, research questions, and the
relevant search keywords such as second author identified, selected,
“benefits of digital storytelling in systematically analyzed, and critically
teaching and learning,” “educational examined 59 included articles. Both
implications of digital storytelling,” and authors then classified the research
“digital storytelling and 21st-century work in a structured manner to answer
competencies and skills” were used to the formulated questions, replicating
obtain educational digital storytelling and reproducing the findings. A
studies. Multiple databases, including comprehensive and systematic
Google Scholar, ERIC, EBSCO, Web of approach was taken to collect, analyze,
Science, and Social Science Index, were and synthesize the literature, ensuring
searched to gather the articles. The the inclusion of relevant studies that
inclusion criteria for the meta-synthesis meet the predetermined criteria.
PRISMA chart
Figure-1: Search flow chart
Articles identified through multiple data base=17100

Identified
Google scholar, ERIC, EBSCO, Web of Science and

Social Science Index
Records after duplicate removed= 1057

Screening
Record Screened= 1057
Full text articles assessed for eligibility =678 Records excluded =379
Eligibility
Full text articles excluded

with reasons
Articles focused on software
development, developing
scale and story creation= 26
No information about
Articles included for qualitative Meta-Synthesis= 59 teaching learning=277
Included
Project reports/Essays and

Review papers=38
Higher and professional
education related= 189
Explanatory studies and
other reasons= 89

Systematic Analysis of Selected theoretical foundations, methodologies,
Studies participant characteristics, data analysis
approaches, data collection strategies,
The systematic analysis of selected future research needs, and the benefits
literature focused on the three main of digital storytelling in education.
research questions. The analysis
involved examining the purpose of each Objectives of Digital storytelling
study, understanding the theoretical research Studies
foundations guiding the research,
evaluating the rigor of the research The objective of the systematic analysis
methods, considering the grade was to examine and code the objectives
level of participants, reviewing data of the research articles systematically to
analysis and interpretation techniques, provide a comprehensive understanding
assessing the validity of data of the objectives of digital storytelling
collection strategies, exploring future in the 21st century. This analysis also
research needs and methodological aimed to provide literature references
improvements, and analyzing the that can serve as a valuable resource for
positive impacts and advantages further research and understanding of
of digital storytelling for various the topic. By systematically examining
student populations. This systematic and coding the objectives of the research
analysis provided a comprehensive articles, this analysis contributes to a
understanding of the research deeper understanding of the purpose
landscape, encompassing objectives, and focus of digital storytelling in the
context of the 21st century.
Table-1: Objectives of Digital storytelling research studies
Theme Reference
Academic and social skills [4][7][8][14][19][22][23][24][30][31][37][40][41]

[44][47][51][57]
[3][12 [15][18][22]][27][35][37][46][47][49]
Integration of technology
[51][53]
Personality factors [19][23][28][30][31][34][44] [47][52][54][57]
Academic achievement [15][21][26][32][34][38][45][46][52][54]
21st Century competencies [1][4][8][12][17][20][35] [56]
Learning [9][12][27][35][47][49][56]
Classroom management [2][4][15][23][27][35]
Perception and opinion [23][32][38][42][59]
Knowledge construction [40][49][53]

Theoretical and conceptual explanations for observed phenomena.
framework Most of the studies reviewed in this
analysis adopted a social constructivist
The theoretical and conceptual theoretical framework. Theoretical and
frameworks employed in digital conceptual frameworks used in the
storytelling studies were systematically studies are presented in the table below.
analyzed and synthesized. Using This analysis provides a comprehensive
theories aims to contribute to developing overview of the theoretical foundations
research problems, designing of digital storytelling research, offering
appropriate research questions, guiding insights into the frameworks guiding
the selection of relevant information, the investigations.
interpreting the data, and providing
Table-2: Theoretical and conceptual framework
Theme References
Social Constructivism [4][5][20][23][44][49][50][58]
Multiliteracies Pedagogy [4][6][7][15]
New Literacy Theory [49][55]
Child-centered learning [28][53]
Situation learning and cognition learning [32][47]
Dialogical approach [49][55]
Critical literacy theory [4][51]

Critical engaged pedagogy and global sharing
[3][35]
pedagogy
Cognitive apprenticeship [29]
Community learning and practice [16]
Constructionism [41]
Inquiry based learning [30]
Active learning [44]
Reflective learning [51]
Cognitive developmental theory [23]
Symbolic interactionism [33]
critical race theory [43]
Ecological system theory [20]
Double diamond theory [3]

Methodology which methods are most suitable
and effective for investigating digital
Research methodologies are essential in storytelling-related issues in school
addressing specific issues and provide education. The detailed examination
scholars with the necessary knowledge revealed that most researchers opted for
to apply them to real-world problems. quasi-experimental research methods
By examining the research methods as their approach to conducting
employed in digital storytelling studies, research in digital storytelling.
this synthesis aimed to understand
Table-3: Methodology
Theme Reference
Quasi-Experimental [7][19][23][27][28][38][47][51][52][53][54][57]
Case study [3][15][18][25][40][41][48][49][50][59]
Action research [17][22][55][58][50]
Mixed method [9][16][44][46]
Experimental [1][35][42]
Participatory research [11][33]
Ethnography [4]
Narrative study [51]
Grade of participants 6-8) in their studies. However, there was

a limited amount of research conducted
In the selected digital storytelling on digital storytelling in pre-primary
articles, the participants were primary level students. This finding highlights
school students ranging from grades the need for further exploration and
K-12. The systematic analysis revealed understanding of the application of
that researchers predominantly focused digital storytelling in early childhood
on secondary-level students (grades education.
Table-4: Grade of participants
Theme Reference
Grades 6-8 [2][3][4][6][7][9][10][11][4][15][16][18[]21][22][23][33][41]

[43][45][51][53][[55]
Pre-school to 5 [1][5][12][13][17][20][27][32][35][40][42][47][54][56][59]
Grades 9- 12 [8][11][18][19][28][34][45][47][49][51[[57][58]

Data collection surveys, interviews, observations, and
document analysis. These strategies
The data collection strategies employed allowed researchers to gather diverse
in digital storytelling studies played perspectives and rich insights on
a crucial role in determining the the benefits and impacts of digital
quality and reliability of the data storytelling in education. The careful
analysis and interpretation. The selection and application of data
systematic analysis revealed various collection methods ensured the validity
data collection techniques, including and comprehensiveness of the findings.
Table-5: Data collection
Theme Reference
Interview and focus [1] [3][4][9][11][16][17][22][25][28][31][33][35][40][41]
group discussion [42][44][45][46] [48][49][50][52][55][58] [59]
Questionnaire and [7][9][16][19][23][27][28][38][44][46][47] [51][52][53]
survey [54][57]
[3][15][18][25][40][41] [11][33][35][42] [9][44][46] [17]
Artifacts
[22][55][58][50]
[1][3][9][11][16][22][25][33][35][45][48][50][52][55][58]
Field notes
[59]
Observations [1][3][4][9][22][25][28][33][35][42][44][48][52][55][58]
Video and audio [1][3][4][9][16][17][22][25][28][31][33][40][44][48][55]
records [58][59]
Achievement test [4][9][16][19][20][24][27][29][34][37][44][46][47]

Scales [6][10][13][15][9][21][23][28][33][37][44][51][55][58]
Reflective journals [8][15][16][19][20][49]
Documentary and
[9][13][48][53]
blogs
Data analysis and interpretation analysis delved into the social and
cultural contexts of digital storytelling
The data analysis and interpretation practices, while interaction and
in the digital storytelling studies dialogical discourse analysis focused on
encompassed a range of approaches and communication and dialogue within the
techniques. Thematic coding/analysis storytelling process. Textual narrative
was commonly employed, allowing and analytic memo techniques were
researchers to identify and categorize used to explore the narrative elements
recurring themes and patterns within and reflective insights present in the
the data. The descriptive analysis data. These diverse approaches enabled
provided a comprehensive overview and researchers to analyze and interpret
summary of the collected data, while the data from multiple perspectives,
artifacts and content analysis examined enriching the understanding of the
the digital stories themselves for deeper impact and benefits of digital storytelling
insights. Ethnography and protocol in education.

Table-6: Data Analysis and Interpretation
Theme Reference
[1][7][16][19][23][27][28][35][38][44][46]
Inferential analysis
[47][50][52][53][54][57]
Thematic coding/ analysis [4][5][9][11][13][17][21][24][43][45][51]
Descriptive analysis 9][16][23][27][44][46][50][52][54][59]
Artifacts and content analysis [3][11][15][18][25][40][41] [42][55][58][50]

Ethnography and protocol
[4][51]
analysis
Interaction and dialogical
[11][33]
discourse analysis
Textual narrative and analytic
[51]
memo
Future research needs, methodological changes that are

methodological changes, and context required, and the priority contexts for
digital storytelling research in school
The literature examination revealed education. Identifying and addressing
several areas of future research these research needs will contribute to
needs and scope in educational digital the advancement and understanding
storytelling. These can be classified of digital storytelling as an effective
into three main themes: the problems educational tool.
that need to be investigated, the
Table-7: Future research needs, methodological changes, and context
Themes Sub-themes
Integration of digital storytelling and augmented reality

The social context of digital storytelling
Gifted education curriculum and digital storytelling
Individual education plan and personalized education
Digital Storytelling in early childhood education
Problem to be Story writing in a digital context
investigated in
educational digital Efficiency and effectiveness of digital storytelling in
storytelling STEM Subjects.
Digital storytelling for remedial students learning
Cooperative and collaborative learning
Art of digital storytelling
Curriculum design and digital storytelling
Culture of thinking and digital storytelling

Themes Sub-themes
Phenomenological studies
Research Comparative studies ( subject, grade, and country)
methodology to be
changed Experimental studies
Follow-up studies
Inter-culture
Context need to be
Multilingual and multicultural context
conducted
Slumps, migrants and wide digital gap
Benefits of digital storytelling in the Furthermore, it facilitates the learning

teaching-learning process of cross-curricular competencies such
as teamwork, independent learning,
Numerous research studies have and project work, empowering students
demonstrated the various benefits to choose the competencies they want
of educational digital storytelling in to develop (Smeda, Dakich, & Sharda,
the teaching and learning process. 2014). In addition to these pedagogical
Personalized education and instruction benefits, digital storytelling simplifies
are among the attractive advantages the comprehension of complex
observed in digital storytelling. Van ideas through the use of multimedia
Gil (2005) highlights that students (Oppermann, 2008). It provides an
can actively participate by presenting effective medium for learners to
their understanding, reflections, express their voices with creativity and
and experiences while creating intellectual depth. This fosters a sense
their own digital stories. This active of agency and empowerment among
engagement transforms them from students. Moreover, educational digital
passive information consumers storytelling is considered an asset-based
to active knowledge constructors pedagogy, as it incorporates multiple
(Ohler, 2008). The UNESCO program aspects of the core curriculum, allowing
for the United Nations Decade of for the integration of various content
Education for Sustainable Development areas (Benmayor, 2008). Educational
acknowledges the significance of digital storytelling offers personalized
digital storytelling as a critical teaching education, encourages active
strategy for achieving the objectives participation, enhances research and
of education for a sustainable future other key skills, facilitates the learning
(UNESCO, 2010). Teachers also of cross-curricular competencies,
recognize digital storytelling as a promotes the comprehension of
valuable tool for enhancing students’ complex ideas, and empowers students
research skills and promoting other to express their voices. It is recognized
essential competencies. For instance, as a valuable pedagogical approach that
Smeda, & et.al. (2014) note that digital aligns with the objectives of education
storytelling can improve spelling, writing, for a sustainable future.
communication, and collaboration skills.

Table-8: Benefits of using digital storytelling in the 21st Century classroom
Suggested How to
Characteristics
instructional use digital Benefits/outcome
of learners
strategies storytelling
Meaning full Learners’
integration of creation of
technology into digital stories
Tech intelligence Deeper
instructional as classroom
and creativity understanding
methods, classroom activities/
activities and assignment and
assignment. as group work
Synthesis
content from
Gives an active a range of
Multimedia activity/ task/ resources Higher order
lovers assignment to and create an thinking
complete entirely new
story based on
the content.
World exploration
Vast variety
of resources,
information and
Encourage students Created stories content
Interest in to contribute helpful upload to the Communication
internet content content blogs, and blog, youtube, and collaboration
creation websites and create and other Shared reflections
YouTube videos mediums. Global pedagogical
sharing
Social interaction
(William &et.
al.,2018)
Organize their
Just-in-time teaching, own ideas-ask
Motivation
inquiry-based questions-
Inductive Experimental data
instruction and express
discovery interpretation
hypothetical case opinions-
studies. construct
narratives.
Allow learners to use to create their Complex real-world
their techniques and own stories problem-solving
strategies to solve through the Critical thinking
Hit or miss/ trial problems and allow learning of what ability
and error them to analyze their worked and
own failure and take why? Or what Research and
complete control of didn’t work and experiment
their learning why? Alternative learning

Creativity and
Support endless interest
possibilities Inquiry based
for designing learning
assignment Creative and Research aptitude
Visual
innovative and innovative story Long lasting
communication
creatively with the making memory
use of images, videos Engagement and
and augmented concentration
realities Technology literacy
( Robin, 2008)
Improved attention
Multiple
Making intelligence
Short attention Encourage digital
narrations their Continuous
span multitasking
own pace engagement
Concentration
Narration Critical thinking

Activation and from deep Deep learning
Pressure to
utilization of learners understanding Innovation
succeed
multiple intelligence and critical Independent
reflection thinking
Interest and self
motivation
Making own
Allow students to Research aptitude
Self learners content for
learn their own way Content writer and
learning
creator
More challenging Freedom of Problem solving

and complicated expression and Critical thinking
Gifted problems creation Discovery learning
Allow learners take
content from real
Own voice,
life experiences Leadership
Influencers sound
or socially Engagement
modulation and
relevant content Evoke emotions
emotions
for assignment,
classroom activities.
Include peer
At the End of each feedback Better planning
feedback/
storytelling section section in Accepting positive
suggestion
provide positive and the digital and negative
seeker
critical feedback storytelling criticism
process

Benefits to gifted and learning benefits of digital storytelling, educators
disabled students can create an inclusive and engaging
learning environment that supports the
Digital storytelling in the classroom unique needs and abilities of gifted and
offers specific benefits to both gifted disabled students.
and disabled students. Gifted students
can benefit from personalized Discussions
education and instruction through
digital storytelling, allowing them to The literature provides evidence
explore their understanding, reflect on supporting the significant and
their experiences, and evaluate their sustainable impact of digital storytelling
potential (Van Gil, 2005). This active on teaching and learning in the 21st-
participation helps gifted students century classroom. Numerous studies
utilize their intellectual abilities to have highlighted the positive effects
create meaningful digital stories, of digital storytelling in enhancing
fostering their creativity and intellectual various skills and competencies
depth. Additionally, digital storytelling is demanded by the modern global
a powerful tool for inclusive education, economy. Researchers have found
benefiting students with disabilities. that digital storytelling promotes
Ohler (2008) emphasizes that digital personalized education and instruction,
storytelling transforms students from enabling students to participate
passive consumers to active knowledge actively in their learning process
constructors, enabling disabled students rather than being passive consumers
to engage actively with the learning of information. By creating their own
process. It allows them to express their digital stories, students can express
understanding and experiences in a their understanding, reflections, and
multimodal format, accommodating experiences, while also evaluating
diverse learning styles and abilities. their own potential. This active
engagement fosters critical thinking,
In addition, digital storytelling can problem-solving, communication, and
support the development of various collaboration skills, among others.
skills and competencies for both gifted UNESCO recognizes digital storytelling
and disabled students. Teachers have as a key teaching strategy for achieving
reported improvements in research education objectives for a sustainable
skills, spelling, writing, communication, future. Furthermore, teachers have
collaboration, and other essential skills reported that digital storytelling is a
through the use of digital storytelling valuable tool for improving students’
(Smeda, Dakich, & Sharda, 2014). This research skills and facilitating cross-
inclusive approach allows gifted and curricular competencies such as
disabled students to enhance their teamwork, independent learning,
academic abilities while fostering a and project work. In addition, digital
sense of belonging and empowerment storytelling allows for the compression
in the classroom. Digital storytelling and communication of complex ideas
in the classroom offers personalized through the use of multimedia, enabling
education, active participation, and learners to express their creativity and
skill development for both gifted intellectual depth. Digital storytelling is
and disabled students. It provides considered an asset-based pedagogy
a platform for inclusive learning, that incorporates multiple aspects of
allowing students to express their the core curriculum.
understanding and experiences in a
multimodal format. By leveraging the Digital storytelling is considered to
have a significant and sustainable

impact on teaching and learning in the Findings and Conclusion
21st-century classroom. It promotes
personalized education and active The research findings on digital
student participation, fostering storytelling in the 21st-century
critical thinking, problem-solving, classroom reveal compelling evidence
communication, and collaboration skills of its profound impact on teaching
(Van Gil, 2005; Ohler, 2008). UNESCO and learning. Numerous studies have
recognizes digital storytelling as a consistently demonstrated the positive
key strategy for achieving education outcomes and benefits associated with
objectives (UNESCO, 2010). Additionally, this innovative pedagogical approach.
it enhances research skills and facilitates Firstly, digital storytelling has been
cross-curricular competencies (Smeda, found to significantly enhance language
Dakich & Sharda, 2014). Digital skills, including writing and speaking
storytelling allows for compressing abilities (Van Gil, 2005). By creating
complex ideas through multimedia, and sharing their own digital stories,
fostering creativity and intellectual depth students engage in active expression
(Oppermann, 2008; Benmayor, 2008). and reflection, which fosters language
The prevailing theoretical framework development and communication
in digital storytelling research is proficiency. Furthermore, digital
social constructivism, emphasizing storytelling cultivates critical thinking
the active construction of knowledge and problem-solving skills (Ohler,
through social interactions (Van Gil, 2008). Through the process of crafting
2005). In terms of methodology, in- narratives and incorporating multimedia
depth interviews have been commonly elements, students are challenged
used to gain insights into students’ to analyze, synthesize, and present
experiences and learning outcomes information coherently and engagingly.
(Ohler, 2008). Qualitative approaches Collaboration and teamwork are also
such as thematic and narrative analyses nurtured through digital storytelling
have been employed to interpret and (Smeda, Dakich & Sharda, 2014).
analyze the data (Van Gil, 2005). Future Students work together, sharing ideas,
research in digital storytelling should perspectives, and creative inputs, thus
focus on developing 21st-century fostering a sense of community and
skills, integrating digital storytelling enhancing their ability to collaborate
into STEM education, exploring effectively.
outcome-based and self-directed
Digital storytelling stimulates creativity
learning, and investigating augmented
and innovation (Oppermann, 2008). By
reality applications (UNESCO, 2010;
blending textual, visual, and auditory
Oppermann, 2008). Additionally, there
elements, students are encouraged to
is a need to explore digital storytelling
think outside the box, experiment with
in early childhood education, gifted
various media tools, and express their
education programs, and as an
ideas in unique and imaginative ways.
instructional aid for differently abled
Moreover, digital storytelling aligns
students (Smeda, Dakich & Sharda,
with the development of 21st-century
2014). Conducting in-depth qualitative
skills, which are essential for success
studies is recommended to gain a
in the modern global economy. These
comprehensive understanding of digital
skills include critical thinking, problem-
storytelling’s educational benefits (Van
solving, communication, collaboration,
Gil, 2005).
creativity, and digital literacy (UNESCO,

2010). The literature also suggests of the findings to other educational
potential applications of digital settings. While the identified theoretical
storytelling in specific educational and methodological trends are based
contexts. For instance, it can be used on the selected studies, there may
to support early childhood education be emerging theoretical frameworks
by fostering imagination, language and research methods in educational
development, and social-emotional digital storytelling that have not
skills (Benmayor, 2008). Additionally, yet been widely explored. Future
digital storytelling shows promise in research could investigate alternative
gifted education programs, catering to theoretical perspectives and innovative
the unique needs and abilities of gifted methodologies further to enrich
students (Smeda, Dakich & Sharda, the theoretical and methodological
2014). The findings underscore the landscape in this field.
immense potential of digital storytelling
as a powerful teaching and learning tool. Researchers could delve deeper into the
Its ability to enhance language skills, cognitive, affective, and social processes
critical thinking, collaboration, creativity, involved in digital storytelling to identify
and 21st-century competencies the key factors contributing to its
positions it as a valuable approach to positive impact on student learning
preparing students for success in the outcomes. There is a need to explore
rapidly evolving digital age. the integration of digital storytelling in
STEM education. Future research could
Limitations and suggestions examine how digital storytelling can
be effectively incorporated into STEM
While this study provides valuable curricula to foster engagement, critical
insights into the teaching and learning thinking, problem-solving, and creativity
benefits of digital storytelling in the 21st- among students in these fields. This
century classroom and the prevailing would provide valuable insights into
theoretical and methodological trends the potential of digital storytelling as
in educational digital storytelling, it a tool for interdisciplinary learning.
is important to acknowledge certain Additionally, future studies could focus
limitations. The inclusion criteria for the on outcome-based learning and self-
literature review may have inadvertently directed learning in the context of
excluded relevant studies that were not digital storytelling. Researchers can
captured by the selected databases. investigate how digital storytelling
This could introduce a potential bias in aligns with outcome-based approaches
the findings. To mitigate this limitation, and supports students’ ability to take
future research could expand the ownership of their learning process,
search strategy to include additional set goals, and reflect on their progress.
databases or sources to ensure a This would contribute to a deeper
more comprehensive coverage of the understanding of the role of digital
literature. Most of the included studies storytelling in promoting student
focused on secondary grade levels, agency and meta-cognitive skills.
which may limit the generalizability
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Research Article
Awareness of Plagiarism among Student Teachers of Indian

Teacher Educational Institutions
Subaveerapandiyan A1 & R Nandhakumar2
1
Former Chief Librarian, Department of Library and Information Science
DMI-St. Eugene University
Lusaka, Zambia
E-mail:subaveerapandiyan@gmail.com
Former Assistant Professor, Regional Institute of Education Mysore
2
Abstract
Today, the Internet is a rich source of study materials, and Google Scholar offers free
access to a large number of scientific articles. There are excellent research publications
available in many more databases. Students have the option of easily copying the
material. Reusing, paraphrasing, patchwriting, and ghostwriting without citing the
original documents are plagiarism. Plagiarism is increasing in academics, particularly
in research. This study aims to study the awareness of plagiarism and to analyze the
reasons for plagiarism. The study samples are the student teachers in India. For this
study, we used a survey method, and the author prepared a questionnaire to collect data
from the student teachers. Study respondents are the student teachers of the Regional
Institute of Education Mysore; Purposive sampling was used to select samples. The total
number of study respondents is 207. The findings of the study revealed that over 70
per cent of respondents mentioned reasons for plagiarism as lack of relevant literature
studying, lack of preparation and time, difficulty checking every piece of work, do not
know the manual citation style, lack of knowledge about bibliographic management
software and also they stated that getting easily available materials on the internet is
also a reason for plagiarism. The study recommends that teachers teach or conduct
awareness programs on plagiarism, avoiding plagiarism, citation style, and software.
Keywords: Academic research, Plagiarism, Academic integrity, Academic writing,

Academic ethics
Introduction software’s features are finding text
similarities, paraphrase detection,
For many decades, copying others’ improper quotation highlighting,
ideas has been happening worldwide. multilingual detection findings,
To avoid the imitation of others’ works, automatic recognition of missing and
most institutions introduced plagiarism inaccurate citations, and sentence and
rules and regulations (Dey & Sobhan, grammar corrections. Students who are
2011). Even though some situations are interested in publishing their articles
unavoidable, the educational institute should correct the plagiarism. It is the
provides examples of students copying responsibility of the higher education
friends’ assignments, exam papers, institution to alert the students.
and unpublished works (Martin & Teachers must encourage the students
Sloan, 2009). Anti-plagiarism software, to present quality materials (Levin &
such as Turnitin, was developed in the Pazdernik, 2018).
20th century to manage plagiarism
and content similarly. This plagiarism Nevertheless, most colleges and

institutes have not fully adopted must know the importance of avoiding
and enforced plagiarism concepts plagiarism and its adverse effects.
at the graduate and postgraduate Before turning in work, teachers should
levels. Teacher education programs advise their students to examine them
are prevalent in Indian universities. for plagiarism. Teachers must ensure
Student teachers are the future the originality of pupils’ work. Students
teachers. Educational ideas and could worry about failing. Teachers
philosophical, sociological, and should so support students and assist
psychological underpinnings are taught them in avoiding plagiarism (Krishan et
in teacher education schools (Kutieleh & al., 2020). Teachers can also be careful
Adiningrum, 2011). India is a place of in avoiding plagiarism in their teaching
multiculturalism and various regional notes and other literature. Plagiarism
languages. Education in contemporary destroys students’ reputations and the
Indian society is also one of the courses professional reputation of teachers. The
in teacher education. Student teachers teacher will give some punishment to the
should be trained to reflect on their student for plagiarism. Teachers should
ideas, share their teaching experiences, correct students when plagiarizing
and suggest incorporating ideas into (Pathak & Malakar, 2016). As it affects
the curriculum. So it is essential to the academic reputation of teachers
encourage the students to publish and students, awareness of plagiarism
articles. While publishing their articles, is required for the student teachers
they must be careful about plagiarism as they are the present students and
(Sapatnekar, 2004). future teachers. Many software tools are
now available to detect plagiarism. The
Plagiarism means copying or stealing use and utilization of this software are
someone’s ideas, inventions, thoughts, needed during their teacher education
and expressions and making them their programs (Rai et al., 2010). Student
own. Most plagiarism happens because teachers will be encouraged to use the
of not giving the proper citations and available materials to detect plagiarism.
acknowledgment to the authors or In bringing these things into practice,
referred resources. Plagiarism-related we can avoid the consequences of
words are scientific misconduct, plagiarism which is now considered the
cheating, fabrication and falsification, biggest flaw in Indian writing.
data manipulation, academic integrity,
text recycling, and verbatim (Clarke, Review of Literature
2006). Javaid et al. (2020) conducted research
Causes and Consequences of with Pakistani University’s first-year
Plagiarism in the Indian Context and final-year electrical engineering
students about plagiarism. Their
In India, only academics have had a firm study result shows no significant
understanding of plagiarism during differences between first-year and
the previous few decades. Students final-year undergraduate students.
enrolled in Ph.D. programs are required Because of the lack of awareness of
to submit plagiarism reports alongside university policies, plagiarism rules,
their theses. Before submitting journal and regulations, students continuously
articles, it is required to perform a commit the same errors. The study
plagiarism check. (Vij et al., 2020). Due to findings show that many easily available
these pressing needs, researchers are materials tempt students to plagiarise.
using plagiarism software. However, the The study additionally shows a lack of
need to avoid plagiarism is now realized students’ knowledge about plagiarism,
at all levels (Awasthi, 2019). Teachers and it was suggested that students

need awareness programs, workshops, more and submit assignments at the
research method papers at the last minute.
undergraduate level, and punishment.
Khathayut et al. (2022) investigated 137
Merkel (2021) did qualitative survey Thai undergraduate students about
research on students’ understanding plagiarism and planned behavior. The
of plagiarism. The study sample is a survey result investigation shows that
Norwegian University of Science and students lack an understanding of
Technology undergraduate teacher plagiarism; usually, they do patchwriting
educator students. The result of the and ghostwriting. Students’ actions
study shows that students have the contributing to plagiarism include
perception of plagiarism as stealing one indifference, lack of self-assurance in
or more than one intellectual idea and their writing abilities, ignorance of how
concept. It is called copying, stealing, to cite sources correctly and why, and
and without giving proper citations, a lack of time to turn in a report to the
using others’ work as their own. teachers. Furthermore, the result of the
However, there is poor referencing study reveals that students did not get
style, citation management knowledge, support from the university because the
and limited awareness of plagiarism university does not organize workshops
rules and regulations. Furthermore, and awareness programs on plagiarism.
some students think it is the shortest
way to success, lack knowledge in University teachers’ roles in managing
managing time, and intentionally academic integrity were studied by
commit plagiarism. The study suggests Gottardello and Karabag (2022) using
a few points for avoiding plagiarism, purposive sampling. The ideal function
such as citations have to be taught and of a teacher in higher education
adopted as much as earlier in college was highlighted as going beyond
days. simply conveying knowledge in the
classroom. The research revealed that
Farahian et al. (2021) examined the academic integrity was covered in the
understanding of plagiarism among course module and updated last year.
English language students. They Discussion on self-plagiarism, giving out
collected the data from five countries: a manual, citations, and other topics
Canada, China, India, Iran, and were disclosed by professors.
Turkey. The result of the study shows
that Canadian students have more A survey on plagiarism and pre-service
awareness of plagiarism than Chinese teachers’ competence in referencing
students. The cultural influences show and citation was done by Bautista
the different understandings between and Pentang (2022). Descriptive and
the countries. Furthermore, Asian correlational research methods were
students mentioned that a lack of used in the study. The findings indicated
awareness of citation manual rules and that while most pre-service teachers
styles and academic writing skills are have a reasonable understanding of
prime reasons for plagiarism. citing and citation, their awareness of
plagiarism is only moderate. Additionally,
According to Pagaddu (2021), the findings indicated a significant
procrastination is another reason correlation between academic success,
men and women commit plagiarism understanding of references and
differently. Contrarily, women like to citations, and awareness of plagiarism.
meet deadlines, and as a result, they It is advised that organizations give
are less prone to plagiarize than men. librarians and educators the tools they
Contrarily, men tend to procrastinate need to instruct PSTs in citation and

referencing techniques. Methodology
The instructor knowledge on plagiarism The research methodology used in this

Issues study was conducted by Hasanah study was a descriptive survey. Primary
and Dewantara (2022). According to the data were collected from the students
study’s findings, 92.7 per cent of faculty of BA B.Ed, BSc B.Ed, MSc.Ed, B.Ed,
members spend their time teaching M.Ed programmes. A questionnaire was
students about plagiarism, including prepared and shared in the student’s
its various forms and terminology. mail for data collection. Purposive
However, 63 per cent of faculty sampling was used, and the authors
members discover plagiarism among adopted the survey method because
the students their instructor oversees it is cost-effective and convenient
in academic writing. Students are first to collect and analyze the data. The
made aware of the risks of plagiarism. sample comprises a large number of
Faculty then educates students on female student teachers. The research
how to deal with plagiarism by offering was conducted with the permission
tips and tricks to avoid it. Faculty also of the Regional Institute of Education
forewarns students by threatening Mysore authorities, and the students
sanctions against those who plagiarize. were invited to participate in an
Finally, faculty uses plagiarism detection online survey. Questionnaires were
tools/software to identify plagiarism in distributed to 500 students, and 207
students’ assignments. students responded. The authors
surveyed from February to March 2022.
Objectives of study The authors analyzed quantitative and
qualitative data; the Researcher used
1. To examine student teachers’
descriptive and inferential statistics
awareness of plagiarism
with quantitative data. The authors use
2. To know the attitude towards the following democratic variables for
research writings among Indian statistical data analysis: gender, course,
student teachers and year of study. For data collection,
the author used Google Forms and
3. To identify the most critical factor for data analysis, along with the Excel
responsible for plagiarism Worksheet. The responders gave their
agreement after being fully informed.
Research Questions The study’s objectives and implications
were explained to the respondents. The
The following inquiries served as the
respondents received guarantees about
study’s compass:
privacy, security, and anonymity. Out
i. What causes plagiarism among of 100 responses, 41.4 per cent were
teacher educator students? responsive. None of the responders
received a prize or cash.
ii. What expectations and perceptions
do student teachers have regarding
plagiarism?

Data analysis and findings
Table-1 Socio-Demographic details of Respondent
Socio-Demographic details of the respondent’s
Variables Responses
Frequency Percentage
Female 156 75.4
Gender
Male 51 24.6
Hindi 15 7.2
Kannada 42 20.3
Malayalam 50 24.2
Mother Tongue
Tamil 29 14
Telugu 54 26.1
Others 17 8.2
English 195 94.2
Hindi 0 0
Kannada 5 2.4
Medium of instruction in
Malayalam 2 1
higher secondary level
Tamil 1 0.5
Telugu 3 1.4
Odia 1 0.5
Rural 89 43
Residence
Urban 118 57
17-23 143 69.1
23-27 50 24.1
Age
27-35 8 3.9
35-50 6 2.9
BA B.Ed 47 22.7
BSc B.Ed 68 32.9
Course MSc.Ed 46 22.2
B.Ed 29 14
M.Ed 17 8.2
Total 207 100

Table 1 shows the socio-demograph- Odia each 1. 118 (57 per cent) respon-
ic details of the respondents. The total dents hail from urban and 89 (43 per
number of respondents in this study cent) from rural backgrounds. The ages
is 207. Participant gender distribution of the respondents are in the range of
showed more female respondents, 156 17 - 23 years 143 (69.1 per cent), 23 - 27
(75.4 per cent), and males, only 51 (24.6 years 50 (20.7 per cent), 27 - 35 years 8
per cent). Further, the table shows the (3.9 per cent), and 35 - 50 years (2.9 per
respondents’ first language or native cent). Course-wise, more respondents
language. The results revealed that the are BSc B.Ed 68 (32.9 per cent), MSc.Ed
majority of the respondents have the 46 (22.2 per cent), B.Ed 29 (14 per cent),
native language, Telugu 54 (26.1 per and M.Ed 17 (8.2 per cent).
cent), followed by Malayalam 50 (24.2
per cent), Kannada 42 (20.3 per cent), Knowledge and beliefs about
Tamil 29 (14 per cent), Hindi 15 (7.2 per plagiarism
cent), and other languages 17 (8.2 per
cent) including Oriya 6, Tulu 4, Konkani 2, The authors attempted to study the
Kodava 2, Jasari1, Bengali 1 and Marathi knowledge and beliefs of student
1. In addition, mediums of instruction teachers about plagiarism and the
at higher secondary levels are studied. plagiarism checker. The authors also
English 195 (94.2 per cent), Kannada 5 wanted to check student teachers’
(2.4 per cent), Telugu 3 (1.4 per cent), awareness of avoiding plagiarism. The
Malayalam 2 (1 per cent), Tamil, and details are given below.
Table-2: Knowledge and beliefs about plagiarism
Knowledge and beliefs about plagiarism Yes No
Do you know what plagiarism means? 186 (89.9%) 21 (10.1%)
Do you have an awareness of avoiding plagiarism 123 (59.4%) 84 (40.6%)
Do you need training on awareness of plagiarism? 133 (64.3%) 74 (35.7%)
Have you used a plagiarism checker? 50 (24.2%) 157 (75.8%)
Do you know bibliographic management software? 18 (8.7%) 189 (91.3%)
Respondents were asked about plagia- Reasons for plagiarism or motivator

rism. Table 2 shows that 186 (89.9 per of plagiarism
cent) student teachers know about the
meaning of plagiarism, 123 (59.4 per The authors wanted to study the reason
cent) know about avoiding plagiarism, behind the occurrence of plagiarism
133 (64.3 per cent) respondents expect- and wanted to check the motivator of
ed training on plagiarism, and 157 (75.8 plagiarism. The details are given below.
per cent) respondents did not use pla-
giarism checker.

Table-3: Reasons for plagiarism or motivator of plagiarism
Reasons for plagiarism or motivator of plagiarism Yes No

I do not know citation manual styles (e.g. APA, MLA, 132 (63.8%) 75 (36.2%)
Chicago, etc.,)
I do know how to cite the document in text citation 94 (45.4%) 113 (54.6%)
I do not know how to use reference management 148 (71.5%) 59 (28.5%)

software (E.g. Mendeley, Zotero, etc.,)
Lack of knowledge of academic writing 140 (67.6%) 67 (32.4%)
Lack of preparation and time 152 (73.4%) 55 (26.6%)
Lack of relevant literature reading 161 (77.8%) 46 (22.2%)
Do you think the internet is a reason for plagiarism? 147 (71%) 60 (29%)
Do you think vast resources are reasons for 105 (50.7%) 102 (49.3%)
plagiarism?
Do you have the experience of copying entire text 85 (41.1%) 122 (58.9%)
from online without modifying anything?
If one cannot write well in a foreign language (e.g., 95 (45.9%) 112 (54.1%)
English), it is justified to copy parts of a similar paper
already published in the language.
I could not write a scientific paper without plagiarism 76 (36.7%) 131 (63.3%)
Lack of interest and enthusiasm for publishing quality 135 (65.2%) 72 (34.8%)
research works
Difficult to check every piece of work 152 (73.4%) 55 (26.6%)
Table 3 identifies reasons for plagia- thinks vast resources are reasons for
rism: 63.8 per cent lack knowledge of plagiarism, 65.2 per cent lack of interest
citation manual styles (e.g., APA, MLA, and enthusiasm for publishing quality
Chicago, etc.,). Likewise, 71.5 per cent research works and 73.4 per cent chal-
lack familiarity with using reference lenging to check every piece of work.
management software (E.g., Mendeley,
Zotero, etc.,); 67.6 per cent lack knowl- Who can control plagiarism?
edge of academic writing, 73.4 per cent
lack preparation and time, 77.8 per cent Next, the authors studied how to control
lack relevant literature reading, 71 per the occurrence of plagiarism. They
cent of respondents thinks the internet wanted to study who is responsible for
is a reason for plagiarism, 50.7 per cent controlling plagiarism.

Table-4: Who can control plagiarism?
Limiting plagiarism Respondents Percentage

Author 74 35.8
Editor 22 10.6
Reviewer 25 12.1
Plagiarism software 83 40.1
Do not know 3 1.4
From Table 4, which explains who can respondents tell plagiarism software,
control plagiarism, 40.1 per cent of and 35.8 per cent tell self-control.
Table-5: How can we control plagiarism?
How can we control plagiarism? Respondents Percentage

Collecting fine 63 30.5
Degree withdrawal 48 23.2
Do not know 3 1.4
Other 53 25.6
It is evident from the table-5 that most Effects of plagiarism

respondents mentioned collecting fines
63 (30.5 per cent), is a way of punishing The authors wanted to get student
plagiarism followed by other reasons teachers’ ideas about plagiarism and
such as withdrawal of their work 48 raised some questions to answer this.
(23.2 per cent) and the others do not
know about it.
Table-6: Plagiarism concept makes you stressed or relaxed
plagiarism concept is Respondents Percentage

Stress 116 56
Stress-free 72 34.8
Do not know 19 9.2
Table 6 reveals that most student teach- per cent) are stress-free, and 19 (9.2 per
ers feel stress due to plagiarism. 116 cent) do not know.
(56 per cent) feel stress, but 72 (34.8
Table-7: Are you expecting a plagiarism-free tool?
Are you expecting a plagiarism-free tool? Respondents Percentage

Yes 161 77.8
No 46 22.2

Table 7 shows the expectation of (22.2 per cent) did not expect it free of
plagiarism detection tools. 161 (77.8 per cost.
cent) expected it free, and the rest of 46
Table-8: If yes, means from where?
If yes, means from where? Respondents Percentage

(n=207)
OSS online platform 54 26.1
Government 71 34.3
Institute or University 91 44
Library 68 32.9
Do not know 42 20.3
Table 8 shows that the students cent to 71 per cent of student teachers
expect the plagiarism tool available in are aware of it. Many of them pointed
universities 91 (44 per cent) followed out that the lack of preparation time
by the Government agencies71 (34.3 and related literature is the primary
per cent), library 68 (3.9 per cent), Open reason for plagiarism. The respondents
source software online platforms 54 viewed that only authors can hold the
(26.1 per cent), and do not now 42 (20.3 responsibility and collecting fines from
per cent) the authors will control plagiarism.
Many of them expect plagiarism-free
Discussion tools from the government that may be
available in libraries.
From the present study, it is evident that
plagiarism must be avoided as it affects Conclusion
the reputation of academic writings and
research works. Most of the participants Plagiarism will give stress to both
in this survey are female, and their authors as well as publishers. It affects
medium of instruction at the school the reputation of any academic work.
level is English. They are well-versed Many plagiarism detection tools are
in English. The medium of instruction now available. The Department of
of their present teacher education Higher Education at the state and
program is also English. As a foreign central levels should take the initiative
language, it has its limitations. Most of to detect plagiarism in the works of
them hail from urban areas, and most academic writers, researchers, teachers,
belong to the 18-23 age group. They and students. People preparing their
have studied various teacher education assignments and research works are
programs such as B.Ed., B.Sc., B.Ed., visiting libraries for reference, literature
B.Sc.,Ed., M.Ed, and M.Sc.,Ed. Out of review, and collection of materials for
207 participants, the majority (181) the conceptual framework. So high-
know about plagiarism, but only a few quality plagiarism checkers should be
(50) have used plagiarism checkers. made available in libraries. Awareness
Understanding citation manual style of plagiarism is essential for student
and reference management software is teachers as they will guide future
necessary for student teachers. 63 per generations.

(Acknowledgement: To honor the memory of Dr. R. Nandhakumar, a former assistant
professor at the Regional Institute of Education in Mysore, India. I am grateful for your
help in writing this study data collection and data analysis.)
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Research Article
Deciphering the Reaction of M.Ed. Students towards a MOOC

developed at the Institutional Level
Ashutosh Biswal1 & Shama P Ansari2
1
Professor, Department of Education (CASE), Faculty of Education and Psychology, The
Maharaja Sayajirao University Of Baroda, Vadodara, Gujarat
2
Research Scholar, Department of Education (CASE), Faculty of Education and
Psychology, The Maharaja Sayajirao University Of Baroda, Vadodara, Gujarat
Email- shamapar25@gmail.com
Abstract
MOOCs have emerged as an important form of online learning, which continues to be

a useful way to reach large numbers of learners without the constraints of geography
and time. These are largely self-paced, do not require official enrolment on campus, and
are accessible from any device with a reliable internet connection. National Education
Policy 2020 also highlights the importance of leveraging the benefits of technology. The
policy recommends pilot studies for online education, online teaching platforms, and
tools, content creation and dissemination, addressing the digital divide, virtual labs,
teacher training, and incentives, online assessment, blended learning models, and
so on. The present study is an attempt in this direction to study the effectiveness of a
MOOC developed for M.Ed. students in terms of reactions of the students on various
components like overall effectiveness, course structure, video lessons, assessments,
discussion forums, additional resources, instructors’ support, and challenges faced. The
study’s findings suggested that M.Ed. students found the MOOC interesting, self-paced,
and flexible.
Keywords: MOOC, Research Methodology, M.Ed. students, Reaction Scale

Introduction assignments and assessments leading
to certifications. According to Goel &
MOOCs have emerged as an important Goel (2012), “Open Distance Learning
form of Open Distance Learning. through MOOCs has great potential to
MOOCs stands for a massive open be infused in teacher education in both
online course. These courses are pre-service and in-service modes which
massive because there is no limit on seems to be a neglected area. Teacher
the enrolment of students in these education in India has a slow pace in
courses. It is considered open because getting access to modernization and
anyone from anywhere with the has not yet integrated the technological
internet can access it and it is online innovations for transacting education.”
because all course components like The researchers in the present study
instruction, testing, and discussions developed a MOOC for student-
are done online. MOOC can be defined teacher educators and studied its
as a course that has no limits on its effectiveness with the help of a reaction
enrolment may have a set start and end scale developed and validated by the
duration, is open for all irrespective of researcher. The developed MOOC
the background, all components are enabled students to get acquainted
shared online, and has features of video with a new learning method, compelling
lectures, discussion forums, online them to use various authentic open

educational resources available online, They found considered that students
enabling self-paced and flexible learning consider MOOCs as a learning resource
among them. and as a worthy source of knowledge.
Salas et al. (2022) studied 122 teachers
Review of Related Literature from the National Autonomous
University of Mexico’s perception of
MOOCs is the new revolution sweeping
MOOCs during the pandemic and
the higher education sector. As per
found that MOOC is a viable solution
a study conducted by Kaur (2019),
to transform education. Soffer &
the major advantages of MOOCs
Cohen (2015) integrated MOOC at the
in higher education are scalability,
undergraduate level and listed various
free education, removal of other
benefits like a flexible environment
constraints of boundaries, job, etc.
and development of 21st-century skills.
force professors to improve lectures
Hence, MOOCs are a welcome step that
in the future, and designed to ensure
brings immense benefits to various
students keep up, bringing people
stakeholders of the Indian education
together from different parts of the
system.
world and provide many business
opportunities of making platforms Rationale
and collaborating with universities
like Coursera and Edx. Ahmed et al. With 20-26 million children born
(2017) examined the evolution of annually in India, an estimated 700
MOOCs, their characteristics, and their million to 1.3 billion young people
potential and problems in Pakistan would demand higher education in the
from the perspectives of teachers and next 35-50 years (Kumar, 2018). India’s
students. They concluded that MOOCs defining challenge and opportunity for
inspire students and are very useful for the twenty-first century is to provide
students after graduation who cannot great higher education and prepare
return to universities when being in jobs. students for their future livelihoods
Kilgore (2018) did an empirical study and jobs. Unconventional educational
on Adult College Student’s Perceptions approaches, such as distance and
about Learning Mathematics through open learning, on-demand education,
developmental mathematical xMOOCs and other flexible learning models,
and emphasized that MOOC offers an should be tried and tested, according
alternative platform for learning for to a position paper published by
students who are intrinsically motivated NCERT in 2006. For today’s youth,
and like to work independently. It also flexible systems, futuristic curricula,
offers confidence to students and and a twenty-first-century vocational
motivates them to refresh their skills. orientation are necessary. It is critical to
Latha ( 2019 ) included 500 Indian persuade the educational system, which
Learners who have completed at least has a key role to play in engineering the
one MOOC course through Coursera, teaching-learning scenario and making
Edx, or Udacity MOOC platforms and it a more meaningful experience for
found that students in post-graduation both teachers and students. MOOC is
have a higher inclination toward the answer to all these problems and
studying through MOOCs, where the can provide access to education to any
behaviour is driven by the internal massive population. MOOCs can offer
rewards. Sukhbaatar et al. (2018) also students better and more diversified
explored undergraduates’ and high instruction than individual instructors
school students’ perceptions of MOOCs. can offer (Daniel 2012).

Research Questions is a highly beneficial way of testing
its effectiveness before opening it
The study was comprised of the follow- for global use. Hence the researcher
ing research question: adopted this design.
To what extent can MOOCs be effective Variables
for professional courses like Teacher
Education? The independent variable used was
MOOC and the dependent variable
Objectives of Study was students’ reaction towards the
developed MOOC.
1. To develop a MOOC in research
methodology for M.Ed. students. Population and Sample of the Study
2. To implement the developed MOOC The study population was all the
in research methodology on M.Ed. students enrolled in two years M.Ed.
students. program in India. A convenient sampling
technique was used to select the sample.
3. To study the effectiveness of the All the 40 M.Ed. students studying
developed MOOC in terms of the in the Department of Education,
reaction of M.Ed. students on the Faculty of Education and Psychology,
components i.e.: The Maharaja Sayajirao University of
Baroda, Vadodara in the first year of
• Overall effectiveness
batch 2021-2023 were selected.
• Course structure and planning
Research Tool
• Video lessons
To study the effectiveness of the massive
• Discussion forums open online course in terms of the
reaction of M.Ed. students a reaction
• Assessment scale was implemented consisting of
35 statements. The reaction scale was a
• Additional resources 5-point Likert type of scale.
• Challenges faced Developed and Implementation of
the MOOC
• Instructor support
The researchers developed a MOOC
Methodology
using the WordPress platform. The
Research Design developed MOOC was divided into three
specializations courses on the selected
The present study was experimental topic of research methodology i.e.
research. The design adopted was a introduction to research methodology,
single group post-test only design. type of research methods, and sampling
Here, the researcher implemented the techniques. The students were provided
designed MOOC on the M.Ed. students’ a manual and also given orientation on
and then immediately after the MOOC how the MOOC works. Students then
ended, the researcher measured registered in MOOC and started learning
students’ reactions toward it. As the on the MOOC with fixed start and end
development and designing of a MOOC dates. After the implementation, a
is an exorbitant and time-consuming reaction scale was implemented on the
process, trying it out on a small sample M.Ed. students.

Analysis of Data 2016; Khirwadkar. A & Chaudhari. P,
2019; Kothari. C. R, 2004; Lakhera 2017;
As the study was quantitative the Kumar, 2016 cited in Lakshmi, 2020).
statistical techniques were used to
analyze the data. The reaction scale was i. Overall effectiveness
analyzed using frequency, percentage,
and intensity index(II). In a Likert Eleven statements focused on the re-
scale, the II specifies the exact point of action of M.Ed. Students towards the
intensity chosen by the sample for each overall effectiveness of MOOC. The in-
item. It is simple to make a judgment tensity of each statement along with
regarding the participants’ response to percentage and frequency is given be-
the given statement by converting the low:
data into a single number (Chaudhari,
Table-1: Frequency wise (F), Percentages (%), and Intensity Index wise
(II) reaction (Strongly Agree-SA, Agree-A, Undecided-UD, Disagree-D, and
Strongly Disagree- SD) of M.Ed. students towards Overall Effectiveness of the
MOOC.
Sr. SA A UD D SD
Statements II
No (F,%) (F,%) (F,%) (F,%) (F,%)
Learning Research Methodology
32 08
1 through a Massive open online 0 0 0 4.80
80.0 20.0
course (MOOC) was interesting.
The MOOC was well structured 31 08 01
2 0 0 4.72
and planned. 77.5 20.0 2.5
The instructions provided in 27 10 1 2 0
3 4.55
every lesson were elaborate. 67.5 25.0 2.5 5.0
The MOOC helped me to
25 15
4 achieve the given course 0 0 0 4.62
62.5 37.5
objectives.
Time duration of the course was 23 12 03 02
5 0 4.40
appropriate. 57.5 30.0 7.5 5.0
MOOC promotes self-paced 30 9 01
6 0 0 4.72
learning 75.0 22.5 2.5
I would like to learn other
24 13 01 01 01
7 topics of research methodology 4.45
60.0 32.5 2.5 2.5 2.5
through MOOCs
The MOOCs were flexible to 26 14
8 0 0 0 4.65
learn at my own preferred time. 65.0 35.0
25 14
9 The MOOCs were user-friendly. 0 0 01 4.55
62.5 35.0
This course has increased my 29 9 01 01
10 0 4.65
interest in online learning. 72.5 22.5 2.5 2.5
I would highly recommend this 30 08 02
11 0 0 4.70
course to other students 75.0 20.0 5.0
Average I 4.62

For statement 1, 80 per cent and 20 For statement 7, 60.0 per cent and 32.5
per cent of students reacted strongly per cent of students reacted strongly
agree and agree respectively. The agree and agree respectively. The
intensity index of 4.80 for the statement intensity index of 4.45 for the statement
showed that most of the students showed that students preferred learning
found it interesting to learn Research other topics also through MOOC. 65.0
Methodology through MOOC. 77.5 per cent and 35.0 per cent reacted
per cent, 20 per cent, and 2.5 per cent strongly agree and agree respectively
of students reacted strongly agree, to the statement 8. The intensity index
agree, and disagree respectively to the of 4.65 for the statement showed that
statement 2. The intensity index of 4.72 most of the students found the course
for the statement showed that most flexible.
of the students found the MOOC well-
structured and well-planned. For statement 9, 62.5 per cent and 35.0
per cent of students reacted strongly
For statement 3, 67.5 per cent and 25 per agree and agree respectively. The
cent of students reacted strongly agree intensity index of 4.55 for the statement
and agree respectively. The intensity showed that students found the MOOC
index of 4.55 for the statement showed user-friendly. 72.5 per cent and 22.5 per
that all the instructions provided in the cent reacted strongly agree and agree
lesson were elaborate. 62.5 per cent, respectively to the statement 10. The
37.5 per cent, and 2.5 per cent reacted intensity index of 4.65 for the statement
strongly agree and agree respectively showed that MOOCs increased student
to the statement 4. The intensity index interest in online learning.
of 4.62 for the statement showed that
most of the students found MOOC For statement 11, 75.0 per cent and 20.0
course objectives achievable. per cent of students reacted strongly
agree and agree respectively. The
For statement 5, 57.5 per cent and 30 per intensity index of 4.70 for the statement
cent of students reacted strongly agree showed that students will recommend
and agree respectively. The intensity such a course in the future to others.
index of 4.40 for the statement showed
that the time duration was appropriate. ii. Course structure
75.0 per cent and 22.5 per cent reacted
Five statements focused on the reaction
strongly agree and agree respectively
of M.Ed. Students towards the course
to the statement 6. The intensity index
structure and planning of MOOC. The
intensity of each statement along with
most of the students found the course
percentage and frequency is given
self-paced
below:
Table-1.1: Frequency wise (F), Percentages (%), and Intensity Index wise
Strongly Disagree- SD) of M.Ed. students towards course structure and
planning of the MOOC
Sr Items SA A UD D SD
II
no (F,%) (F,%) (F,%) (F,%) (F,%)
1 The course was delivered as 25 14 0 0 1 4.55
outlined in the syllabus. 62.5 35.0 2.5

2 The introduction (learning 30 8 2 0 0 4.70
objectives, instructor 75.0 20.0 5.0
information, target group, etc.)
given at the beginning of this
MOOC was clear to me.
3 The manual provided to use the 27 10 1 2 0 4.55
MOOC was easy to understand. 67.5 25.0 2.5 5.0
4 Badges at the end of each 27 9 4 0 0 4.57
module motivated me to learn 67.5 22.5 10.0
more content through MOOC.
5 The new platform developed to 27 12 1 0 0 4.65
host MOOCs was well-designed. 67.5 30.0 2.5
Average II 4.60
For statement 1, 62.5 per cent and 35.0 67.5 per cent and 22.5 per cent of
per cent of students reacted strongly students reacted strongly agree and
agree and agree respectively. The agree respectively to the statement
intensity index of 4.55 for the statement 4. The intensity index of 4.57 for the
showed that most of the students statement showed that most of the
found the course was delivered as per students found badges motivating. For
the outline. 75.0 per cent, 20 per cent, statement 5, 67.5 per cent and 30.0 per
and 5.0 per cent of students reacted cent of students reacted strongly agree
strongly agree, agree, and undecided and agree respectively. The intensity
respectively to the statement 2. The index of 4.65 for the statement showed
intensity index of 4.70 for the statement that most of the students found the
showed that most of the students found platform well-designed.
instruction clear and lucid.
iii. Video Lesson
For statement 3, 67.5 per cent and 25.0
per cent of students reacted strongly 3 statements focused on the reaction
agree and agree respectively. The of M.Ed. Students towards the video
intensity index of 4.55 for the statement lessons in MOOC. The intensity of each
showed that most of the students statement along with percentage and
found the manual easy to understand. frequency is given below:
Table-1.2: Frequency wise (F), Percentage wise (%), and Intensity Index wise
Strongly Disagree- SD) of M.Ed. students towards video lessons in MOOC
II
no (F,%) (F,%) (F,%) (F,%) (F,%)
1 Examples used in the videos 34 5 1 0 0 4.82
were relevant to the topics. 85.0 12.5 2.5
2 The length of the videos used in 20 18 1 1 0 4.42
this MOOC was appropriate. 50.0 45.0 2.5 2.5
3 Interactive videos used in all 20 18 2 0 0 4.45
courses were fun and made the 50.0 45.0 5.0
content engaging.

4 The language used in the 30 10 0 0 0 4.75
video was simple and easy to 75.0 25.0
understand.
Average III 4.61
For statement 1, 85 per cent and 12.5 intensity index of 4.45 for the statement
per cent of students reacted strongly showed that most of the students found
agree and agree respectively. The interactive videos engaging. 75 per
intensity index of 4.82 for the statement cent, 25 per cent, and students reacted
showed that most of the students found strongly agree and agree respectively
examples in videos relevant. 50 per to the statement 4. The intensity index
cent, 45 per cent, and students reacted of 4.75 for the statement showed that
strongly agree and agree respectively most of the students found the language
to the statement 2. The intensity index used in videos easy.
most students found the length of iv. Additional resources
videos appropriate.
Two statements focused on the reaction
For statement 3, 50 per cent and 45 of M.Ed. Students towards the additional
per cent of students reacted strongly resources in MOOC. The intensity of
agree and agree respectively. The each statement along with percentage
and frequency is given below:
Table-1.3: Frequency wise (F), Percentage wise (%), and Intensity Index wise (II)
reaction (Strongly Agree-SA, Agree-A, Undecided-UD, Disagree-D, and Strongly
Disagree- SD) of M.Ed. students towards additional resources in MOOC
II
no (F,%) (F,%) (F,%) (F,%) (F,%)
1 The course was supported by 22 16 1 1 0 4.47
adequate additional E-resources in 55.0 40.0 2.5 2.5
form of YouTube, PDF documents,
and articles.
2 All additional resources provided 26 14 0 0 0 4.65
in the course were relevant to the 65.0 35.0
topic.
Average IV 4.56
For statement 1, 55 per cent and 40 statement showed that resources were
per cent of students reacted strongly relevant to the course topic.
intensity index of 4.47 for the statement v. Discussion forums
showed that most of the students
There was 1 statement that focussed on
found adequate additional resources
the reaction of M.Ed. Students towards
in the course. 65 per cent, and 35 per
the discussion forums in MOOC. The
cent of students reacted strongly agree
intensity of each statement along with
and agree respectively to the statement
2. The intensity index of 4.65 for the
below:

Strongly Disagree- SD) of M.Ed. students towards discussion forums in MOOC
II
no (F,%) (F,%) (F,%) (F,%) (F,%)
1 The discussion forum used in 14 18 6 1 1 4.07
MOOC helped me in collaborating 35.0 45.0 15.0 2.5 2.5
with my peers.
Average V 4.07
For statement 1, 35 per cent and 45 vi. Assessment

per cent of students reacted strongly
agree and agree respectively. The There were 3 statements that focused
intensity index of 4.40 for the statement on the reaction of M.Ed. Students
showed that most of the students found towards the assessment in MOOC. The
discussion forums collaborative. intensity of each statement along with
below:
Strongly Disagree- SD) of M.Ed. students towards assessments in MOOC
II
no (F,%) (F,%) (F,%) (F,%) (F,%)
1 Practice multiple-choice questions 24 15 1 0 0 4.57
in each of the courses helped me 60.0 37.5 2.5
in revising the content.
2 There were adequate quizzes in 24 12 2 2 0 4.45
each course. 60.0 30.0 5.0 5.0
3 Lessons in the form of activities 29 11 0 0 0 4.72
made the course engaging 72.5 27.5
Average VI 4.58
For statement 1, 60 per cent and 37 per cent of students reacted strongly agree
cent of students reacted strongly agree and agree respectively. The intensity
and agree respectively. The intensity index of 4.72 for the statement showed
index of 4.57 for the statement showed that most of the students found that
that most of the students found MCQ activities made the course.
beneficial to revising the content. 60
per cent and 30 per cent of students vii. Instructors’ Support
reacted strongly agree and agree
There were 5 statements that focused
respectively to the statement 2. The
on the reaction of M.Ed. Students
intensity index of 4.45 for the statement
towards the instructor’s support in the
showed that most of the students found
implementation of MOOC. The intensity
quizzes adequate in the course. For
of each statement along with percentage
statement 3, 72.5 per cent and 27.5 per

Strongly Disagree- SD) of M.Ed. students towards instructor’s support in
MOOC
II
no (F,%) (F,%) (F,%) (F,%) (F,%)
1 As the instructor was always 35 5 0 0 0 4.87
available to help students, I never 87.5 12.5
felt lost in the course
2 The daily progress report shared 39 1 0 0 0 4.97
by the instructor on WhatsApp 97.5 2.5
made me complete the course on
time.
3 Enrolment deadlines and course 34 5 1 0 0 4.82
deadlines (start and end date) 85.0 12.5 2.5
were informed in advance.
4 Feedback was given by the 18 17 5 0 0 4.32
instructor on the final graded 45.0 42.5 12.5
assignments.
5 All my queries were answered 27 12 1 0 0 4.65
through WhatsApp by the 67.5 30.0 2.5
instructor.
Average VII 4.72
For statement 1, 67.5 per cent and 12.5 per cent of students reacted strongly
per cent of students reacted strongly agree and agree respectively. The
agree and agree respectively. The intensity index of 4.32 for the statement
intensity index of 4.87 for the statement showed that most of the students got
showed that most of the students found feedback on final graded assignments.
the instructor always available to help For statement 5, 67.5 per cent and 30
students. 97.2 per cent, 2.5 per cent per cent of students reacted strongly
of students reacted strongly agree and agree and agree respectively. The
agree respectively to the statement intensity index of 4.65 for the statement
2. The intensity index of 4.97 for the shows that all of the queries of students
statement showed that most of the were answered through WhatsApp.
students found daily progress reports
help to them complete the course. For viii. Challenges encountered
statement 3, 85 per cent and 12.5 per
Four statements focused on the
cent of students reacted strongly agree
reaction of M.Ed. Students towards
and agree respectively. The intensity
the challenges encountered during the
index of 4.78 for the statement showed
implementation of MOOC. The intensity
that most of the students viewed that
of each statement along with percentage
deadlines were conveyed in advance.
For statement 4, 45 per cent and 42.5

Strongly Disagree- SD) of M.Ed. students towards challenges encountered in
MOOC
II
no (F,%) (F,%) (F,%) (F,%) (F,%)
1 The final graded assignments 2 2 2 21 13 4.02
were long and took a lot of my 5.0 5.0 5.0 52.5 32.5
study time.
2 There were lots of disturbances 0 0 2 22 16 4.35
in the audio used in the content 5.0 55.0 40.0
video of the MOOC.
3 Too much workload was given 2 2 5 5 26 4.27
during each week. 5.0 5.0 12.5 12.5 65.0
4 I did not face any major technical 20 18 0 1 1 4.37
difficulties while navigating 50.0 45.0 2.5 2.5
through MOOCs.
Average VIII 4.25
For statement 1, 52.5 per cent and only found the course interesting but
32.5 per cent of students reacted it increased their bend towards online
strongly disagree and strongly disagree learning.
respectively. The intensity index of 4.02
for the statement showed that most of Discussion and Conclusion
the students did not find assignments
Majority of the M.Ed. students in the
too long. 40 per cent and 55 per cent of
present study had favorable reactions
students reacted disagreed and strongly
toward the use of MOOCs. Even Lathe
agree respectively with the statement
(2019) concluded in an empirical study
2. The intensity index of 4.35 for the
that post-graduation students are
statement showed that most of the
more inclined toward MOOCs. The
students did not find any disturbances.
study has proved that students are
For statement 3, 65 per cent and 12.5 per
interested in learning through MOOCs
cent of students reacted as disagreeing
which promotes self-paced and flexible
and strongly disagree respectively. The
learning among them. Kilgore, (2018),
Israel, (2015), Andone & Mihaescu (
showed that most of the students did
2018) also emphasised that MOOC is a
not find too much workload in the
novel method that promotes self-paced
course. For statement 4, 50 per cent and
learning. The majority of students
45 per cent of students reacted strongly
found relevant examples in the content
video which is in line with the finding of
Oakley et al. (2016) listing the factors
showed the majority of students faced
that create a highly liked MOOC which
no technical difficulties.
included easy materials, convenient
Findings time, and practical examples in the
course, and many more. Aljaraideh
The developed MOOC was found to be (2019) concluded that teachers
effective regarding the reaction of M.Ed. perceive MOOCs to provide better
students towards it. M.Ed. students not learning opportunities to students

and recommended higher education a powerful approach to online learning
institutes introduce MOOCs in their in the future. They provide students and
day-to-day learning. Students in the teachers with a lot of opportunities to
present study also want to recommend learn and grow in their profession.
others to adopt MOOCs. MOOCs can be
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Research Article
Mobile Augmented Reality in Teaching Upper Primary School

Science: Perspectives of Subject Handling Teachers
Vijila Asokan 1 & P. Ponnusamy 2
1
Senior Lecturer, District Institute of Education & Training (DIET), Coimbatore
Tamil Nadu
2
Assistant Professor, Department of EducationGandhigram Rural Institute (DTBU),
Gandhigram, Tamil Nadu
Email: pponnusamy56@gmail.com
Abstract
The incorporation of technology into education is necessary and inevitable in our

technological society of today. The application of Mobile Augmented Reality (MAR)
in education is becoming gradually more significant in the global dissemination of
knowledge. The majority of school teachers in Tamil Nadu use MAR, and they have
sufficient experience using it in the classroom. This research investigates how upper
primary school science instructors view the usefulness of MAR in the classroom. To gather
the necessary data, 135 science teachers were randomly selected from the Coimbatore
district of Tamil Nadu and given the Teacher Perception Scale on Mobile Augmented
Reality. The study’s key findings show that the majority of teachers believed that MAR
helped them reasonably when teaching science at the upper primary level, and there
was a significant difference between perception teachers in terms of gender, but not in
terms of locality or teaching experience of teachers.
Keywords: Augmented reality, Content teaching, Perception of teachers, Student

learning, Upper primary schools
Introduction student motivation and commitment
to academic activities (Shapley et al.
In today’s technologically advanced 2011). The purpose of integrating
culture, it is more challenging than technology into classroom activities is
ever to keep students’ attention and to improve the teaching and learning
active participation in the classroom processes, especially in science-related
due to the various stimuli in their subjects. Nowadays, the application of
learning environment that make them augmented reality (AR) in teaching and
more demanding during the learning learning is becoming more and more
process. While teaching science content important, gaining a foothold in the
in schools, most of the teachers use educational system from elementary
traditional way teaching and learning, school to higher education (Huang, Li,
and many times they use two- & Fong, 2016; Carlson & Gagnon, 2016).
dimensional media according to their Augmented reality can be expressed
convenience. The science content is as the synchronized blending of digital
related to three-dimensional things, and physical information using different
and a teacher handling this subject may technological devices.
not make the students immerse in the
subject at the expected level. As a result, According to Di Serio, et al. (2013), AR
there is a need to integrate technology system has the characteristics, such as
into teaching and learning to increase the combined nature of real and virtual

images within virtual surroundings; driven learning that incorporates virtual
reciprocated association between real items into authentic learning scenarios
and virtual images; and interaction to fill in information gaps. Students who
implemented in accurate time. Further, attend school can retain a high level of
it involves computer-generated files, motivation and engagement by using
including visuals, sounds, films, or augmented reality (AR) technology
digital information, encrusting various (Rasalingam et al. 2014). Further, as per
environments. Perfect interaction AlNajdi et al. (2020), AR gives students
between the actual and virtual the chance to see how theories are put
environments is supported by AR as well into practise while also giving them
(Singhal et al., 2012), and virtual objects the chance to observe and learn from
and real-time visuals are provided real-world situations. Additionally, AR
simultaneously (Azuma et al., 2001). reduces students’ anxiety levels when
This helps the students to have access learning science (Beyoglu et al., 2020).
for gaining more knowledge than they
usually would have through their sense According to Bistaman et al. (2018),
organs. Early on, this technology was Augmented Reality (AR) gave primary
employed with equipment like head- school pupils effective learning
mounted displays, but it is now simple opportunities and helped teachers
to use with any computer or mobile include their students more actively in
device (Sirakaya, and Sirakaya, 2018). classroom activities. As per Tashko and
Elena’s (2015) research, augmented
The majority of science topics in Tamil reality dramatically increased
Nadu school textbooks have two- students’ interest in, comprehension
dimensional square-shaped QR codes of, and interiorization of the learning
that allow for the storage of a wide range materials. Arici et al. (2019) found that
of numeric characters and may then smartphone applications and marker-
be seen using a QR reader application. based content are the most popular
In Tamil Nadu, the State Council of types of Augmented Reality (AR) utilised
Educational Research and Training in science education since they can be
(SCERT) and the Department of School generated more quickly.
Education (DSE) provided adequate
in-service training programmes for According to Lu et al. (2021), students’
school teachers on how to use mobile perceptions of the AR app improved
augmented reality (MAR) technology their awareness, learning, knowledge,
during their subject teaching through and engagement. This finding allayed
mobile and computer devices. The worries about how to keep students
purpose of using MAR technology in interested while teaching and learning
the school system is to promote a about real-world chemistry. The study’s
better understanding of an abstract findings, according to Yilmaz (2021),
concept among students through showed that AR is the best method
proper motivation, participation, and for teaching abstract concepts in
engagement in classroom practices. science classes that don’t involve direct
In this context, a study investigated observation and assessment. The usage
upper primary school science teachers’ of AR in other science education courses
perspectives on the utility of MAR is similarly well-received by students.
technology in classroom practices. Also Abdullah et al. (2022) found that
AR significantly improved students’
Literature Review achievement, interest, and science-
process skills.
According to Khairuldin et al. (2019),
augmented reality (AR) is technology- AlNajdi (2022) discovered that

integrating augmented reality and are strong or weak?
quick response (QR) codes in teaching
enhances and improves student • Whether the upper primary school
performance. The research findings science teachers differ in their
of Saputra et al. (2022) demonstrate perception of the usefulness of MAR
that augmented reality in scientific in classroom practices?
education materials might enhance
Methodology of Research
students’ comprehension and learning
motivation. Because the learning skills The study’s survey technique of inquiry
are so enjoyable, augmented reality has was adopted to find out how certain
a beneficial impact on students’ passion teacher participants viewed the value
for learning science. This prevents of mobile augmented reality (MAR) in
students from becoming disinterested teaching upper primary students in
in their studies. science. The researchers contacted
upper primary school teachers
Objectives of the Study
before the survey and talked with
• To examine the perceptions of them about the convenience of MAR
science subject handling teachers in their classroom instruction. They
at the upper primary school level on addressed their experiences using
the usefulness of mobile augmented MAR from a motivational, instructional,
reality in teaching science and educational, and technical perspective.
After interacting with the teachers, the
• To analyse the impact of gender, researchers gave them a research tool-
locality, and teaching experience on the teacher Perception Scale on Mobile
their perception of the usefulness Augmented Reality (TPS-MAR) along
of mobile augmented reality in with appropriate instruction.
teaching science.
Sample
Research Questions
A total of 135 school science teachers
• What are the different perspective who teach classes from sixth to eighth
levels of upper primary school were selected randomly from the
science teachers on the usefulness Coimbatore district of Tamil Nadu as a
of MAR in classroom practices? study sample. Self-developed research
tool: The distribution of the sample
• In which components of instruction selected is furnished in the following
through MAR, the science teachers table.
Table-1: Sample distribution
Sample Frequency Percentage

Male 57 42.22
Gender
Female 78 57.78
Rural 78 57.78
Locality
Urban 57 42.22
Less than 10 years 53 39.26
Experience
10 years and above 82 60.74
In General 135 100.00

Research Tool Used teaching science is considered to be
more useful if the perception scores
A self-developed research tool- The were above one standard deviation
teacher Perception Scale on Mobile from the mean score (Mean + SD).
Augmented Reality was used in this
study with four components, such as, Likewise, the teachers’ perceptions of the
motivational aspects; content teaching; usefulness of mobile augmented reality
student learning; and technical aspects. in science teaching are considered to be
Each component of the scale contains low useful if the perception scores were
five statements and all statement items less than one standard deviation from
are set against a five-point rating from 1 the mean score (Mean - SD). According
(strongly disagree) to 5 (strongly agree). to the ratings between Mean + SD and
Each subscale has a maximum score of Mean - SD, teachers believe mobile
25, and therefore, the composite scale augmented reality in teaching science
has a maximum score of 100. When in upper primary classes is reasonably
developing the tool, the content validity useful.
was confirmed by soliciting feedback
from the jury, and the test-and-retest Research Findings and Discussion
methodology was used to determine
Teachers’ perspective level on Mobile
the reliability of the composite tool
Augmented Reality (MAR)
(0.78).
The perspectives of teachers regarding
The utility of mobile augmented reality
the usefulness of mobile augmented
in teaching science was divided into
reality in teaching science at upper
three categories, namely, low useful,
primary classes concerning their mean
reasonably useful, and more useful
and standard deviation scores in the
based on the teachers’ perception
teacher perception scale for mobile
scores. The teachers’ perception of the
augmented reality are summarised in
utility of mobile augmented reality in
the following table.
Table-2: Teachers’ perception level on the usefulness of MAR
Usefulness of MAR in
Low useful Reasonably useful More useful
Teaching Science
N (=135) 24 93 18
% 17.78 68.89 13.33
Mean (M)= 63.68 &
Standard Deviation
(SD) = 5.12
According to the data in table 2, the 17.78 per cent felt that it was low useful
sample’s mean and standard deviation for teaching science subjects.
on the teacher perception scale are
68.68 and 5.12, respectively. Further, Utility of MAR: Strength and weakness
it is found that 13.33 per cent of the
The following table examines the
science teachers believed that MAR was
strengths and weaknesses components
more useful to them for their classroom
of MAR in teaching and learning science
instructional purposes, 68.89 per cent
contents at upper primary level classes.
felt that it was used reasonably, and

Table-3: Profile on MAR Utility
Teacher Perception Mean (M) Remark

Motivational aspects 15.93 Strong M > GM
Content Teaching 16.37 Strong M > GM
Student Learning 15.87 Weak M < GM
Technical Aspects 15.52 Weak M< GM
Grand Mean Score (GM) 15.92
By comparing the sample’s mean scores such as ability, interest, and involvement
for each component to the overall mean of students in learning (Huang, Chen, &
of the component mean scores for the Chou, 2016). The study results of Erbas
research instrument, the usability of & Demirer (2019) found that using the
mobile augmented reality in teaching augmented reality technique had no
science was assessed. The assumption impact on the science achievement
is that the MAR is strongly supporting of ninth-grade students, contrary to
the teacher to teach the subject in the research report of Lindgren, et al.
classroom practices if the mean of any (2016) which found that students at
component is more than the grand the middle school level displayed high
mean of mean scores of components; levels of interest in learning science.
otherwise, it is regarded to be a weak Furthermore, Billinghurst (2021) noted
one. According to the information in in his research study that many teachers
Table 3 above, teachers who teach encountered technical difficulties when
science in upper primary schools said utilising AR.
that MAR was very helpful for motivating
students and teaching science content, Analysis of teacher perception scores
but not so much helped them for on MAR: Variable wise
boosting student learning and in terms
The following table provides a
of technical aspects.
comparison of the mean scores of
Various research studies reported that teachers on the teacher perception scale
the accomplishment of any technology- concerning various teacher variables.
based instruction depends on factors,
Table-4: Variable wise comparison of mean scores of sample
Variable wise
Teacher Perception Male Female Total
Score
Experience
Locality Mean N SD Mean N SD Mean N SD
in Years
10 years
77.11 19 4.70 79.97 30 4.25 78.86 49 4.60
and above
Rural Less than
78.92 13 4.59 80.44 16 5.07 79.76 29 4.84
10 years
Total 77.84 32 4.67 80.13 46 4.50 79.19 78 4.68

10 years
75.73 15 7.94 80.83 18 5.40 78.52 33 7.05
and above
Urban Less than
78.90 10 6.62 82.14 14 6.99 80.79 24 6.89
10 years
Total 77.00 25 7.47 81.41 32 6.08 79.47 57 7.02
10 years
76.50 34 6.27 80.29 48 4.68 78.72 82 5.68
and above
Total Less than
78.91 23 5.43 81.23 30 6.00 80.23 53 5.82
10 years
Total 77.47 57 6.01 80.65 78 5.21 79.31 135 5.76
In accordance with the results of a Additionally, teachers with less than ten
study by Dirin et al. (2019), stated that, years of teaching experience scored well
female participants’ perception of using than those with ten or more years of
AR technology was better than male experience. The experienced teachers,
participants, the mean scores of the due to their age and health conditions,
teachers given in the above table show may found hard and less comfortable
that the mean score of female teachers to use of the latest technologies in the
is better than that of male teachers. classroom practices than the young
Additionally, teachers in urban areas teachers.
score well than those in rural areas. In addition to the aforementioned,
This finding may be attributable to an ANOVA test was carried out to
the technical resources offered in determine whether there was a
schools, and it is corroborated by the difference in significance between the
findings of a study by Putiorn et al. mean scores of teachers according to
(2018), who noted that teachers in rural the variables of gender, locality, and
schools found it challenging, in terms teaching experience of the teacher
of technical aspects, to implement sample. The results are provided in the
augmented reality (AR) technology. following table.
Table-5: Three-way ANOVA test teacher perception scores
Sum of Mean
Source df F-value p-value
Squares Square
Gender (A) 311.66 1 311.66 9.97 0.00
Locality (B) 2.67 1 2.67 0.09 0.77
Experience (C) 88.17 1 88.17 2.82 0.10
AxB 30.32 1 30.32 0.97 0.33
AxC 19.78 1 19.78 0.63 0.43
BxC 9.22 1 9.22 0.30 0.59
AxBxC 0.50 1 0.50 0.02 0.90
Within 3969.66 127 31.26
Total 4444.93 134
The results from the table above perceptions on the usefulness of MAR
indicate that gender affected teachers’ in teaching science at the upper primary

level (F = 9.97; p = 0.00); however, locality other traditional classes because both
and teaching experience had no effect students and teachers in this setting
on the teachers’ perceptions because are constantly involved in virtual
their corresponding p-values were modes of academic activities. When
greater than 0.05. Additionally, there used in a school setting, AR helps the
was no interaction effect of gender, students and teachers to get pleasure
locality, and teaching experience on in teaching-learning processes and hold
teachers’ perceptions of the usefulness unforgettable learning experiences.
of MAR in teaching science. Students will remember the knowledge
they have learned in the classroom
Conclusion better as a result. Through the use of
the AR technology, the students will get
According to the main findings of the
improvement in their learning skills and
present study, the upper primary school
maximise their content understanding.
teachers have viewed that MAR as
Therefore, the school administrators
reasonably useful to them in teaching
may set up the necessary classroom
science subjects in upper primary
infrastructure and support their
classes. The use of augmented reality
teachers by providing them with the
in education is growing in acceptance at
right technology tools to boost students’
all levels of the worldwide educational
academic performance.
system. It is more participatory than
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Research Article
Higher Education during and after COVID-19: Is Online

Education the New Normal?
Krishnan Chalil1, Md Asraul Hoque2 & Sanjay Kumar3
Professor & Head, Department of Development Studies, Dean, School of Social Science
1
and Policy,
Central University of South Bihar (Gaya), Bihar
ICSSR Doctoral Fellow, Department of Development Studies, School of Social Science
2
and Policy, Central University of South Bihar (Gaya), Bihar

Email: mdasraul@cusb.ac.in
Research Scholar (Ph.D.), Department of Development Studies, School of Social
3
Science and Policy,

Central University of South Bihar (Gaya), Bihar
Abstract
The Covid-19 pandemic has transformed Indian education into a new phase with
technology coming upfront. All educational institutions from primary to universities
have adopted technology-mediated education. It has opened up new directions in the
education arena and online education becomes the ‘new normal. Many EdTech Startups
have also boomed in this period to capitalize on the market for online education. It is
in this context that this study analyses the impact of online education on Indian higher
education during this pandemic through a case study of the learning experience of a
Central University in India. The study was limited to the discipline of social science. Out
of the 182 students of the School of Social Sciences and Policy of the Central University
of South, Bihar contacted through Google Form, 100 forms have been rated in proper
order. So these 100 students constituted the sample for this study. Being a new platform
for education, the students have faced some difficulties in coping with it. However, it
was found that despite the challenges and limitations, the students experienced online
education as an alternative to conventional education.
Keywords: Online education, digital divide, EdTech startups, SWAYAM

Introduction delineated rooms, frequently called
classrooms, is passed, right? A person
Covid-19 has brought about an may study everything they want now
unprecedented crisis across the world with the aid of technology, at their own
economy. It has affected all sectors of the pace, at a time that works for them, and
economy. The production and services all with the press of a button. Similarly,
sectors have been affected badly during various institutions, autonomous
this pandemic. Governments all over bodies, and even private players have
the world are in a dilemma on how to come forward with solutions to mitigate
combat the hither-to-unknown crisis. the problem of education during these
Among the various sectors seriously difficult times.
impinge on during the Covid -19 crisis
is education in general and higher Online education is the most sought-
education in particular. The day when after mechanism adopted by and large
education was restricted to clearly by most countries. As an illustration, after

the World Health Organization declared (MHRD) as part of the National Mission
the new coronavirus a pandemic on on Education through Information and
March 11, universities all over America Communication Technology (NMEICT).
closed their doors in an effort to stop Another important project of the
the virus’ spread. The University of MHRD and GoI is called Virtual Labs,
Washington took the initiative on March and it is administered by NMEICT. It
6, 2020, by canceling all in-person classes is a partnership between 12 IITs that
Chiodini, J. (2020). A wave of colleges aims to offer online courses and study
and universities around the nation soon materials via virtual laboratories, where
followed suit, including Duke, Stanford, 700+ virtual experiments are created
Harvard, Columbia, Barnard, N.Y.U., and promoted for candidates to study
Princeton, and Stanford. Both wealthy and comprehend.
and emerging nations share a similar
situation UNESCO Report. (2020). All Review of Literature
these universities have shifted to virtual
Before and after the outbreak of the
class classrooms Sun, L., Tang, Y., & Zuo,
pandemic, a few attempts were done
W. (2020).
by scholars to understand the effect
To capitalize on the increasing demand and problems of online education on
for online education, many EdTech different levels of education across
startups have been emerging across the world. As a preface to this paper,
the world Naylor, R. (2020). The it is meaningful as well as helpful to
EdTech industry is expected to grow go through such studies. It will also
and generate close to $2 billion by provide a proper guideline to frame the
2021, according to reports by KPMG present study on sound footings. The
and Google. Famous EdTech startups learning and teaching environment have
include Byju’s, Adda247, Alolearning, undergone a noticeable transformation
AptusLearn, Asmakam, Board Infinity, thanks to web technologies. Supporters
ClassPlus, CyberVie, Egnify, Embibe, of online learning have observed
ExtraaEdge, iStar, Jungroo Learning, that it can be efficient in possibly
GlobalGyan, Lido Learning, Pesto, removing barriers while providing more
Vedantu, Edubrisk, ZOOM Classroom, convenience, flexibility, current content,
ZOOM Business, Toppr, Unacademy, personalized learning, and feedback
Coursera Zheng, B., Hsi Lin B, C., & Kwon, compared to a typical classroom
J. B. (2020). Some of the Digital e-Learning teaching environment. (Harasim, 1990;
Platforms in India like SHAGUN Online Matthews, 1999; Swan et al., 2000)
Junction, National Repository of Open Brown, G., & Wack, M. (1999) Matthews,
Educational Resources (NROER), D. (1996). Rivals, however, are worried
DIKSHA, e-Pathshala, SWAYAM, Swayam that students in an online setting may
Prabha, Other Online Platforms for feel alone (Brown, 1996), confused, and
Education Approximately 55 school disappointed (Hara & Kling, 2000), and
boards, 359 state universities, 123 that student’s interest in the subject
deemed universities, 47 central and learning effectiveness may be
universities, and 260 private universities diminished (R. Maki, W. Maki, Patterson,
are affiliated with the National Academic & Whittaker, 2000).
Depository (NAD), which is controlled
(Bhushan, 2020) carried out a survey
by the UGC. To give content to students
to learn more about the realities
pursuing higher education and doctoral
of the online alternative and other
degrees, the National Digital Library of
approaches to opening higher
India is administered by the Ministry
education institutions. The survey’s
of Human Resource Development
findings support the absence of

internet access. It was challenging to A study was done (Vaccani, 2016) to
conduct online classes. The ability of determine whether webcast lectures
the teachers to use IT resources needs are equally effective as live lectures
to be developed. There is a problem as a teaching tool in medical school.
with students access to online classes Third-year medical students were given
that have to be resolved. Many private three lectures on otolaryngology-head
unaided institutions believe that there and neck surgery (OTO-HNS) as part
will be a significant drop in enrollment, of their usual academic program; one
a hike in fees that will shift the incidents group attended live lectures, and the
to students, and a decrease in the other group watched webcasts of the
employment of contract teachers and lectures. The same instructor delivered
temporary teachers. The government the same content in all lectures, whether
may offer a financial stimulus package broadcast live or online. A student
in the situations mentioned above. The satisfaction survey, performance on
University Grants Commission may the OTO-HNS portion of their written
provide the university more freedom to exam, and performance on an OTO-
make judgments that are appropriate HNS OSCE station during the general
for the situation. end-of-year OSCE assessment session
were employed as the three outcome
200 university administrators from measures. Study results showed that
53 different countries participated in both sets of students performed equally
a survey by Times Higher Education well on the written test. Performance
(2020). One hundred per cent of in the OSCE station’s webcast group
university instruction has been or will was superior to that of the live lecture
be relocated online, according to 53 group. In the opinion of most students
per cent of respondents. According to in the webcast group, it was a useful
33 per cent of respondents, COVID-19 educational tool. The majority of
has caused or will cause the relocation participants reported that they found it
of more than 75 per cent of university helpful to watch the lectures more than
instruction online. The main reason once.
people do not intend to migrate online
is not a lack of resources, technical (Litao Sun et al., 2020) discuss their
expertise, or availability; rather, it was experience with statewide distance
because specific disciplines or modules learning in Chinese institutions during
cannot be taught online. More than 80 the COVID-19 pandemic. We examine
per cent said the move was successful. the findings of a statistical survey done
Only 9 per cent firmly concur that among 39,854 students at Southeast
online instruction is of a higher caliber University in China to have a better
than instruction provided before the understanding of the efficacy of such
Covid amendment. For classes that extensive online education. About
had to be moved online, 79 per cent 50 per cent of students thought the
of respondents said they would ask intended learning objectives had been
students for course evaluations. Sixty fully accomplished, and 46 per cent
per cent of respondents felt that in thought they had been mostly attained.
at least some subjects, a continuous Intriguingly, most students concurred
evaluation is a valid substitute for that, in addition to ensuring continuity
online final exams. They also mentioned in the classroom, teachers contributed a
how difficult it is to transfer all applied pleasant vibe to help pupils deal with the
disciplines and professional courses to stress of being in quarantine. However,
online teaching and learning. when asked about “focus and restraint,”
students were less enthusiastic and

gave it a relatively low score. This The main barrier to the widespread
indicates that there is a greater adoption of this technology-driven
need to improve self-discipline and learning, despite encouraging trends in
concentration in the face of distractions India as a whole, is the lack of internet
like sluggish network speed, a noisy connectivity in smaller towns and semi-
environment, and a lack of professional urban areas. Only once these problems
equipment. To lessen the effects of are resolved can the enormous promise
unreliable networks and boost student of learning tools like gamification, video-
engagement, students suggested based learning, competency training,
mixing recorded films and live classes etc. be realized. It is anticipated that
with greater online interactivity. One India would see a profound transition
of the most popular recommendations in the upcoming ten years, driven by
was to offer a unified teaching platform companies that are bringing technology-
with playback features and an adequate driven education to a pan-Indian scale
quantity of homework. through digital learning.
According to the (KPMG, 2017) survey (McGrath, 2020) a study by Britain’s

study, online education will continue to Open University found that compared
grow in popularity among prospective to traditional face-to-face courses,
students, professionals, and others preparing and delivering e-Learning
driven by features like simple and on- courses uses an average of 90 per
demand access to content, self-paced cent less energy and generates 85 per
learning opportunities, and interactive cent less CO2 emissions per student.
and modular learning modes. Due to According to data on the state of
the lack of connection with peers and eLearning in corporate education
instructors, roughly one-third of online published by CertifyMe.net, 72 per cent
students also hold the view that online of the firms surveyed felt that eLearning
learning cannot replace traditional gives them the ability to maintain
learning. their competitive edge by keeping up
with developments in their particular
(Saxena et al., 2016) believed that the industry Dash, S. K., & Sidharth, R.
educational system is transforming. (2022, July 19). The same IBM study
There is a growing understanding that from 2014 found that investing in online
education must be regarded from the training boosts productivity by $30 for
perspective of lifelong learning. People every dollar spent, mostly because
are starting to take control of their workers can quickly resume their jobs
education. As a result, “e-Learning,” a and put their newfound knowledge to
new educational phase, has emerged. action. After introducing an eLearning
The term “eLearning” describes creative programme, IBM discovered that
ways to use technology to share participants retained roughly five
information and provide more people times as much information without
access. Through the development, having to spend additional time in
application, and management of training. Companies can cut expenses
suitable technology processes and by reducing the time employees spend
resources, online education’s primary in training by teaching more material
goal is to facilitate learning and enhance in a shorter time and allowing them to
performance. By removing the barriers return to work sooner.
between students and the rest of the
world, these eLearning techniques The Research Institute of America
are converting the static learning discovered that eLearning enhances
environment into a dynamic one. retention rates by 25 per cent to 60 per

cent, whereas face-to-face training has (Joshi, 2017) provides evidence that
far lower retention rates (8–10 per cent). student performance as measured
This is because eLearning gives students by grade is independent of the
more control over the learning process mode of instruction by comparing
and allows them to review the material student performance measures and
as much as necessary. Compared to assessments of learning experience
learning the same subject in a traditional from online and traditional sections
classroom setting, e-learning often of a required Quantitative methods &
consumes between 40 per cent and 60 techniques course taught by the same
per cent less employee time, according instructor. In quantitative techniques
to a Brandon-Hall Study. This is because classes more so than in other subject
it may be completed whenever the areas, persistence in an online
student needs it and asynchronously, environment could be difficult. Online
preventing interruptions to workflow. classes may also see a decrease in
participation aggression and a change
Some students find it difficult to engage in the type and volume of engagement.
in digital learning when they lack reliable
internet access and/or technology. In this light, it is relevant to look at
According to OECD data, only 34 per cent how beneficiaries in the Indian setting
of students in Indonesia have access to view online education. Reviews of the
a computer for schooling, compared to experience with online education shed
95 per cent of students in Switzerland, information on the system’s strengths
Norway, and Austria (http://www.oecd. and weaknesses. However, further study
org/pisa/). In the US, there is a noticeable is necessary for this innovative field
difference between those from rich of teaching. This study describes the
and poor families: although almost all models and issues of online education
15-year-olds from a privileged family provided by a Central University in India
reported having a computer to work on, in the context of its student body.
only around 25 per cent of those from
underprivileged backgrounds did. Research Questions
Only 23.8 per cent of Indian families, 1. What is the role of online education
as reported in the Key Indicators of in the aftermath of Covid-19?
Household Social Consumption on
2. What are Socio-economic features
Education in India report based on the
of online learners?
2017–18 National Sample Survey, have
access to the internet (NSSO, 2018). 3. What is the online education
Furthermore, only 4.4 per cent of rural endeavor in India?
homes have computers, compared to
23.4 per cent of urban households. Only 4. What are Learners’ Perceptions of
33 per cent of women have internet Problems of Online Classes?
connectivity, according to IAMAI’s
(Internet and Mobile Association 5. What is the experience of learners
of India) 2019 India Internet report about online education?
Bolliger, D. U., & Halupa, C. (2018). This
Objectives of the Study
ratio is even more alarming when one
realises that 67 per cent of men in the The general objective of the study is to
same nation have internet access. in examine the trend and experience of
rural areas, only 28 per cent of women online education in the country. The
and 72 per cent of men have access to specific objectives of the paper are:
the internet, respectively.

1. To understand the role of online published and unpublished sources.
education in the aftermath of
Covid-19. Empirical Experience
2. To review the online education We have conducted a quick survey

endeavor in India, and among the postgraduate students who
were undergoing online learning during
3. To analyse the experience of the COVID-19 period at the Central
learners with online education University of South Bihar. The following
paragraphs portray the information
Methodology collected from them.
The study has used both primary and Socio-economic features of the online
secondary data. Primary data were learners
collected from a randomly selected 100
Post Graduates currently undergoing In any social science study, the
education through online mode. The demographic and other social features
students belonged to the School of are to be understood to carry out
Social Science and Policy of the Central any serious research. So, we have
University of South Bihar1. The survey endeavored to do that exercise first. The
was conducted in April-May 2021 using socio-economic features of the sample
a structured questionnaire. Secondary students are given in Table 1.
data were collected from various
Table-1: Socio-Economic Characteristics of the Sample Population
Sl.No. Characteristics Number Percentage
1 Gender Male 16 16.0

Female 84 84.0
2 Residential Status Rural 54 54.0
Semi-urban 24 24.0
Urban 22 22.0
3 Caste Forward 59 59.0
Backward 35 35.0
SC/ST 6 6.0
4 Marital Status Married 4 4.0
Unmarried 96 96.0
5 Monthly Income (Rs.) Below 10000 48 48.00
10000-20000 26 26.00
20000-3000 19 19.00
Above 30000 7 7.00
Source: Sample Survey

The gender-based distribution of the program. An inquiry in this regard has
sample reveals that 84 per cent are been conducted among the sample
females. On the basis of residential learners. The results are provided
status, 78 per cent of the sample in Table 2. The main equipment for
beneficiaries are from rural and semi- online learning is desktop computers,
urban areas. Caste-wise, 59 per cent laptops, smartphones, tablets, etc. It is
are from the forward community, 35 seen that 80 per cent of learners use
per cent are from backward castes and their smartphones for online learning.
only 6 per cent of the sample is from Around 15 per cent use desktop
SC/ST. According to marital status, 96 computers and only 5 per cent have
per cent are unmarried. The financial laptop availability. The second important
status of the sample students reveals requirement is internet connectivity for
that 48 per cent of them have a monthly accessing classes. The learners can go
income of less than Rs.10,000. Similarly, for broadband connection or major
about 26 per cent of students have a other companies. In the case of Bihar
monthly income between Rs.10,000 students, it is seen that the majority
and 20,000. A general conclusion of are using the Jio network followed by
the discussion is that on average the Airtel. As 80 per cent of the learners
students who undergo online education learn through smartphones, a question
belong to all income classes, caste, and was asked about the trademark of the
gender groups. phone. It is seen that Realme, Samsung
Galaxy, and Oppo are the major brands
Technology and Platforms Used for used by learners. To the question on
online learning the data pack used by the learners, it is
seen that 60 per cent purchase 1.5. GB
Online education requires technological
daily package and 20 per cent 2 GB daily
support. So, equipment is a prerequisite
data package.
for successfully completing the
Table-2: Platforms Used for online learning
TYPES OF EQUIPMENT USED FOR ONLINE LEARNING

Desktop Computers Laptops Smartphone Tablets
15.0 5.0 80.0 0.0
INTERNET NETWORKS USED FOR ACCESSING CLASSES
Airtel Jio Vodafone BSNL
20.0 78.0 1.0 1.0
BRAND NAMES OF SMARTPHONES USED
Realm Samsung Galaxy Oppo Others
67.0 17.0 14.0 2.0
DAILY DATA PACK USED
1 GB 1.5 GB 2 GB 3 GB and above
10.0 60.0 20.0 10.0

Expenditure for Data packs education started. While the monthly
expenditure was between Rs.150-249
To stand the monthly expenditure for pack, earlier only 16 per cent were the
using the internet for online education users, but after the online education,
before and after online education, it is the share of this group has increased to
revealed that before online education 56 per cent. In conclusion, the monthly
was mandatory, 78 per cent were using expenditure for using the internet
a below Rs.149 pack. But its share after online education has increased
decreased to 23 per cent after online considerably.
Table-3: Monthly expenditure for the Internet before and after online
education
(Figures are Percentage users)
Sl.No. Range of Expenditure (Rs.) Before After

1 <149 78.00 23.00
2 150-249 16.00 56.00
3 249-399 6.00 15.00
4 >399 0.00 6.00
Total 100.00 100.00

Location of online classes online education from their own home.
Only 6 per cent uses neighbors’ home
An inquiry was carried out to understand and 9 per cent relatives’ home and 4
the accessibility of online education per cent use public institutions like the
location-wise. It is really interesting public library, Anganwadi, etc.
to see that 81 per cent of them access
Table-4: Location of accessing online classes
Location Male Female Total

At own home 9.00 72.00 81.00
Neighbours’ home 3.00 3.00 6.0
Relatives home 4.00 5.00 9.00
Public institutions 0.00 4.00 4.00
Total 16.00 84.00 100.00

Opinions about online classes as ‘good’, while 28 per cent feel it as
‘average’ and 11 per cent consider it as
Information has been sought from the ‘excellent’. But it is serious to see that
learners about the different dimensions about 21 per cent perceive that online
of online support. The information in classes have only ‘poor’ standards.
this regard is presented in Table 5. The Regarding the quality of study materials,
learners’ perception of online classes 35 per cent grade it as ‘very good and 29
revealed that 40 per cent perceive it per cent ‘good’. But at the same time,

28 per cent find the study materials as At the same time, it is seen that 31 per
‘average’, and 8 per cent see it as ‘poor’ cent are ‘dissatisfied’ and 11 per cent are
only. Regarding satisfaction with online ‘highly dissatisfied’ about online classes.
classes, 16 per cent are ‘highly satisfied, Video classes are the most preferred
and 42 per cent have stated ‘satisfied’. medium for online classes.
Table-5: Opinion about online- study support (Figures are in percentages)
PERCEPTIONS ABOUT ONLINE CLASSES

Excellent Good Average Poor
11.00 40.00 28.00 21.00
QUALITY OF STUDY MATERIALS
Very Good Good Average Poor
35.00 29.00 28.00 8.00
SATISFACTION LEVEL OF ONLINE CLASSES
Highly Satisfied Satisfied Dissatisfied Highly Dissatisfied
16.00 42.00 31.00 11.00
PREFERRED MODE OF ONLINE CLASSES
Video classes WhatsApp Audio Clips Email
84.00 16.00 6.00 4.00

Learners’ Perceptions of Problems of irregular power supply as the first rank
Online Classes followed by low internet bandwidth. The
third and fourth ranks assigned by them
In accessing online classes, the learners are low voltage and technical errors. As
are confronted with various constraints. far as urban learners are concerned
An inquiry in this regard was conducted technical errors were assigned the first
among the sample learners and their rank followed by long hours of online
opinion is presented in Table 6. In the classes. The third problem they feel is
rural areas, the learners were assigned the absence of peer groups.
Table-6: Major problems in proper access to online education (Rank)
Sl.No. Problem Rural Semi-urban Urban

1 Low Internet bandwidth III VIII VI
2 Irregular power supply IV VII V
3 Voltage instability V V VII
4 Technical errors VI IV I
5 Long hours of online classes VIII VI II
6 Lack of interaction with faculty I II IV
7 Absence of peer group VII I III
8 Data shortage II III VIII

Discussion areas most online learners face low
bandwidth connectivity and irregular
The aforesaid discussion on the impact power supply. Thirdly, in a family with
of online education during the period more learners who venture into online
of Covid-19 Pandemic has brought out learning, some of them have to forgo
some revealing facts. Countries all over online classes someday as the family may
the world have come forward to promote not have adequate gadgets. Fourthly,
education through online platforms. the majority of people still adhere to
Though it is new to India, Indian the traditional model of learning and
universities have picked up fast. Even think that employing technology in the
the governments have come forward classroom is confined to PowerPoint
with exclusive education channels like presentations, even though a small
the KITE-VICTORS Channel of Kerala. number have adapted to the new ways
Similar to that many universities have of learning. So, these flipsides of online
started various types of Learning learning are also seriously looked into.
Management Systems (LMS). The most Most of the findings of the present study
popular Learning Management System conform to the findings of the recent
adopted by educational institutions in studies on online education referred to
India is INFLIBNET LMS (ILMS). Similarly, in the literature review.
various teachers have used Google
Meet, Zoom, WebEx, Jitsi Meet, etc., for Conclusion and suggestions
delivering online classes.
The present scenario of the pandemic
As our study reveals online education due to Covid-19 has forced society
has both positive and negative and administration to abruptly close
features. On the positive side, in times academic institutions, basically non-
of a pandemic like Covid-19, online operating the face-to-face mode of
education is a blessing. As students teaching, for more than five months
and teachers cannot move from their now. The prevailing situations also
homes, but to continue their education, clearly indicate the non-opening of
online is the only medium. It will prevent the face-to-face mode of teaching for
the spread of disease. Secondly, online at least one more semester i.e., the
education provides learners with the odd semester of 2020-21. Therefore,
classes of the best teachers. Also, they in this critical situation, there is a need
can use different courses offered by to transform our teaching, learning,
SWAYAM and other online learning and assessment approaches by using
structures. On the negative side, online quality online resources, strategies, and
education has innumerable issues. digital platforms.
First, in developing countries like
India with a high digital divide, online The global footprint of the digital world
education is not at all accessible to large and e-learning is growing. With the
numbers. Secondly, online education advancement of technology, online
requires some basic infrastructure at education in India has advanced
the disposal of learners like computer/ significantly. India is one of the countries
smartphone, internet connectivity, where technological development is
regular power supply, high bandwidth accelerating exponentially. India boasts
of internet, etc. These requirements the most technologically savvy people
demand that the learners should have with a population of more than 1.3
enough income to make these facilities billion with access to high-speed internet
available. Moreover, the major problem and smartphones. India’s way of life has
as revealed by our study is that in rural changed as a result of the internet’s
growth. Many people in India prefer to

learn online due to the abundance of the online platform. Otherwise, our
online courses and the ever-growing inclusion agenda will be questioned and
knowledge available. The advantages of polarization in society will happen.
online education are the same: classes
can be attended anywhere, not having A few suggestions are here for the
to commute allows for more time for practitioners. Before going for any
studying or other responsibilities, and pre-scheduled online class in real-time
the structure is more accommodating synchronous mode, faculty members
to students with physical disabilities or are required to provide e-material to
illnesses. the students through LMS and/or using
other asynchronous modes like email,
The survey conducted by the author WhatsApp, Google Meet, etc. The
found that Online classes are no e-materials should preferably be in the
better than regular classes because form of self-instructional handouts/
of the absence of peer groups, lack concept notes/key points/short videos/
of interaction with teachers, and small excerpts/preloaded material
inexperience with the online experience. LMS. The faculty members will avoid
Similarly, the teachers are not well giving long readings/full PDF books as
trained in online teaching which results e-material. Once the students have
in the supply of long notes which are gone through the shared e-materials,
difficult to read on mobile phones. an online synchronous video interaction
Some students are unable to access session of a maximum of one hour in one
classes due to the sparing of the same go will be advisable by the concerned
phone as other members of the family. teacher on a particular topic/or group of
The slow speed of networks, irregular topics. - Instead of delivering a lecture
power supply, and lack of adequate like a face-to-face class using video
study infrastructure at home make the meeting technology, the session should
continuity of online classes very difficult focus to discuss critical highlights of the
to use effectively. In a poor country like topic and taking the questions/doubts of
India, these problems are very serious the students. If required, video lectures
in the case of marginalized communities may be recorded and uploaded on the
and Dalits. So, adequate Information Learning Management System (LMS)
and Communication Technologies (ICTs) beforehand so learners can view them
should be ensured to make the online before and after the class. If these types
classes functional. Similarly, broadband of measures are introduced, there is no
connectivity, subsidized data packs doubt that online education will be the
for students, and other measures new normal in the Indian educational
should be implemented to ensure the sphere.
participation of weaker sections in
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Research Article
Inclusive Enrollment Policy, ICT and Disintegrating Teaching-

Learning Process: Where do Universities Stand in this Paradox?
Mohmad Saleem Jahangir1 & Aneesa Shafi2
1
Sr. Assistant Professor, Department of Sociology, University of Kashmir, Srinagar
Email: saleem@uok.edu.in
2
Professor, Department of Sociology, University of Kashmir, Srinagar
Abstract
Recognizing the significance of education in the development of valuable Human Capital,

investing in appropriate infrastructure for providing quality education to all is presently
high on the policy agenda of India. However, looking at the diversity of the population
in terms of caste, class, and region, every attempt to ensure quality education has an
inherent challenge to be addressed. The present paper aims to understand the efficacy
and reliability of having an inclusive admission policy and a simultaneous ICT-enabled
teaching-learning methodology in vogue. The article argues that an inclusive admission
policy demands a teaching-learning methodology that equally minimizes otherwise
prevailing disparities. Having IT enabled facilities requires an efficient mechanism to
train the stakeholders and create mass awareness about the facilities that would enable
everyone to have equal access to the facilities.
Keywords: Education; Reservation; Inclusion; ICT; Teaching-learning, Alienation

Introduction and accessible to everyone. However,
the challenges to implementing it are
Institutions of higher learning have hidden in the basic composition of
played an essential role in educating the population of any society and the
the elite and achieving significant nature of social inequality and exclusion
accomplishments in science and the the society reflects.
humanities throughout human history.
(Chankseliani, Qoraboyev & Gimranova, Given the diversity of Indian society,
2021). Studies reveal that a robust wherein people from all walks of life
higher education system is crucial to are found to be living, social inequality
the nation’s ability to compete in the and exclusion are the facts of life. The
global economy while contributing to its occurrence of social inequality and
economic growth, quality of life, and exclusion is so multifaceted and multi-
positioning as a global leader. (Teague, dimensional that hardly any segment
2015). Through their institutional of the population in India is devoid of
policies and practices, institutions of its presence and hardly any institution
higher learning play a crucial role in has escaped its influence. While in India,
initiating and promoting sustainable we come across Scheduled Castes,
development measures which are Scheduled Tribes, Other Backward
essential to the welfare of any society Classes, specially-abled, poor, religious,
(Blessinger, Sengupta, and Makhanya, and regional minorities thereby
2018). In this backdrop, Article 26 of reflecting the nature of exclusion.
the Universal Declaration of Human Rural-urban differences, gender and
Rights advocates that based on merit educational level of people further add
higher education should be affordable to the existing scene of exclusion of the

Indian society. Given this complexity, opportunities and potential benefits
it is challenging for India to realize of ICT for improving the quality of
the objectives set by the ‘Universal life and educational quality. ICT is
Declaration of Human Rights’. regarded as a “key tool for establishing
knowledge societies.” and, particularly,
Given this backdrop, Indian higher as a mechanism at the school education
education institutions have been pro- level that could provide a way to rethink
people as they attract students from and redesign the educational systems
diverse socio-economic backgrounds by and processes, thus leading to quality
reserving quotas for the downtrodden education for all (Sangra & Gonzalez-
sections to lift them in society. The Sanmamed, 2010).
Central Educational Institutions
(Reservation in Admission) Act 2006 At the national level, India has
and as amended in 2012 provides for significantly contributed to raising the
‘the reservation in the admission of the infrastructure of education based on
students belonging to the Scheduled ICT and during this process; both public
Castes, the Scheduled Tribes and the and private institutions have made
Other Backward Classes of citizens, to landmark contributions. While some
certain Central Educational Institutions, of these learning applications focus
established, maintained or aided by the on wide-ranging topics or are used as
Central Government, and for matters learning aids, others are formulated
connected therewith or incidental with specialized fields of study in mind.
thereto’ (HBNI, 2020). If, on the one hand, private players like
BYJU, Unacademy, Vedantu, Toppr, and
The inclusion of the downtrodden, Doubtnut facilitate students to learn
however, is not the only objective of on e-platforms, government platforms
educational institutions. An effective like Study Webs of Active Learning
institutional facility has to correspond to for Young Aspiring Minds (SWAYAM)
the changing programs of educational Swayam Prabha, National Digital Library
delivery and must provide a comfortable, of India, Diksha, National Programme
safe, protected, affordable, well on Technology Enhanced Learning,
ventilated, and aesthetically pleasing e-ShodhSindhu, etc. have also made a
physical environment. Furnishings, significant contribution in this field.
materials and supplies, equipment
and information technology, as well as Such initiatives, however, are
amenities that facilitate co-curricular productive only if they reach uniformly
activities, are all included in the facility. to its respective stakeholders.
(Osuji, 2016). The last few decades Disproportionate access to such
have seen remarkable progress and initiatives may result in new kinds of
innovation in technology and those inequalities and subsequent concerns
leveraging these advances have seen among the learning communities. This
paradigm shifts. is evident from the fact that institutes
of excellence in terms of ICT facilities
ICT has quickly become an essential witness varied issues among the
part of the classroom and school students. Pertinently, ‘27 students
infrastructure. From preschool across 10 Indian Institutes of Technology
through higher education, computers, (IITs) in India have committed suicide
laptops, smartphones, smart boards, between 2014 and 2019 with IIT
and tablets is a powerful medium Madras topping the list with suicides
through which we get information and by seven students during this period
then interact. Several research and (Business Standard, 2019).
analyses have recently highlighted the

Prior literature in India, the people are diverse not only
in terms of culture and ethnicity but also
On the one hand, academics believe in terms of purchasing power and cost.
that technology plays an important The National Statistical Organization,
role in the teaching-learning process. in its 75th round survey on ‘Social
(González-Zamar et al, 2020, Agarwal and Consumption of Education (2017-18)’
Mittal, 2018, Montrieux, 2015, Bhaumik studied the ‘computers and access to
2012, Tamin, Bernard, Borokhovski, the internet’ possession of households.
Abrami, and Schmid, 2011), on the ‘The analysis only included households
other hand, some raise questions about that had students aged between 5 to 29
whether ICT is appropriate for all types years and were at that time enrolled and
of pupils or for all kinds of teaching- attending school. The survey revealed
learning processes and caution that that only 8.3 per cent of households had
educators need to be aware and careful computers and 21.6 per cent had access
in their handling of technology vis-à-vis to the Internet. (Ministry of Statistics
students (Lembani et al, 2020;). Many and Programme Implementation, 2020)
scholars have also warned against the The study reflected the ineffectual
addiction, underuse, and mishandling of accessibility of learners to the devices
Technology while emphasizing that that link them to ICT. Extreme poverty
it has offered us a massive opportunity and highly patriarchal societal systems,
that must be taken advantage of. Given in which a strong cultural preference
the circumstances, some researchers for boys relegates mothers and female
have departed from conventional children to a lower status, combine
presumptions and studied them from and perpetuate the impediments that
different focal points. stand in the way. (Singh, et. al., 2018).
Without access to ICT, learners are at
Before the use of ICT, the primary basis
greater risk of being left behind in a
for understanding the significance
rapidly changing global society. Studies
and reliability of ICT-enabled teaching-
(Bala and Singhal, 2018; Cummings &
learning lies in the accessibility to the
O’Neil, 2015) argue that it is essential
technology and associated gadgets.
to promote ICT prospects for women
This disparity cuts across age, income,
as it can supplement the prospects in
gender, and educational attainment.
education and employment for women.
The flow of technology would not work
unless it ensures deep-rooted and The review of the prior literature, as
universal access to its stakeholders. such, reveals a complex relationship
Tewathia et al (2020) argue that the less of ICT with various stakeholders in
educated, lower-income, and lower- the arena of education. Its impact is
caste strata are more marginalized determined by the awareness, access
since they lack ICT assets and skills. of people to ICT, and availability of the
Fraillon Et al. (2014) while studying facilities about the Internet.
Grade 8 students of selected European
countries discovered that for social Objective of the study
communication, females made slightly
more frequent use of the internet than Usually, an institution of learning
males. While there are some differences has pupils of almost homogenous
in how men and women use information backgrounds and in such a condition
and communication technologies, these one does not face different problems
disparities are minor. However, Jha while teaching/learning. However, in
and Shenoy (2016) suggest that in the a condition of reservation, institutions
modern ICT-enabled educational system attract students of diverse socio-
economic backgrounds, and addressing

such a diverse class is not so easy. It will take part; as such, the research
is challenging to bring the whole class presented here was not determined by
to a homogenous level of teaching- finding a set number of participants but
learning. In this context, the study rather by engaging those who desired
sought to understand the efficacy and to share their experiences concerning
reliability of ICT-enabled teaching- the influence of the teaching-learning
learning methodology in a diverse process. Three types of people were
classroom wherein students of diverse approached for participating in the
socio-economic backgrounds are study, i.e. students, professors, and IT
enrolled. The study also aimed to study professionals. Student participants were
the challenges faced by the students recruited using the following inclusion
of different weak and underprivileged criterion: (a) belonging to a weak or
settings in ICT-enabled settings. underprivileged section of society;
(b) seeking admission in the course
Methods against a reserved category and (c)
presently enrolled as a regular student
The study is qualitative, and the
in the university. For professors and
empirical data was gathered from
IT professionals, no specific criterion
primary and secondary sources. The
was adopted because they were not
information related to the students’
the ones getting influenced and their
intake capacity, reservations policy,
participation could only complement
facilities, and infrastructure were sought
the data collected from the students.
from different secondary sources, viz.
various university published documents, At the outset, 36 potential individuals
university websites, relevant books, were contacted of whom only 11
journals, and various newspapers disagreed to participate. Hence,
reflecting the data about the study. the study shares the experiences
of 25 participants who consisted of
To gather the primary data from
20 students (representing various
varied stakeholders of the institution,
categories), 3 professors, and 2 IT
a purposive sampling technique was
professionals. The relevant information
used to derive the desired sample.
of the participants is given in Table 1.
When using purposive sampling, there
is no way of knowing how many people
Table-1: Demographic Profile of Participants
S. Sex Residence Category of the Level of Family In-

No. student come/month
enrolment (in Rupees)
1. Rural Scheduled Tribe Postgraduate > 5,000
2. Urban Weak & Under Postgraduate 5,001 – 15,000
Privileged Class
3. Rural Residents of Undergraduate 5,001 – 15,000
Backward Areas
4. Rural Residents of Undergraduate < 15,000
Backward Areas
5. Urban Weak & Under Postgraduate > 5,000
Privileged Class

6. Urban Differently-abled Postgraduate 5,001 – 15,000
7. Rural Scheduled Tribe Postgraduate < 15,000
8. Rural Residents of Postgraduate 5,001 – 15,000
Backward Areas
9. Rural Differently Undergraduate 5,001 – 15,000
10. Urban Differently Postgraduate < 15,000
11. Urban Weak & Under Undergraduate 5,001 – 15,000
Privileged Class
12. Rural Living along Line Postgraduate > 5,000
of Actual Control
Backward Areas
14. Rural Residents of Postgraduate < 15,000
Backward Areas
15. Rural Scheduled Tribe Postgraduate < 15,000
16. Rural Residents of Postgraduate > 5,000
Backward Areas
17. Rural Children of Postgraduate 5,001 – 15,000
Gujjar and Bak-
erwal
Backward Area
19. Urban Differently-abled Postgraduate < 15,000
20. Urban Weak & Under Postgraduate > 5,000
Privileged Class
21. - - Professor -
22. - - Professor -
23. - - Professor -
24. - - IT professional -
The study includes in-depth qualitative was sought from all participants and
interviews with all 20 student participants interviews were conducted at their
and semi-structured interviews with the convenience in the local, Urdu, Hindi,
rest of the participants. The interviews or English language. Each interview
were conducted from September ranged from 30 to 50 minutes in length.
15, 2020, to November 15, 2020, a The sequence of the questions, which
period, predominantly influenced by was kept simple and clear of technical
the Covid-19 pandemic, and teaching- terminology, was frequently changed
learning was mainly based on ICT. as the conversation progressed. All
However, it was ensured that the the interviews were taped with the
participants were part of the university participants’ agreement, and later
teaching-learning process before the responses were transcribed before
Covid-19 pandemic as well. Permission being translated into English for analysis.
Names of participants highlighted in the Assessment & Accreditation Council
research are pseudonyms and some (NAAC) of India. This is recognition
significant details have been changed and reflection of the high quality
to ensure that their identities are standard in teaching and research
protected. at the University of Kashmir.’
Findings It further adds,
Two main themes evolved after the data ‘The University promotes a
was analyzed. The first theme highlights diverse and inclusive campus
the facilities the institution offers to the environment that fosters creativity
students. The second theme brings out and innovation. The University
the experiences of the students coming fundamentally affirms and
from the reserved categories with the embraces the multiple identities,
ICT enabled teaching-learning process. values, belief systems, and cultural
practices of its stakeholders. Thus,
University of Kashmir the philosophy of diversity and
inclusiveness is integrated into the
The main campus of the University of
work and lives of every member of
Kashmir is situated in the Hazratbal
the University community.’
area of Srinagar city (in Jammu and
Kashmir Union Territory of India). Over a The University of Kashmir attracts
while, it has expanded its infrastructure students and scholars from the multi-
significantly and has come up with ethnic, multi-religious, and multi-
Satellite Campuses at Anantnag (South lingual areas of Jammu, Kashmir, and
Campus), Baramulla (North Campus), Ladakh (Jahangir, 2015). Every year
and Kupwara to make education more the university accommodates more
accessible to the people living in far- than four thousand students in varied
off places of Kashmir. The University courses both at undergraduate and
has also set up an office in the Jammu postgraduate levels. However, the
division to facilitate the students living students admitted to the university do
outside Kashmir enrolled with the not belong to a specific homogenous
University. The official website of the background. The students admitted
university reads as follows: to the university are, in fact, of diverse
socioeconomic, religious, cultural, and
‘The University is committed
ethnic backgrounds. The diversity of the
to providing an intellectually
students is reflected in examining the
stimulating environment for
admission policy of the university which
productive learning to enhance the
is inclusive and ensures that students
educational, economic, scientific,
from all walks of life get an opportunity
business, and cultural environment
to study there.
of the region. It has constantly
been introducing innovative/new The admission policy of the University
programmes to cater to the needs of Kashmir
and demands of the students and
society. The selection of a candidate to study at
the University of Kashmir is purely based
Over the years, the University on her/his performance in the entrance
has marked excellence in its test conducted every year for admission
programmes and activities. It has to various courses. However, to make
been re-accredited as Grade-A+ the selection process more inclusive,
University by the National the University of Kashmir has adopted

a reservation policy whereby students of seats available in a Programme/
of almost all kinds of backgrounds Course are filled up from amongst
seek admission in the various courses. the reserved categories in order of
Primarily, 67 per cent of the seats are merit. The breakup of seats for various
filled by the candidates belonging to reserved categories is given in Table 2:
open merit. The remaining 33 per cent
Table-2: Reservation of Seats
S. No Category Quota
(in Percentage)
1 Open Merit 67
2 Schedule Caste (SC) 5
3 Scheduled Tribe (ST) 3
4 Children of Gujjar and Bakerwal (CGB) 2
5 Residents of Backward Areas (RBA) 10
6 Line of Actual Control (LAC) 1
7 Scouts/Guides/Rovers and Rangers 1
8 Weak & Under Privileged Classes (Social Caste) (WUP) 2
9 Children of Permanent Resident of Defence Personnel 2
10 Candidates possessing outstanding proficiency in 2
Sports
11 Candidates possessing outstanding proficiency in NCC 2
12 Differently-abled (PH) 3
Source: Admission Policy of Kashmir University, 2020

As the information in Table 2 divulges, students from all categories join the
reservation has been made for almost different courses and add to the diversity
every marginalized section of society and heterogeneity of the classrooms.
viz. SCs, STs, Social castes, residents The diversity of the classroom is
of backward areas, differently-abled, multiplied by other variables, as well,
people living along borders, etc. which are not otherwise reserved viz.
Reservation has also been made for gender, religion, economic background,
the candidates who have made an etc.
outstanding performance in sports,
NCC, or have been associated as Once somebody enters a classroom
scouts, rovers, rangers, and children after the admissions, she/he finds
of the defense personnel. Besides, a females, males, rich, poor, SCs, STs,
supernumerary quota (in addition to RBAs, WUPs, sportsmen, NCC cadets,
the intake capacity) has also been kept rural, urbanites, etc studying together
for persons outside the Kashmir division in a common classroom. The diversity
(two per cent), people living outside of the classroom, on the one hand,
India (five per cent), and one seat for depicts the nature of oneness, unity,
children of employees of the University and tolerance, however, on the other
of Kashmir. hand, it challenges the teaching-
learning process in terms of inclusivity,
Consequent to the reservation policy, understanding, and deliverance.

Facilities offered by the University Experiences of students
for the students
Against the available ICT facilities
The University of Kashmir provides its within and outside the classroom, the
students, scholars, and teachers with response of the students concerning the
an ample number of facilities within and teaching-learning process was studied
outside classrooms. The classrooms and the following interpretations were
of the students who were taken as made while analyzing the data collected
participants were equipped with LCD from the participants:
projectors and wifi-enabled. Within the
campus, we find a centralized Library After seeking admission at the
housing lakhs of text and reference university, it is generally presumed that
books, besides thousands of hardbound the teaching-learning process would
and full-text online journals, online be inclusive and address the academic
databases, microfilms/microfocus, and aspirations of the whole class. The
rare manuscripts. It is also connected use of ICT is expected to enhance its
to a chain of departmental libraries efficiency further. However, during the
with many books and other reference study, some startling revelations were
material. Access to the library is made by the participants about the
provided round the clock (24×7) for the application of ICT. During the fieldwork,
benefit of users. Most library services it was revealed that the students
are available through network-enabled enrolled in the University have to
computers. The library also houses the deal with ICT in three different spaces
International Resource Cell, established viz. within the classroom, outside
with the financial support of the British the classroom (library, admission
High Commission in India to facilitate department, scholarship department,
the dissemination and sharing of etc), and at home and/or hostels.
knowledge and experiences through
Classroom: While delivering lectures,
electronic resources. The use of ICT in
teachers frequently use PowerPoint
the teaching-learning process, research,
presentations (PPTs) to enhance the
and extension activities has been the
efficiency of the teaching-learning
hallmark of the University. The measures
process. Even though its use is fruitful
that the University has undertaken to
for the majority of the class but it does
strengthen the popularization and use of
not prove to be encouraging. “As and
ICT in the curriculum include the making
when the teacher opts for a PowerPoint
of virtual educational programmes, the
presentation, it is spontaneous that our
production of educational multimedia,
attention shifts towards LCD projector,
and the development of e-contents
and most students like it. However,
and learning objects by the Educational
owing to my weak eyesight, I am unable
Multimedia Research Centre (EMMRC).
to reveal to my teachers that looking
It is assumed that such facilities provide
towards an LCD projector is meaningless
students and teachers with more
for me. Sometimes he asks us to look
prospects for communication and
towards an image on the projector
collaboration.
and then explains the same but how
Even though the university offers such can I understand it”? (P6) Usually such
a large spectrum of online facilities for problems are frequent among poor-
its students and teachers but it does not sighted students and albinos.
directly address the issue of ignorance
of the students concerning these The use of an LCD projector is not
facilities and their lack of knowledge to limited to the delivery of lectures only
use ICT. but is frequently used by students to

deliver presentations as a part of the things. We can even record the lectures
evaluation process. There are some to understand them while at home.
students (and teachers) who are not However, I come from a very humble
aware of its usage and putting them background and access to such gadgets
to such a thing that they are not aware is difficult and someone else getting
of proves to be more challenging and them inside the classroom proves to
discouraging. “I was not initially aware be discouraging for me. I wonder how
of what PPTs mean. I came to know far I shall go in my career as compared
about it only after teachers used it at to those who use them inside the
the University. However, I was cornered classroom. It seems access to ICT wins
when given the assignment to deliver as over hard work and intelligence. (P5)
a PPT with a specific period to prepare. During the teaching-learning process, a
Till the period other students prepared teacher expects students to have access
presentations, I underwent a process to various online journals and e-books,
of learning how to make PPT while prepare assignments and watch some
focusing less on the content. Eventually, video lectures; however, accessibility
I scored less. It then seemed that I was prevails over hard work. “I was once
assessed for making PPT and not for the asked to prepare a review of five articles
presentation’s content.” (P13) The use of the same theme published in some
of LCD projectors by the students for reputed journals. Even though reviewing
delivering PPTs becomes selective and those articles was not a difficult task
consequently escalates the disparity for me but having access to the article
within the class rather than integrating was a herculean task because of my
the stakeholders within the teaching- technological ignorance.” (P20)
learning process. Such students who
are not aware of such things face A sense of discouragement also prevails
discouragement and develop issues in a segment of the teaching fraternity
of anxiety. “I have decided to opt for towards the use of ICT. Many teachers
elective courses wherein the teacher still exclusively encourage offline
does not ask for PPTs. Although I am book reading and offline libraries. I
very hard working and good at paper once appeared in a viva voce. After
reading or even extempore, I face responding to the query of my teacher,
anxiety issues when asked to deliver a he reacted by asking about the source
PPT. (P1)” of my response and I quoted one of the
prestigious online journals for which
Besides PPTs, the use of laptops, tabs, he annoyed me. He then suggested
and/or smartphones by the students specifying the books available in the
and teachers within a classroom is, library exclusively and discouraged
quite often, encouraged to make other online means. (P18)
a classroom more interactive and
productive. Primarily, it depends upon a Outside Classroom: In contemporary
teacher’s will whether to allow the use times, the usage of ICT tools is equally
of such gadgets in a classroom or not. important outside classrooms as well.
If allowed, such kind of encouragement Students, teachers, and researchers
poses new types of challenges in a are found to be seeking the assistance
classroom accommodating students of of ICT in multiple ways and at multiple
different reserved categories. “I believe places. The University of Kashmir offers
that using a laptop or a smartphone a multi-faceted facility to the students
inside a classroom is very helpful. It can and teachers outside the classroom
provide us with efficient access to study too. However, the students show a
material while the teacher discusses varied response in availing the facilities.

Everyone does not avail of the facilities Home and/or Hostel: The last two
and whosoever avails does so to a very decades have seen a swift escalation
limited extent. On inquiring about the in the availability and application of ICT
facilities, out of 20 students, only two in Kashmir. Its use has thus become
were aware of all facilities, 6 had some popular in a comparatively lesser
knowledge and 12 had no information period and now, ICT has permeated
at all. There is an enormous number of diverse professions and places. Growth
students in the university who deposit in student use of ICT at home has been
the library fee after the final semester accompanied by a growing interest in
to get a ‘No Objection Certificate’ from how these technologies are used across
the library which enables them to get communities and groups. However, the
the degree-related certificates. (P26) student community is not empowered
Students, on the other hand, depicted to have universal access to gadgets
a sense of helplessness owing to their and knowledge of ICT. When it comes
ignorance towards ICT. My knowledge of to why a student will utilize ICT, there
ICT is limited to a few social networking may be a variety of variables affecting
sites while using a phone. I don’t have them at multiple levels. Gender, age,
any knowledge of computers or laptops mental outlook, motivation, ability,
and hence going to the library to access and other personal characteristics of
ICT is not helpful. Moreover, I find students, as well as family factors such
myself in an awkward situation while as socioeconomic background, family
sitting in front of a computer while my structure, ICT equipment at home, and
classmates are around. (P14) parents’ attitudes toward ICT, influence
the use of ICT at home. (Agasisti et.al.,
Allama Iqbal Library (The centralized 2017). On inquiring about the use of
library of the campus) provides free ICT at home, participants revealed
online access to e-books, e-journals, varied responses concerning studies.
online databases, online libraries, Although, the majority of the students
newspapers, digital talking books, etc. (17 out of 20) possessed an internet-
However, poor response from the enabled smartphone only 12 were
participants was found concerning its using it for studies but were limited to
use. I am aware of a few of such online accessing search engines (preferably
resources but never happened to know Google), YouTube and surprisingly only
about their availability on campus and two were found to be accessing MOOCs,
even did not even feel a need to use e-contents, online courses, etc. available
them. I rely on the books available at on different portals. A student who
my home and those in the department lived in the university hostel said, ‘I live in
library. Besides, I already waste a lot the hostel of the university which is wifi
of time coming to university and going enabled but am not rich enough to have
back home owing to traffic jams, and a smartphone, laptop, or a computer.
as such, I do not find time to go to the One of the participants revealed,
Allama Iqbal Library. (P2) A specially- ‘Although I possess an internet-enabled
abled student further revealed, ‘Online smartphone but am not aware of any
access to the sources is a blessing for such portals which offer any kind of
me but, owing to lack of gadgets, I have help to study’. (P2) The participants
to visit the library to use a computer. were aware of online private tutoring
However, the library’s design is such firms such as Byju’s, and Unacademy
that I cannot easily enter its premises (because of frequent advertisements on
frequently. It has a long path and is far television) but were not aware of e-PG
from my hostel’ (P9). Pathshala, e-Pathshala, Diksha, Sakshat,
etc offered by the government of India

free of cost. Although many participants such facilities and know the use and
were aware of the Swayam portal they applications.
did not use it for studies. A participant
revealed, ‘I am aware of Swayam but b. All the enrolled students are not,
don’t have so strong vision to access the however,
phone continuously’ (P6) another one
• Either fully equipped with such
narrated, ‘I am aware of Unacademy but
technologies;
cannot access it for financial reasons.
One of the female participants narrated, • Or/and aware of facilities
‘I know about e-contents available available online on various
on Swayam and CEC (Consortium portals;
for Educational Communication).
Even YouTube has uploaded many • Or/and owing to their socio-
informative lectures which could be economic incompetence
very helpful for my studies but my possess gadgets that enable
problem is being a female at home. I such learning;
access anything on my phone, and my
parents complain about watching and/ • Or/and lack the physical
or chatting with friends. Convincing capabilities to cope with such
them is difficult owing to their ignorance, technologies.
illiteracy, and conservative thinking.’
Given this background, it becomes
(P13) Other participants expressed
challenging to bring students of
issues concerning their socio-economic
diverse socio-economic settings on a
background and lack of awareness as
single podium of the teaching-learning
the reasons prohibiting them to access
process featured by ICT. Likely, ICT may
the benefits of ICT-enabled facilities.
further alienate such students who are
Conclusion not capable of engaging themselves
in this process of learning unless an
The article presents novel findings of the inclusive approach is adopted which
limited use of ICT by students belonging may not be for ‘many’ while ignoring
to different reserved categories against ‘some’. The first and foremost job of
a pool of ICT-enabled facilities provided any academic institution, including the
to them in and outside the classroom University of Kashmir, is to ensure that
by the university and government. proper infrastructure is in place before
By systematically analyzing all the adopting any innovation in the teaching-
interviews conducted with different learning process. The Government of
participants, we identify the following India has been appointing a number
two different issues about the teaching- of commissions and committees to
learning process enabled by ICT: look at various aspects of education
and suggest measures to make the
a. The University of Kashmir has a educational system of India inclusive
marginalized-friendly admission and accessible to one and all. A
policy that ensures admission centrally sponsored scheme ‘Rashtriya
to people from all walks of life. Uchchatar Shiksha Abhiyan’ (RUSA)
It also offers a pool of updated opines that inclusiveness is the bedrock
and contemporary facilities (both on which universities can build truly
infrastructural and online) about diverse classrooms. Likewise, the
ICT for its students and teachers. ‘National Educational Policy’ (2020)
However, such facilities are offered envisions a complete overhaul and
with a general presumption that re-energizing of the higher education
the enrolled students are aware of

system to overcome the challenges Data were obtained from a few individual
and thereby deliver high-quality higher cases in this study, and it was based
education, with equity and inclusion. on first-person observation. However,
All such institutions must organize we are confident that these results will
regular awareness workshops for their bring value to the research in various
stakeholders (especially for students ways and can be applied to other novel
with humble socio-economic profiles) to contexts. While the results of this study
enable them to have holistic knowledge only look at the participants’ opinions,
and competence of ICT, at least, of they challenge teaching practices and
those items which are deemed for them the production of learning resources.
to be learned as students. This would In future work, it would be fascinating
enable an inclusive teaching-learning to look at the effects of ICT engagement
process and provide the subjugated an in the teaching and learning process.
opportunity to avail a timely benefit of To acquire a better understanding of
ICT-enabled services and facilities. the effects of modern technology on
teaching and learning, more empirical
Limitations and Further Research research in educational establishments
from different locales is required.
Despite the fact that qualitative research
is a better way to gather detailed (Acknowledgement: The authors are grate-
information about the perceptions of ful to all the participants for their valuable
people, some restrictions are inherent. contribution.)
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Research Article
Massive Open Online Courses: Awareness, Readiness and

Preferences of Pre-service Teachers
Zahra Kazmi1 & Syedah Fawzia Nadeem2
1
Research Scholar, Department of Teachers Training & Non-Formal Education (IASE),
Jamia Millia Islamia, New Delhi
Email- kazmizahra110@gmail.com, rs.kazmizahra110@jmi.ac.in
2
Professor, Department of Teachers Training & Non-Formal Education (IASE), Jamia
Millia Islamia, New Delhi
Abstract
A MOOC (Massive Open Online Course) is an online course that can be accessed by
an unlimited number of participants dispersed geographically. Although MOOCs are
in trend for the past few years, a lot of concerns are being raised because of the high
enrolment rate, but low completion rate. One of the major reasons for this difference
in enrolment and completion rates can be the lack of readiness of participants in using
MOOCs. This study attempts to explore the pre-service teachers’ readiness in using
MOOCs. An online questionnaire was used to collect data from 159 pre-service teachers
of Delhi/NCR universities. The collected data was analysed through MS Excel. Descriptive
statistics were used to analyse the data for final interpretation. The results revealed
that although many pre-service teachers are aware of MOOCs, only a few of them have
used them yet. Most of the pre-service teachers are found to have the technological
accessibility required for using MOOCs but some of them still lack computer peripherals
like headphones or microphones, which may be required during the course. The findings
also reveal that pre-service teachers’ competence level was higher than their motivation
level. In addition, it was also found that those who are ready for MOOCs still prefer face-
to-face more over online or remote involvement.
Keywords: MOOCs, awareness, readiness, preferences, pre-service teachers

Introduction learning in 2012 (Carey, 2012). MOOCs
are considered one of the major thrust
With the advancement of technology, areas under the Digital India Campaign
the way of teaching and learning launched by the Government of India.
has changed. MOOC is a platform SWAYAM (Indian MOOC) was first
through which learning materials can announced in August 2014 and since
be accessed free of cost and if anyone its beta launch in July 2017, it has
wants to go for certification, a minimal enrolled over 10 million learners (Shah,
amount is charged to them for the 2020). The European Association of
same. These courses can be accessed Distance Teaching Universities (EADTU,
from anywhere, at any time, but the 2015) defined MOOCs as “online
only prerequisite for using such courses courses designed for a large number
is to have an internet connection. of participants, can be accessed by
anyone anywhere as long as they have
MOOCs are a relatively new trend in
an Internet connection, are open to
the educational scenario. MOOCs were
everyone without entry qualifications
first introduced in 2008 and emerged
and offer a full/complete course
as a popular mode of online, distance
experience online for free”.

According to Chan et al. (2019), these complete the associated learning tasks.
courses are massive because a large (Loizzo et al., 2017)
number of students can join the course;
they are open because students can Previously conducted studies on
access the course materials at no cost; MOOCs claim that there are certain
they are online because through the challenges that MOOC participants
internet these courses are delivered. face. According to Zulkifli et al. (2020),
MOOCs are available to students there are eight types of challenges
to supplement their learning and they identified in their study namely,
personalized learning environments, internet/Wi-Fi coverage sources,
and the use of learning analytics is set understanding of MOOC usage, MOOC
to transform education (Fadzil et al., usage equipment, student commitment,
2016). MOOCs also help individuals to student motivation, MOOC materials,
gain education from top universities, allocation of grades and course
and the best faculty even when they offerings in MOOC. MOOCs have also
have not been able to physically present been criticized for their low completion
there (Morris, 2014). rates (Thakur, 2018). People find out
about MOOCs through social media,
Kpolovie and Iderima (2016) state that, blog posts, or internet surfing and enroll
learners come into the MOOCs platform in just a few minutes but they soon fall
having different characteristics which behind or forget to log in to the course
may impact their learning and their from the beginning (Subramaniam
level of readiness is one of those et al., 2020). A study conducted by
characteristics. They further claim Loizzo et al. (2017) revealed that while
that learners’ lack of readiness can the respondents valued MOOCs for
negatively impact the teaching and professional development and lifelong
learning process and hence to take learning, they had full lives with other
maximum benefits from such online priorities such as family, career, school,
courses, the readiness of the learners is and volunteerism, so when their lives
important as they have to be ready to become hectic, MOOC participation was
learn for effective learning to take place. assigned a lower priority.
MOOCs readiness is defined as the In the past few years, many researches
minimum requirement of what learners have been conducted on the use of
should know and do to maximize the MOOCs in different disciplines but
benefits of using MOOCs (Subramaniam in teacher education, there are very
et al., 2020). Readiness for learning is limited studies available, in India and
a holistic way of assessing learners’ abroad. Therefore, this study focuses
learning preparedness. Readiness on exploring pre-service teachers’
embraces the interrelationships perceptions regarding MOOCs. The
between skills and behaviours across following are the research objectives of
domains of development and learning this study:
(UNICEF, 2012). These can be seen as
minimum standards of what the learner 1. To identify the extent of awareness
should know and be able to do to be about MOOCs among B.Ed. students
successful in his learning. Measuring of Delhi/NCR universities
MOOC readiness can be likened to
2. To understand the perception
identifying the prerequisites to the
of pre-service teachers towards
MOOC’s enrolment, which is based
their readiness in using MOOCs
on required competencies that would
concerning Technology Access,
enable a student to pursue a course and
Competence, and Motivation

3. To identify the preferences of pre- the study, hence their responses were
service teachers regarding the not considered. Descriptive statistics
implementation of MOOCs in their were calculated using MS Excel for final
university interpretation.
4. To identify the barriers and Results and Discussion

challenges faced by pre-service
teachers in using MOOCs In the first section of the questionnaire,
the pre-service teachers were asked
Methods and Materials about their demographic information. It
was found that 76.1 per cent (n=121) of
Population and Sample them were females whereas, only 23.9
per cent (n=38) were males.
The population of the study consists
of all the pre-service teachers enrolled Table-1: Gender of the Pre-service
in Delhi/NCR universities. A random
sampling technique was used to
Frequency Percentage
collect data from pre-service teachers. Gender
(n) (%)
Therefore, the sample of this study
involved 159 pre-service teachers of 1. Female 121 76.1%
Delhi/NCR. 2. Male 38 23.9%
Tools and Techniques Majority of the pre-service teachers, i.e.,
68.5 per cent (n=109) were below the
A “MOOC Readiness Questionnaire”
age of 25 years. The pre-service teachers
developed by Prof. Dr. Mohammad
between 25-30 years old account for
Amin Embi in 2014, for National Higher
28.3 per cent (n=45) whereas, only 5 per
Education Strategic Plan (Malaysia), was
cent of them were above 30 years.
adapted and used by the researcher to
collect data from pre-service teachers. Table-2: Age of the Pre-service
The questionnaire included closed Teachers (in years)
ended-questions as well as open-ended
questions. The questionnaire consisted
Age (in Frequency Percentage
of 3 sections: Demographic information;
years) (n) (%)
MOOCs awareness and readiness in
using MOOCs concerning Technology 1. Below 121 76.1%
Access, Competence, and Motivation; 25
Barriers/Challenges in using MOOCs. 2. 25-30 38 23.9%
Five experts from the field validated the
3. Above 5 3.1%
questionnaire.
30
Procedure of Data Collection
The sample of the study (as shown in
The questionnaire was sent to Table 3), included pre-service teachers
around 600 pre-service teachers from different universities of Delhi/NCR.
enrolled in Delhi/NCR universities. It was found that around 42 per cent
The questionnaire was returned by of the pre-service teachers were from
183 pre-service teachers, of which 159 Central Universities, 30 per cent were
responses were usable. The remaining from State Universities, and around
responses were either repeated ones 28 per cent were enrolled in Private
or do not belong to the population of Universities of Delhi/NCR.

Table-3: Type of Universities where the Pre-Service Teachers are Enrolled
Type of Universities Number of Pre-service Percentage (%)

Teachers (n)
1. Central Universities 67 42.1%
2. State Universities 48 30.1%
3. Private Universities 44 27.6%
Table 4 indicates that 70.4 per cent tion constituted 18.2 per cent (n=29)
(n=112) of the pre-service teachers’ me- of the sample whereas, 11.3 per cent
dium of instruction was English, those (n=18) pre-service teachers were from
having Hindi as their medium of instruc- Urdu medium.
Table-4: Medium of Instruction of Pre-service Teachers
Medium of Instruction Frequency (n) Percentage (%)

1. English 112 70.4%
2. Hindi 29 18.2%
3. Urdu 18 11.3%
In the next section of the questionnaire, are not aware of MOOCs at all also
the pre-service teachers were asked constituted about 20 per cent of the
about their MOOCs awareness and their sample. The findings also reveal that
readiness in using MOOCs with respect only a few of them (11.3 per cent) were
to Technology Access, Competence and not only aware of MOOCs but they have
Motivation. used them as well i.e., participated in
one or more MOOCs.
MOOCs Awareness
Although MOOCs are in trend for the
Findings shown in Table 5 indicate that past few years, it was found that it is still
almost half of the pre-service teachers unknown to some students. However,
(49 per cent) were aware of MOOCs but being a future-teacher they need to be
they have not used them yet. Around aware of such platforms, and therefore,
20 per cent of the pre-service teachers knowledge about MOOCs needs to be
reported that they do not know about provided at both levels i.e., Pre-service
MOOCs but they have heard people Teacher Education as well as In-service
talking about them and those who Teacher Education.
Table-5: MOOC Awareness
Q. Are you aware of MOOCs? Frequency (n) Percentage (%)

1. Aware and have used 18 11.3%
2. Aware but haven’t used 78 49%
3. Don’t know but have heard 32 20.1%
people talking about it
4. Not aware of MOOCs at all 31 19.5%
In the next question, the pre-service given the authority to choose more than
teachers were asked to indicate their one option if they want. The responses
understanding of MOOCs. They were are depicted in Table 6.

Table-6: Pre-service teachers’ understanding of MOOCs
Q. What do you understand by MOOCs? Frequency Percentage

(You may choose more than one option) (n) (%)
1. An online course aimed at unlimited 68 42.7%
participation and open access via the web
2. Massive Open Online Courses 88 55.3%
3. Web-based distance learning program 35 22%
4. MOOCs comprise video lessons, readings, 53 33.3%
assessments, and discussion forums
5. MOOCs are in trend due to Covid-19 4 2.5%
6. These are freely accessible courses and the 1 0.6%
syllabus can be seen even without signing up
7. Don’t know about MOOCs 42 26.4%
It was found that the majority of the Technology Access
pre-service teachers (around 70 per
cent) have a basic understanding of the The findings related to the accessibility
concept of MOOCs. A few of them (2.5 per of a laptop/computer with an internet
cent) indicated that MOOCs are in trend connection are given in Table 7. The
because of Covid-19. However, around majority of the pre-service teachers
26 per cent of the pre-service teachers (73 per cent) indicated that they have
reported that they don’t know about access to a laptop or a computer with
MOOCs. Due to the Covid-19 pandemic an internet connection. However, some
when all educational institutions were of the pre-service teachers (6.9 per cent)
closed, universities rapidly switched reported that they do not have access
to online mode for conducting classes to a laptop or a computer and some of
and assessments so that the lockdown them (6.9 per cent) also reported that
could not become a hurdle in students’ they do not have an internet connection.
learning and their academic session Furthermore, around 11 per cent of the
should not be delayed. Since the pre-service teachers agreed that they
students were more engaged in digital have access to a laptop/computer with
platforms ever than before, this could the internet but they face slow internet
have led to an increase in MOOCs issues and intermittent disconnections.
awareness and use by them. Yet, from A few of them (1.8 per cent) also
the findings, it was evident that there indicated that they do not have a laptop/
are several pre-service teachers who computer but they have an internet
are still not aware of MOOCs. connection in their mobile phone.
Table-7: Accessibility of laptop/computer with internet
Q. Do you have access to a laptop/computer with Frequency Percentage

an internet connection? (n) (%)
1. Yes, I have a laptop/computer with an internet 116 73%
connection
2. No, I don’t have a laptop/computer 11 6.9%
3. No, I don’t have an internet connection 11 6.9%

4. Yes, but I face slow internet issues/intermittent 18 11.3%
disconnections
5. I do not have a laptop but I have an internet con- 3 1.8%
nection in my mobile phone
Concerning the accessibility of laptops/ cent) indicated that they have access to
computers with enough RAM to run ad- a laptop/computer with enough RAM
equate software like MS Office or Adobe but they do not own adequate software
Reader etc (as shown in Table 8), more like MS Office whereas, 29.6 per cent of
than half of the pre-service teachers them denied having a laptop or a com-
(59.7 per cent) agreed that they have puter with sufficient RAM to run ade-
a laptop with enough RAM to run adequate software.
quate software, some of them (10.7 per
Table-8: Accessibility of laptop/computer with enough RAM to run software
like Microsoft Office, Adobe Reader etc.
Q. Do you have access to a laptop/computer Frequency Percentage

with enough RAM to run software like Microsoft (n) (%)
Office, Adobe Reader, etc
1. Yes, I have a laptop/computer with enough RAM 95 59.7%
to run adequate software
2. No, I do not have any laptop/computer with 47 29.6%
sufficient RAM to run adequate software
3. Yes, I have access to a laptop/computer with 17 10.7%
enough RAM but I do not own software like
Microsoft Office
To access MOOCs, having a laptop/ available on the MOOCs platform.

computer with enough RAM to run
adequate software is necessary to access When asked about the accessibility of
the course materials and for doing headphones/speakers for the courses,
the assignment work. In the previous the majority of the respondents (74.2
question, some of the respondents per cent) reported that they have
(1.8 per cent) reported that they do not access to headphones/speakers, and
have a laptop, but they have an internet some of them (19.5 per cent) reported
connection in their mobile phone. Most that they do not have headphones/
mobile phones have this software pre- speakers while 6.3 per cent pre-service
installed or the students may also install teachers reported that if required, they
these apps. through Google Playstore can arrange a headphone/speakers.
or Apple store as well and through this, Findings are indicated in Table 9 given
they can access the course materials below.
Table-9: Headphone/Speaker Accessibility
Q. Do you have access to headphones or speak- Frequency Percentage

ers for courses that may have video conferences (n) (%)
or require student-recorded presentations?
1. Yes, I have a headphone/speaker 118 74.2%
2. No, I do not have a headphone/speakers 31 19.5%
3. If required, I can arrange a headphone/speaker 10 6.3%

If the MOOC provider plans to conduct a have video conferences or require
live session for the students for clearing student recorded presentations.
their doubts, students may need a Whereas, around 10 per cent of pre-
microphone for this purpose. From the service teachers indicated that they can
findings given in Table 10, it was found arrange a microphone/recorder if there
that the number of pre-service teachers is such a requirement. Inaccessibility
who have access to a microphone (43.4 of headphones/speakers could be very
per cent) was less than those who do challenging for the students as it is
not have access to a microphone (46.5 required for listening to the audio and
per cent) for the courses that may video lectures.
Table-10: Microphone Accessibility
Q. Do you have access to a microphone for Frequency Percentage

courses that may have video conferences or
require student-recorded presentations? (n) (%)
1. Yes, I have a microphone/recorder 69 43.4%
2. No, I do not microphone/recorder 74 46.5%
3. If required, I can arrange a microphone/ 16 10.1%
recorder
Competence Agree (SA), Agree (A), Undecided (UD),
Disagree (D) and Strongly Disagree (SD).
The pre-service teachers were asked The frequency counts, percentage, and
to indicate their level of competence mean for each item were calculated for
on a 5-point Likert scale, i.e., Strongly the same, as shown in Table 11.
Table-11: Level of Competence of the Pre-service Teachers
S. Statement SA A UD D SD Mean
No.
1 I have the basic 82 61 10 5 1 4.37
skills to operate (51.6%) (38.4%) (6.3) (3.1%) (0.6)
a computer (e.g.
saving files, creating
folders, etc)
2 I have the basic skills 67 67 13 12 0 4.18
for finding my way (42.1%) (42.1%) (8.2%) (7.5%)
around the internet
(e.g. using search
engines like Firefox,
Safari, Internet
Explorer, etc)
3 I think that I would 39 66 38 14 2 3.79
be comfortable (24.5%) (41.5%) (23.9%) (8.8%) (1.3%)
using a computer
several hours per
week to participate
in course

4 I am proficient at 80 63 15 0 1 4.38
sending or receiving (50.3%) (39.6%) (9.4%) (0.6%)
emails
5 I am proficient 74 63 17 4 1 4.28
at sending or (46.5%) (39.6%) (10.7%) (2.5%) (0.6%)
receiving emails with
attachments
6 I am proficient at 48 83 21 6 1 4.07
typing on a keyboard (30.2) (52.2%) (13.2%) (3.8%) (0.6%)
7 I think that I 64 69 21 4 1 4.20
would be able (40.3%) (43.4%) (13.2%) (2.5%) (0.6%)
to communicate
effectively with
others using online
technologies (e.g.
chat)
be able to use online (33.3%) (49.1%) (13.8%) (3.1%) (0.6%)
tools to work on my
assignments
be able to ask (27.7%) (54.1%) (13.8%) (4.4%)
questions and make
comments in clear
writing
10 I can work 59 76 20 4 0 4.19
independently (37.1%) (47.8%) (12.6%) (2.5%)
11 I can work in groups 44 87 23 5 0 4.06
(27.7%) (54.7%) (14.5%) (3.1%)
12 I am good at 40 80 33 6 0 3.96
managing/planning (25.2%) (50.3%) (20.8%) (3.8%)
my time well
13 I can meet deadlines 41 76 34 7 1 3.93
on regularly (25.8%) (47.8%) (21.4%) (4.4%) (0.6%)
14 I am comfortable 39 88 25 7 0 4.0
asking for assistance (24.5%) (55.3%) (15.7%) (4.4%)
when needed
15 I am good at 48 90 20 1 0 4.16
following directions (30.2) (56.6%) (12.6%) (0.6%)
16 I can learn from 56 76 21 6 0 4.14
various instructional (35.2%) (47.8%) (13.2%) (3.8%)
formats (e.g. text,
video, podcast,
online discussions,
video conferencing)

A high mean value (M=4.37) on the One of the important features of
statement “ I have the basic skills to MOOCs includes a discussion forum for
operate a computer e.g. saving files, clearing the doubts of the participants.
creating folders, etc.” indicates that many SWAYAM, an Indian MOOC, also
pre-service teachers are competent has an “online discussion forum for
enough to operate a computer. They clearing the doubts” as its one of the
also reported that they have the basic four Quadrants. Therefore, to ask
skills for finding their way around the questions one needs to be competent
internet e.g. using search engines like in writing comments clearly and ask for
Firefox, Safari, Internet Explorer, etc. assistance confidently whenever such
(M=4.18). a need arises. The pre-service teachers
indicated that they would be able to ask
To participate in a MOOC, one must questions and make comments in clear
spend several hours a week attending writing (M=4.05). Also, they reported
the lectures and doing the assigned that they would be comfortable asking
work. On enquiring, if they would for assistance when needed (M=4.0).
be comfortable using a computer
several hours per week to participate Pre-service teachers who reported
in a course, many pre-service teachers that they would be able to work
indicated positive responses (M=3.79). independently (M=4.19) were found to
be a little higher in number than those
With respect to their proficiency, the who would be able to work in groups
pre-service teachers reported that (M=4.06) which means that people
they are quite proficient at sending tend to be more comfortable working
or receiving emails (M=4.38), sending individually than working with peers or
or receiving emails with attachments in groups.
(M=4.28) and most of them indicated
that they are proficient at typing on a Many pre-service teachers reported
keyboard (4.07). that they are good at managing or
planning their time well (M=3.96) and
To clear their doubts or, convey they can meet deadlines on regularly
messages to the instructors or (M=3.93). The learners opt for MOOCs
peers, one needs to be able to use for their professional development and
online technologies for effective for enhancing their knowledge and skills
communication with others. On this, so, apart from their college work/ school
the pre-service teachers reported that work/ office work, they need to take
they can communicate effectively with out several hours from their schedule
others using online technologies, e.g. to attend lectures and for doing the
chat (M=4.20). work that has been assigned to them
and hence time management plays an
The participants of MOOCs must submit
important role here.
their assignments if they want to attain
a completion certificate for the course The findings also revealed that the
in which they have got themselves majority of the pre-service teachers
enrolled. For this purpose, they need to were good at following directions
have basic knowledge of using online (M=4.16), as reported by them. Many of
tools that would be required for doing them also reported that they would be
the assigned work. A large number of able to learn from various instructional
pre-service teachers reported that they formats, e.g. text, video, podcast, online
would be able to use online tools to discussions, and video conferencing
work on their assignments (M=4.11). (M=4.14).

Motivation Agree (SA), Agree (A), Undecided (UD),
Disagree (D), and Strongly Disagree
The pre-service teachers were enquired (SD). The frequency counts, percentage,
about their level of motivation, on and mean for each item were calculated
a 5-point Likert scale, i.e., Strongly for the same, as shown in Table
Table-12: Level of Motivation of the Pre-service Teachers
S. Statement SA A UD D SD Mean
No.
1 In case my query 24 78 40 15 2 3.67
is not answered I (15.1%) (49.1%) (25.2%) (9.4%) (1.3%)
think I would remain
motivated
2 I think that I would be 39 81 23 15 1 3.89
able to complete my (24.5%) (50.9%) (14.5%) (9.4%) (0.6%)
work even when there
are online distractions
(e.g. friends sending
messages on
social media, game
notifications, etc)
3 I think that I would be 30 68 34 27 0 3.63
able to complete my (18.9%) (42.8%) (21.4%) (17%)
work even when there
are distractions in my
home (e.g. television,
children, etc)
4 I would describe myself 46 87 24 2 0 4.11
as self-motivated (28.9%) (54.7%) (15.1%) (1.3%)
Many pre-service teachers reported that even when there are online distractions
they would remain motivated, in case like, friends sending messages on
their query is not answered (M=3.67) but social media, game notifications, etc.
a relatively low mean on this statement (Strongly agree: 24.5 per cent; Agree:
indicates that if participants’ queries 50.9 per cent) whereas, the number of
are not resolved on the priority they pre-service teachers who disagree with
may lose their motivation to participate this statement is quite less (Disagree:
actively and continue with the course till 9.4 per cent; Strongly Disagree: 0.6 per
its completion. cent). Some of the pre-service teachers
reported that they are not sure about
Since the participants are not in a this (Undecided: 14.5 per cent).
formal set-up (brick and mortar setting),
the chances of getting distracted Many pre-service teachers agreed that
while learning online could become a they would be able to complete their
hindrance and they may find themselves work even when there are distractions
a little less motivated to continue working in their home like television, children,
at the same pace. The majority of the etc. (Strongly agree: 18.9 per cent,
pre-service teachers agreed that they Agree: 42.8 per cent). Those pre-service
would be able to complete their work teachers who either disagree (Disagree:

17 per cent; Strongly Disagree: 0 per pre-service teachers’ competence level
cent) or, were not sure about this is higher than their motivation level.
statement (Undecided: 21.4 per cent) Although most of them were found
were fewer in number than those who to be ready in terms of competence,
agreed. The findings also revealed that the motivation level among them was
a large number of pre-service teachers relatively low.
believed that they are self-motivated
(M=4.11). In the next section of the questionnaire,
the pre-service teachers were asked
The overall mean for all the questionnaire about their preferences regarding
items related to competence and implementing MOOCs in their university.
motivation of the pre-service teachers The findings are shown in Table 13 given
were found to be M=4.11 and M=3.82 below.
respectively. This finding indicates that
Table-13: MOOCs Preferences of the Pre-service
Q. If your university plans to implement Frequency Percentage

MOOCs, how much face-to-face (f2f) vs. online (n) (%)
would you prefer?
1. f2f 10% : online 90% 4 2.5%
2. f2f 20% : online 80% 5 3.1%
3. f2f 30% : online 70% 8 5%
4. f2f 40% : online 60% 7 4.4%
5. f2f 50% : online 50% 39 24.5%
6. f2f 60% : online 40% 19 11.9%
7. f2f 70% : online 30% 28 17.6%
8. f2f 80% : online 20% 14 8.8%
9. f2f 90% : online 10% 14 8.8%
10. f2f 100% 11 6.9%
11. online 100% 8 5%
12. Can’t say 2 1.3%
Findings revealed that more than half also reported that they would prefer 50
of the pre-service teachers (54 per cent) per cent of their course to be conducted
indicated that if their university plans to in face-to-face mode and 50 per cent
implement MOOCs, they would prefer through online mode.
more than 50 per cent of their courses
to be conducted in face-to-face mode. The pre-service teachers were asked
However, only 20 per cent of them to indicate their preferences for the
indicated that they would prefer more teaching content format to be made
than 50 per cent of their course to be available online if their university plans
conducted online. Some of the pre- to implement MOOCs. The findings are
service teachers (around 12 per cent) shown in Table 14 given below.

Table-14: Pre-service teachers’ preferences of teaching content to be made
Q. If your university plans to implement MOOCs, Frequency Percentage

what format would you prefer the teaching (n) (%)
content to be made available online?
(You may choose more than one option)
1. Reading text only (e.g. PDF) 51 32%
2. PowerPoint Presentation only 40 25.1%
3. Audio only (audio recording of teaching content) 18 11.3%
4. Video only (video recording of teaching content) 25 15.7%
5. PowerPoint with Audio (PowerPoint with an 67 42.1%
audio explanation)
6. PowerPoint with Video (PowerPoint with video 66 41.5%
explanation)
7. Interactive Videos 69 43.3%
8. Animated Videos 38 23.8%
9. Live sessions 68 42.7%
Live Session allows participants to inter- teaching content formats included, “In-
act with the course instructor and clear teractive Videos” (43.3 per cent), “Pow-
their doubts then and there only. Find- erPoint with an audio explanation” (42.1
ings revealed that live sessions are one per cent), “PowerPoint with video ex-
of the most preferred teaching content planation” (41.5 per cent) and “Reading
formats to be made available online text only (e.g. PDF)” (32 per cent). With
for the participants because of their respect to their preference of meeting
synchronous nature. Therefore, many the course instructor face-to-face, the
pre-service teachers (42.7 per cent) pre-service teachers’ answers are indi-
reported that they would prefer Live cated in Table 15.
Sessions. Among other most preferred
Table-15: Pre-service teachers’ preferences of meeting the course instructor
face-to-face
Q. If your university plans to implement MOOCs, Frequency Percentage

how often would you prefer to meet face-to-face (n) (%)
with the course instructor/lecturer?
1. Daily 32 20.1%
2. Six days a week 1 0.6%
3. Four days a week 1 0.6%
4. Thrice a week 2 1.3%
5. Once a week 97 61%
6. Once every two weeks 9 5.7%
7. Once every three weeks 10 6.3%
8. Once a month 5 3.1%
9. Once a semester 1 0.6%
10. Don’t know about MOOCs 1 0.6%

Many of the pre-service teachers (61 per per cent), “once every 2 weeks” (5.7 per
cent) indicated that they would prefer cent), “once a month” (3.1 per cent), and
face-to-face interaction with the course “thrice a week” (1.3 per cent).
instructor at least “once a week”, while
some of them (around 20 per cent) In the last section of the questionnaire,
reported that they would prefer to meet the pre-service teachers were asked
face-to-face with the course instructor about the challenges they faced while
on a “Daily” basis. Some of the other using MOOCs or the barriers that
responses included a preference for restrict them to take up MOOCs and how
meeting face-to-face with the course they would overcome those barriers/
instructor “once every 3 weeks” (6.3 challenges. The findings are depicted in
Table 16.
Table-16: Barriers/challenges in using MOOCs
Q. What are the challenges you face while using Frequency Percentage
MOOCs or what are the barriers that restrict (n) (%)
you to take up MOOCs?
(You may choose more than one option)
1. Lack of infrastructure 35 22%
2. Lack of technological skills 34 21.3%
3. Short attention span 29 18.2%
4. Problems with website 52 32.7%
5. Lack of interaction 31 19.4%
6. Lack of instant feedback 36 22.6%
7. Lack of instructor presence 20 12.5%
8. Lack of support 11 6.9%
9. Lack of motivation 21 13.2%
10. Time constraints 33 20.7
11. Technological problems 69 43.3%
12. Medium of instruction 13 8.1%
13. Too much strain on eyes 1 0.6%
14. Instructor’s lack of certain skills and 1 0.6%
incompetency
15. Sometimes the cost of the certificate is too high 1 0.6%
and to remain motivated one would need a
certificate that would help in future also
The findings revealed that most of the skills” (21.3 per cent), “time constraints”
pre-service teachers (43.3 per cent) face (20.7 per cent), “lack of interaction” (19.4
“technological problems”. Some of the per cent), “short attention span” (18.2
major issues they face, as reported by per cent), “lack of motivation” (13.2
them, are: “problems with the website” per cent), “lack of instructor presence”
(32.7 per cent), “lack of instant feedback” (12.5 per cent), “medium of instruction”
(22.6 per cent), “lack of infrastructure” (8.1 per cent) and “lack of support” (6.9
(22 per cent), “lack of technological per cent). Other issues that the pre-

service teachers reported include “Too Findings shown in Table 15 appears that
much strain on eyes” (0.6 per cent), pre-service teachers still trust traditional
“Instructor’s lack of certain skills and methods over digitalization. They still
incompetency” (0.6 per cent) and the prefer face-to-face interactions more
problem of high charge of certification than online involvement.
(0.6 per cent). Even if the students are
ready for MOOCs, these challenges Some of the issues that arise while using
could restrict them from using MOOCs MOOCs may restrict the participants
extensively and this may lead them to from successful completion of the
drop out from the course in which they course. Challenges like technological
have been enrolled. issues, problems with the website, lack
of instant feedback, time constraints,
The present study was undertaken to etc., are found to be quite commonly
investigate the level of MOOC readiness faced by the participants. The findings
among pre-service teachers of Delhi/ are consistent with Zulkifli et al. (2020).
NCR. For this purpose, the data about These problems and issues should be
their demography, MOOC awareness known to the MOOC providers so that
and preferences, readiness in using some measures for improvisation can
MOOCs (with respect to Technology be taken up by them. The deadlines for
Access, Competence & Motivation), submission of the assignments should
and challenges in using MOOCs, were also be appropriate so that the learner
gathered and analysed. does not feel overburdened due to
time constraints. Instant feedback and
Most of the pre-service teachers support would help the students in
involved in this study were below the age keeping them motivated to ensure their
of 25 years. In terms of gender, females continuous participation in the course
outnumbered males in the study. till its completion.
Also, the majority of the pre-service
teachers had English as their medium Conclusion
of instruction. The findings of this study
suggest that many pre-service teachers MOOCs have been around in
were quite aware of MOOCs but not educational scenario for a while due to
many have not enrolled themselves in rapid advancements in technology and
any such courses yet. Although a lot of the Covid-19 situation have brought it
pre-service teachers are well equipped more attention than ever. According to
with internet connectivity and software, Nath (2019), it is expected that MOOCs
some still lack the computer peripherals will cater towards providing low-cost
required to utilize the full extent offered or almost free education to students
by MOOCs. of schools and colleges. Based on the
literature review it was found that not
It was found that although most of the much research has been performed in
pre-service teachers were ready in terms India on how ready students are to adopt
of technology access and competence, MOOCs. It was necessary to understand
motivation level among them was found and analyse the awareness and
to be relatively low which means that readiness of MOOCs among the current
even if a lot of students have technology pre-service teachers (future teachers).
access and skills required for taking Therefore, this study was an attempt to
up MOOCs, some of them are still not find out the extent of readiness of pre-
motivated enough to participate in such service teachers and it was found that
courses or to work actively in all the most of them are ready for MOOCs but
activities till completion of the course. they still prefer face-to-face over online
or remote involvements. Some of the

major challenges that they usually could restrict them from using MOOCs
face includes technological problems, extensively. Therefore, these challenges
the problem with the website, lack of have to be taken into consideration
instant feedback, lack of infrastructure, to increase MOOCs’ usability and
time constraints, etc. These barriers successful completion rates.
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Research Article
Pre-Service Teachers’ Perceptions about Augmented Reality

(AR) Applications in Science Learning
Anju V1 & Thiyagu, K2
1
M.Ed. Student, Department of Education, Central University of Kerala, Kasaragod
2
Assistant Professor, Department of Education, Central University of Kerala, Kasaragod
Abstract
The pre-service teachers’ perception of augmented reality applications is studied as

they are one of the best technologies for making science learning interesting. The main
objective is to study the level of pre-service teachers’ perception of augmented reality
applications in science learning using a normative survey and the sample of pre-service
teachers in the Kasaragod and Alappuzha districts were collected through simple random
sampling. The tool used for this study is the perception scale, and its reliability is tested
through Cronbach’s Alpha (0.977) and split-half method (0.948). The content validity is
established by consulting the experts and construct validity through factor analysis. The
study found that half of the pre-service teacher (58.6 per cent) has a moderate level of
perception, 34.3 per cent have a low level, and 7.2 per cent have a high perception of
augmented reality applications in science learning. The main conclusions from the study
are that pre-service teachers were found to have an insufficient perception of augmented
reality applications in science learning. The teacher educators and pre-service teachers
should be provided with proper training regarding the appropriate usage of augmented
reality applications.
Keywords: Perception, Augmented reality applications, Pre-service teachers,

Science learning, etc.
Introduction a 3D space. Augmented Reality allows
the user to see the natural world and
In today’s digital world, every aspect of aims to supplement reality without
our life is influenced by technology, and completely immersing the user inside
it plays an enormous role in education. an artificial environment (Kesim &
New technologies have emerged, Ozarslan 2012). Digital information,
which make the teaching-learning which can be text, audio, images, video,
process meaningful and exciting. 3D objects, etc., is cloaked in the real
Augmented reality applications are world so that it emerges as part of the
gaining popularity as it makes learning actual domain. The significant reason
a joyful experience by providing a for the popularity of AR applications
multi-sensory experience. Augmented is that it does not segregate the user
Reality combines virtual objects with from the physical environment (Tzima
real ones or scenes to maximize natural et al., 2019) (Kounavis et al., 2012).
and intuitive user experience in real- Augmented reality applications are very
time. It is an interactive environment effective in learning science as it helps
where virtual things enhance real- to understand abstract concepts easier
life experiences. According to Azuma and gives an in-depth understanding
(1997), Augmented Reality must have of the concepts (Yilmaz, 2021). They
three characteristics: combining the also increase students’ achievement,
real and virtual worlds, having real-time contribute to the meaningful learning
user interaction, and being registered in

of abstract subjects, and increase applications are used in several areas,
the student’s interest and motivation and the most important of these areas
toward science learning (Yildirim, 2020). is the field of education. AR technology
allows combining natural objects and
To effectively integrate augmented virtual information to increase students’
reality applications in science learning, interaction with physical environments
the teacher should possess adequate and ease their learning. Developing AR
techno-pedagogical knowledge, that is, applications enables students to learn
what type of AR apps should be used complex topics in a fun and easy way
to teach a particular topic for a certain through virtual reality devices (Lin et al.,
level of learners. Hence it is essential to 2013). Students interact with objects in
give appropriate training to pre-service the virtual environment, which helps
and in-service teachers regarding the them learn more about them (Yildiz,
effective integration of augmented 2021). AR is an apt tool for teaching
reality applications in science learning abstract concepts that do not feature
(Thiyagu, 2021). Most studies focused direct observation and examination
on students’ and teachers’ views on the in science education. Students show
practical usage of augmented reality positive opinions about using AR
applications, but the studies on pre- applications in science education
service teachers’ views are negligible. (Yilmaz, 2021). Sahin& Yilmaz (2020)
Therefore, the investigator attempts studied the impact of learning materials
to study the perception of pre-service developed with augmented Reality (AR)
teachers toward augmented reality technology on middle school student’s
applications in science learning. achievement and attitudes towards
the course and to determine their
Review of Research Literature
attitudes towards AR applications.
Augmented reality technology has its Students in the experimental group
roots in computer science interface had higher levels of achievement and
research. (Sutherland et al., 1977) more positive attitudes toward the
Many science fiction movies like ‘The study than those in the control group.
Terminator (1984) and ‘RoboCop’ (1987) Additionally, the results also revealed
have used the fundamentals of AR. The that the students preferred to continue
term” augmented reality” was first used the use of AR applications in the future
by Tom Caudell, at Boeing in 1990. he and showed no signs of anxiety when
was asked to improve the expensive using AR applications. In addition, the
diagrams and to mark devices used academic achievements and attitudes
to guide workers on the factory floor of the students in the experimental
(Thomas& David 1992). He proposed group showed a positive, significant,
replacing the large plywood boards and intermediate correlation.
that contained each plane’s wiring
The research literature review showed
instructions that were individually
innumerable integration of augmented
designed with a head-mounted
reality applications in education. Some
apparatus that displays a plane’s specific
significant projects in integrating
schematics through high-tech eye ware
AR in education are The Aumentaty
and projects them onto multipurpose,
project, developed by the Labhuman
reusable boards (Chauhan et al., 2017).
laboratory (http://www.labhuman.
Augmented Reality is technology in com) at the Polytechnic University of
which virtual objects are blended with Valencia in Spain. The Build AR project
the natural world and they interact by the HITLabNZ laboratory (http://
with each other. Augmented reality www.hitlabnz.org) at the University

of Canterbury in New Zeeland. Both 1. What is the level of pre-service
projects mentioned above were teachers’ computer skills?
developed to implement AR in the
classrooms by furnishing tools to 2. How long do the pre-service
design educational AR apps. Some of teachers have experience in using
the research projects funded by the the internet?
European Union, like CONNECT (2005-
3. What is the familiarity of
2007), CREATE (2004), and ARiSE (2006-
augmented reality applications in
2008) were focused on integrating
science learning among pre-service
informal learning in a learning
teachers?
environment. Researchers have used
Aurasma (http://www.aurasma.com) 4. What is pre-service teachers’
extensively used as a tool in different exposure level towards augmented
learning strategies (Parton & Hancock, reality applications in the classroom
2012; Connolly & Hoskins, 2014). Science through their teachers’ usage?
Center to Go project (http://www.sctg.
eu) is one more example of integrating 5. What is the experience level of using
AR into lessons to improve the quality augmented reality applications in
of science education. Magicbook science learning during internship
(Billinghurst, Kato, & Poupyrev, 2001) is among the pre-service teachers?
among the first few integrations of AR in
textbooks. This type of AR book can be 6. What is the level of the pre-service
used as a regular textbook. Still, it has teachers in terms of their familiarity
additional features like visualizing virtual with AR textbooks?
content like 3D objects, animations, or
7. What is the level of familiarity with
videos (Martín-Gutiérrez et al., 2017).
AR tools among the pre-service
Objectives of the Study teachers?
The following are the main objectives of 8. What is the pre-service teachers’
the study. familiarity with different augmented
reality applications?
1. To find out the pre-service teachers’
level of perception towards 9. What is the pre-service teachers’
augmented reality applications in opinion of the purpose of using
science learning. augmented reality applications in
science learning?
2. To assess the familiarity of
augmented reality applications in 10. What are the pre-service teachers’
science learning among pre-service opinions on the effective use of
teachers. augmented reality applications in
science learning?
Purpose and Research Questions
11. What are the pre-service teachers’
This study intends to determine the perceptions of augmented reality
pre-service teachers’ level of perception applications in science learning?
towards augmented reality applications
in science learning. The following 12. What is the pre-service teachers’
research questions were developed level of perception towards
based on fulfilling the needs of the augmented reality applications in
objective of the study. science learning?

Methods of Research Reliability of the Tool
The study intended to determine the In the present study, the investigator
pre-service teachers’ level of perception employed Cronbach’s Alpha and split-
of augmented reality applications half method to establish the reliability
in science learning. Therefore, the of the tools. The Cronbach’s alpha value
present study was conducted using the obtained is 0.977, which indicates a
normative survey method. high level of internal consistency of
the tool. Therefore, the tool is reliable.
Population of the Study The investigator employed a split-
half method to establish the ‘γ’ value
In this study, the target population will
of the tools. Then the reliability of the
be the pre-service teachers who are
tools was estimated by the Spearman-
studying the science stream irrespective
Brown formula. The Spearman-Brown
of the nature of management and
Coefficient value of the tool is 0.948.
universities but located in the Alappuzha
Thus, the reliability of the tools was
and Kasaragod districts, Kerala. For this
established.
study, 181 samples were collected using
a random sampling technique. Validity of the Tool
Tool for the Study The content validity is established by
consulting the experts and construct
The investigator developed a rating
validity through factor analysis.
scale for finding the pre-service
teachers’ perception of augmented Statistical Techniques Used
reality applications in science learning.
The tool was prepared after referring The investigator used frequency and
to so many reviews of related studies. percentage analysis to describe the
The researcher discussed fixing her data. SPSS Statistics Version 25 was
final tool with the supervisor, senior used for analyzing the collected data.
students, and Ph.D. scholars. Format
and language, the wording of items Analysis of Data
used by the researcher were simple,
Reporting of the findings is organized
and the respondent could easily follow
according to the research questions.
these items. The investigator used a
self-made tool entitled “Perception Research Question 1
of Augmented Reality Applications in
Science Learning Rating Scale (PARA- What is the level of pre-service teachers’
SLRS)”. The researcher standardized the computer skills?
tool with the help of the supervisor.
Table-1: Analysis of the sample in terms of rating the level of skills with
computer
Skills in computer No. of Pre-service Teachers Percentage (%)

Beginner 34 23.1
Intermediate 92 62.6
Advanced 21 14.3

The above table (Table 1) presents the skills with the computer. It might be
sample distribution in terms of their the consequence of integrating ICT
level of skills in using the computer. As in teacher training programs, thus
seen from the table, 23.1 per cent of the increasing computer skills among pre-
sample is beginners, 62.6 per cent are service teachers.
intermediate, and the remaining 14.3
per cent are advanced computer users. Research Question 2
It is seen that more than half [62.6 per
How long do the pre-service teachers
cent] of the sample have intermediate
have experience in using the internet?
Table-2: Analysis of the sample regarding their experience in using internet
Years of Experience No. of Pre-service Teachers Percentage (%)

<3 years 1 0.6
3-5 years 27 14.9
Above 5 years 153 84.5
The above table (Table 2) presents the revolution in telecommunications in

sample distribution in terms of their India, internet services have become
experience in using the internet. As cheaper, and internet exposure
seen from the table, 84.5 per cent of the significantly increased during the
sample has over five years of experience pandemic period. Thus, the majority of
in using the internet, 14.9 per cent have pre-service teachers have experience in
been using the internet for 3-5 years, using the Internet.
and the remaining 0.6 per cent has less
than three years of experience. It is clear Research Question 3
from the findings of the table that the
What is the familiarity of augmented
majority of the sample [84.5 per cent]
reality applications in science learning
have above five years of experience
among pre-service teachers?
using the internet. As a result of the
Table-3: Analysis of the sample regarding their familiarity of AR applications
in science learning
Familiarity of AR apps No. of Pre-service Teachers Percentage (%)

Yes 89 49.2
No 92 50.8
The above table (Table 3) presents the augmented reality applications in sci-
sample distribution regarding their ence learning. It may result from a lack
familiarity with augmented reality ap- of proper training for the pre-service
plications in science learning. As seen teachers in augmented reality applica-
from the table, 49.2 per cent of the tions in science learning.
samples are familiar with augmented
reality applications in science learning, Research Question 4
and 50.8 per cent responded that they
What is pre-service teachers’ exposure
are not familiar with augmented real-
level towards augmented reality
ity applications in science learning. It
applications in the classroom through
is clear from the table that half of the
their teachers’ usage?
study samples are not familiar with

Table-4: Analysis of the sample regarding their teacher’s usage of the AR
applications
Teacher’s Use of AR No. of Pre-service Teachers Percentage (%)

Yes 45 24.9
No 136 75.1
The above table (Table 4.) presents not made familiar with augmented
the sample distribution regarding the reality applications by their teachers. It
teacher’s use of AR applications in the may be due to teacher educators’ lack
classroom. As seen from the table, 24.9 of awareness about augmented reality
per cent of the sample responded that applications.
their teachers use augmented reality
applications in their class, and 75.1 per Research Question 5
cent responded that their teachers do
What is the experience level of using
not use augmented reality applications
in their class. The majority [75.1 per
science learning during internship
cent] of the pre-service teachers are
among the pre-service teachers?
Table-5: Analysis of the sample regarding their experience of using AR apps

during internship
Usage in Internship No. of Pre-service Teachers Percentage (%)

Yes 34 18.8
No 147 81.2
The above table (Table 5.) presents a augmented reality applications, only
distribution sample regarding their 18.8 per cent use AR in their internship,
experience using augmented reality indicating they are not confident in
applications in science learning during using it. It may result from not properly
their internship. As seen from the training pre-service teachers about the
table, 18.8 per cent of the sample effective integration of AR applications
used augmented reality applications in in science lesson plans.
science learning during their internship,
and the majority of the samples, 81.2 Research Question 6
per cent, have not used augmented
What is the level of the pre-service
reality applications in their internship.
teachers in terms of their familiarity
Even though 49.2 per cent [Table 3] of
with AR textbooks?
pre-service teachers are familiar with
Table-6: Analysis of the sample regarding rating the level of their familiarity
of AR textbooks
AR textbooks familiarity No. of Pre-service Teachers Percentage (%)

Yes 22 12.2
No 159 87.8

The above table (Table 6) presents the reality applications, they are unaware of
sample distribution regarding their various other aspects of AR applications
familiarity with AR textbooks. As seen in science learning. It may be due to a
from the table, 12.2 per cent of the lack of training in pre-service teachers
samples are familiar with AR textbooks, about augmented reality applications.
and the majority of the samples,
87.8 per cent, are unfamiliar with AR Research Question 7
textbooks. It indicates that although
What is the level of familiarity with AR
49.2 per cent [Table 3] of pre-service
tools among the pre-service teachers?
teachers are familiar with augmented
Table-7: Analysis of the sample regarding rating the level of their familiarity
of AR tools
Familiarity of AR tools No. of Pre-service Teachers Percentage (%)

Head – mounted Displays 28 15.5
Handheld Displays 23 12.7
Spatial Displays 21 11.6
Pinch Gloves 5 2.8
Others 26 14.4
None of these 107 59.1
The above table (Table 7) presents the teachers are familiar with augmented
sample distribution in terms of their reality applications, they are unaware of
familiarity with AR tools. As seen from various other aspects of AR applications
the table, 15.5 per cent are familiar with in science learning due to a lack of
head-mounted displays, 12.7 per cent proper training given to pre-service
are familiar with handheld displays, teachers about augmented reality
11.6 per cent are familiar with spatial applications.
displays, 2.8 per cent is familiar with
pinch gloves, 14.4 per cent are familiar Research Question 8
with other AR tools, and remaining 59.1
What is the pre-service teachers’
per cent are not familiar with any of
familiarity with different augmented
these AR tools. It specifies that although
reality applications?
49.2 per cent [Table 3] of pre-service
Table-8: Analysis of the sample regarding the level of their familiarity of
different AR Apps
AR Applications Not Used Intermediate Advanced

F % F % F %
ARLOOPA 161 89 16 8.8 4 2.2
Assembler EDU 163 90.1 17 9.4 1 .6
Google expeditions 128 70.7 47 26 6 3.3
Autumn visualizer 159 87.8 20 11 2 1.1
AR VR Molecules 156 86.2 23 12.7 2 1.1

Anatomy 4D 147 81.2 25 13.8 9 5
Science AR 142 78.5 29 16 10 5.5
Elements 4D 149 82.3 27 14.89 5 2.8
The above table (Table 8) presents the and only 2.8 per cent have advanced
sample distribution regarding their knowledge. It is seen from the table
familiarity with different augmented that the majority of the pre-service
reality applications. As seen from teachers are not familiar with specific
the table, 89 per cent have not augmented reality apps in science
used ARLOOPA, 8.8 per cent have learning. It indicates that pre-service
intermediate familiarity, and only 2.2 teachers’ knowledge about augmented
per cent have advanced knowledge. In reality applications in science learning is
the case of Assemblr EDU, 90.1 have not limited.
used it, 9.4 per cent have intermediate
familiarity, and only 0.6 per cent have Research Question 9
advanced knowledge. 70.7 per cent
What is the pre-service teachers’ opinion
have not used google expeditions, 26.0
of the purpose of using augmented
per cent have intermediate familiarity,
reality applications in science learning?
and only 3.3 per cent have advanced
knowledge. In the Autumn visualizer, The sample was asked to rate their
87.8 per cent have not been used, 11.0 opinion about the purpose of using
per cent had intermediate familiarity, augmented reality applications in
and only 1.1 per cent have advanced science learning. They were given the
knowledge. 86.2 per cent have not used following four statements and asked
AR VR molecules, 12.7 per cent have to rate them; multiple responses were
intermediate familiarity, and only 1.1 per allowed.
cent has advanced knowledge. 81.2 per
cent have not used Anatomy 4D, 13.8 1. Helps in understanding abstract
per cent have intermediate familiarity, concepts
knowledge. In the case of Science AR, 2. In depth understanding of scientific
78.5 per cent have not used it, 16 per concepts
cent have intermediate familiarity,
3. Provides multi-sensory learning
experience
knowledge. In the case of Elements
4D, 82.3 per cent have not used it, 14.9 4. Promotes active learning
per cent have intermediate familiarity,
Table-9: Analysis of the sample regarding their opinion of purpose of using
AR Apps
Purpose of using AR apps F %

Helps in understanding abstract concepts 76 42
In depth understanding of scientific concepts 85 47
Provides multi-sensory learning experience 107 59.1
Promotes active learning 117 64.6

The above table (Table 9) presents Research Question 10
the sample distribution in terms of
rating their opinion of the purpose of What are the pre-service teachers’
using augmented reality applications opinions on the effective use of
in science learning. Forty-two per augmented reality applications in
cent of pre-service teachers believe science learning?
that the purpose of using augmented
The sample was asked to rate their
opinion about the effective use of
is because it helps in understanding
abstract concepts. Forty-seven per
science learning. They were given the
cent believe that it helps in-depth
following three statements and asked
understanding of scientific concepts
to rate them; multiple responses were
and 59.1 per cent thinks that it provides
allowed.
a multi-sensory learning experience.
The majority of 64.6 per cent pre-service 1. Selecting the appropriate AR
teachers think that it promotes active applications
learning. It shows that even though the
pre-service teachers’ familiarity with 2. Effective integration of AR
various AR tools or AR apps is limited. applications in the lesson
They do have a favourable opinion about
the purpose of using AR applications in 3. Using Interactive AR applications
science learning. ensuring active student participation
Table-10: Analysis of the sample regarding their effective use of AR Apps in

Science Learning
Effective use of AR apps in science learning F %

Selecting the appropriate AR applications 87 48.1
Effective integration of AR applications in the lesson 113 62.4
Using Interactive AR apps ensuring active student participation 121 66.9
The above table (Table 10) presents majority, 66.9 per cent, think that
the sample distribution in terms of using augmented reality applications
rating the level of their opinion about in science learning is effective because
the effective use of augmented reality interactive AR applications ensure
applications in science learning. 48.1 active student participation. It indicates
per cent of pre-service teachers believe that the pre-service teachers have
that the effective use of augmented strong opinions about using augmented
reality applications in science learning applications effectively in science
is because of selecting the appropriate learning.
AR applications. 62.4 per cent thinks
that the effective use of augmented Research Question 11
What are the pre-service teachers’
is because of the successful integration
perceptions of augmented reality
of AR applications in the lesson. The
applications in science learning?

Table-11: Analysis of sample regarding of the perception towards AR apps in
science learning
Statements SD DA N A SA
F (%) F (%) F (%) F (%) F (%)
I feel augmented reality 09(5.5) 13(7.2) 25(13.8) 49(27.1) 85(47.0)
applications make the science
class more interesting.
I feel AR applications help 04(2.2) 23(12.7) 15(8.3) 85(47) 54(29.8)
learners to understand abstract
science concepts better.
AR applications help in-depth 6(3.3) 11(6.1) 35(19.3) 73(40.3) 56(30.9)
understanding of scientific
concepts.
I believe that the practical 10(5.5) 16(8.8) 19(10.5) 78(43.1) 58(32)
use of AR applications can
significantly change the science
learning process.
AR applications create a 9(5) 12(6.6) 23(12.7) 73(40.3) 64(35.4)
joyful learning experience for
learners.
I think AR applications bring 2(1.1) 23(12.7) 25(13.8) 79(43.6) 52(28.7)
significant change to science
learning.
I feel AR applications promote 3(1.7) 10(5.5) 49(27.1) 78(43.1) 41(22.7)
learner-centred learning
AR applications inculcate 7(3.9) 22(12.2) 29(16) 88(48.6) 35(19.3)
various science process skills.
I will use AR applications in the 11(6.1) 12(6.6) 29(16) 84(46.4) 45(24.9)
future of my science teaching
and learning
I believe AR application 9(5) 23(12.7) 41(22.7) 73(40.3) 35(19.3)
usage results in a high level
of achievement in science
learners.
I feel AR application usage 11(6.1) 12(6.6) 32(17.7) 84(46.4) 42(23.2)
creates a positive attitude
toward science learning.
I think AR applications reduce 17(9.4) 29(16) 42(23.2) 63(34.8) 30(16.6)
the scientific anxiety of
learners.
I believe AR applications can 13(7.2) 23(12.7) 58(32) 59(32.6) 28(15.5)
replace paper-based textbooks,
physical models, posters, and
printed manuals in future.

I feel we should get more 4(2.2) 16(8.8) 44(24.3) 73(40.3) 44(24.3)
opportunities to use AR
applications in our internship.
I feel we need special training 12(6.6) 16(8.8) 23(12.7) 71(39.2) 59(32.6)
to use AR applications in our
classroom teaching.
I believe AR applications are 10(5.5) 18(9.9) 30(16.6) 88(48.6) 35(19.3)
an optimal tool for teaching
abstract topics.
AR applications help the 10(5.5) 25(13.8) 49(27.1) 74(40.9) 23(12.7)
students to self-evaluate.
I believe AR technology may 7(3.9) 11(6.1) 40(22.1) 91(50.3) 32(17.7)
help teach students with
different learning styles.
I feel AR applications facilitate 7(3.9) 16(8.8) 33(18.2) 96(53) 29(16)
the integration of theory and
practice.
AR applications help evaluate 7(3.9) 20(11) 50(27.6) 76(42) 28(15.5)
the various aspects of the
students, like creativity, critical
thinking, etc.
AR applications help to identify 8(4.4) 16(8.8) 39(21.5) 94(51.9) 24(13.3)
the effectiveness of class in the
context of students' perception,
engagement, interactivity, and
comfort with the activity.
AR applications provide a multi- 10(5.5) 13(7.2) 32(17.7) 76(42) 50(27.6)
sensory learning experience.
I feel AR applications increase 7(3.9) 21(11.6) 32(17.7) 84(46.4) 37(20.4)
students' attention span
compared to traditional
methods.
AR applications increase 8(4.4) 17(9.4) 43(23.8) 65(35.9) 48(26.5)
student engagement in the
classroom.
I believe AR applications 8(4.4) 15(8.3) 35(19.3) 73(40.3) 50(27.6)
increase long-term
memory retention of
scientific concepts.
students’ motivation for
science learning.
Using AR applications for 5(2.8) 30(16.6) 36(19.9) 81(44.8) 29(16)
evaluation reduces exam stress
among students.

I feel AR application is effective 7(3.9) 15(8.3) 35(19.3) 81(44.8) 43(23.8)
in teaching 3D spatial and
kinesthetic content.
student participation in science
learning activities.
The above table (Table 11) presents the Among 181 pre-service teachers,
sample analysis regarding perception 43.1 per cent agreed, and 32 per cent
towards augmented reality applications strongly agreed that they believe that
in science learning. the effective usage of AR applications
AR 1: I feel augmented reality can make significant changes in the
applications make the science class science learning process. 8.8 per cent
disagree, and 5.5 per cent strongly
more interesting.
disagree with this statement.10.5 per
Among 181 pre-service teachers, 27.1 cent gave neutral responses.
per cent agreed, and 47 per cent strongly AR 5: AR applications create a joyful
agreed that they feel augmented reality learning experience for learners.
applications make the science class
more interesting. 7.2 per cent disagree, Among 181 pre-service teachers, 40.3
and 5 per cent strongly disagree with per cent agreed, and 35.4 per cent
this statement.13.8 per cent gave strongly agreed that they feel that AR
neutral responses. applications create a joyful learning
experience for the learners. 6.6 per
AR 2: I feel AR applications help learners
cent disagree, and 5.0 per cent strongly
to understand abstract science concepts
disagree with this statement.12.7 per
better.
cent gave neutral responses.
Among 181 pre-service teachers, 47 per AR 6: I think AR applications bring
cent agreed, and 29.8 per cent strongly significant change to science learning.
agreed that they feel AR applications
help learners to understand abstract Among 181 pre-service teachers, 43.6
science concepts better. 12.7 per cent per cent agreed, and 28.7 per cent
disagree, and 2.2 per cent strongly strongly agreed that they feel that AR
disagree with this statement.8.3 per applications bring significant change to
cent gave neutral responses. science learning. 12.7 per cent disagree,
and 1.1 per cent strongly disagree
AR 3: AR applications help an in-depth
with this statement.13.8 per cent gave
understanding of scientific concepts.
neutral responses.
Among 181 pre-service teachers, 40.3 per AR 7: I feel AR applications promote
cent agreed, and 30.9 per cent strongly learner-centred learning
agreed that they feel AR applications
help an in-depth understanding Among 181 pre-service teachers, 43.1
of scientific concepts. 6.1 per cent per cent agreed, and 22.7 per cent
disagree, and 3.3 per cent strongly strongly agreed that they think that AR
disagree with this statement.19.3 per applications promote learner-centred
cent gave neutral responses. learning. 5.5 per cent disagree and 1.1
per cent strongly disagree with this
AR 4: I believe that the effective usage
statement.27.1 per cent gave neutral
of AR applications can make significant
responses.
changes in the science learning process

AR 8: AR applications inculcate various per cent agreed, and 16.6 per cent
science process skills. strongly agreed that AR applications
reduce the scientific anxiety of the
Among 181 pre-service teachers, 48.6 learners. 16 per cent disagree, and 9.4
per cent agreed, and 19.3 per cent per cent strongly disagree with this
strongly agreed that they feel that AR statement.23.2 per cent gave neutral
applications inculcate various science responses
process skills.12.2 per cent disagree
and 3.9 per cent strongly disagree with AR 13: I believe AR applications can
this statement.16 per cent gave neutral replace paper-based textbooks, physical
responses. models, posters, and printed manuals
in future.
AR 9: I will use AR applications in the
future of my science teaching and Among 181 pre-service teachers, 32.6
learning per cent agreed, and 15.5 per cent
strongly agreed that AR applications
Among 181 pre-service teachers, 45.4 have the potential to replace paper-
per cent agreed, and 24.9 per cent based textbooks, physical models,
strongly agreed that they would use posters, and printed manuals. 12.7 per
AR applications in the future of their cent disagree, and 7.2 per cent strongly
science teaching and learning.6.6 per disagree with this statement.32 per cent
cent disagree, and 6.1 per cent strongly gave neutral responses.
disagree with this statement.16 per cent
gave neutral responses. AR 14: We should get more opportunities
to use AR applications in our internship.
AR 10: I believe AR application usage
results in a high level of achievement in Among 181 pre-service teachers, 40.3
science learners. per cent agreed, 24.3 per cent strongly
agreed that they should get more
Among 181 pre-service teachers, 40.3 per opportunities to use AR applications in
cent agreed, and 19.3 per cent strongly the internship, 8.8 per cent disagreed,
agreed that AR application usage results and 2.2 per cent strongly disagreed.
in a high level of achievement in science 24.3 per cent gave neutral responses.
learners.12.7 per cent disagree, and
5 per cent strongly disagree with this AR 15: We need special training to use
statement.22.7 per cent gave neutral AR applications in classroom teaching.
responses. Among 181 pre-service teachers, 39.2
AR 11: I feel AR application usage creates per cent agreed, and 32.6 per cent
a positive attitude to the learners toward strongly agreed that they need special
science learning. training to use AR applications in
the classroom teaching 8.8 per cent
Among 181 pre-service teachers, 46.4 disagreed, and 6.6 per cent strongly
per cent agreed, and 23.2 per cent disagreed with this statement.12.7 per
strongly agreed that AR application cent gave neutral responses.
usage creates a positive attitude toward
science learning. 6.6 per cent disagree, AR 16: I believe AR applications are
and 6.1 per cent strongly disagree optimal for teaching abstract topics.
with this statement.17.7 per cent gave Among 181 pre-service teachers, 48.6
neutral responses. per cent agreed, and 19.3 per cent
AR 12: I think AR applications reduce strongly agreed that they believe AR
the scientific anxiety of learners. applications are an optimal tool for
teaching abstract topics. 9.9 per cent
Among 181 pre-service teachers, 34.8

disagree, and 5.5 per cent strongly interactivity, and comfort with the
disagree with this statement.16.6 per activity.
cent gave neutral responses.
Among 181 pre-service teachers, 51.9
AR 17: AR applications help the students per cent agreed, and 13.3 per cent
to self-evaluate. strongly agreed that AR applications
Among 181 pre-service teachers, 40.9 help identify the class’s effectiveness
per cent agreed, 12.7 per cent strongly in the context of students’ perception,
agreed that AR applications help the engagement, interactivity, and comfort
students to self-evaluate, 13.8 percent with the activity. 8.8 per cent disagree,
disagreed, and 5.5 per cent strongly and 4.4 per cent strongly disagree
disagreed with this statement. 27.1 per with this statement. 21.5 per cent gave
cent gave neutral responses. neutral responses.
AR 18: AR technology may help teach AR 22: AR applications provide a multi-

students with different learning styles. sensory learning experience.
Among 181 pre-service teachers, 50.3 Among 181 pre-service teachers, 42 per
per cent agreed, and 17.7 per cent cent agreed, and 27.6 per cent strongly
strongly agreed that AR technology agreed that they feel AR applications
might help to teach students with provide a multi-sensory learning
different learning styles. 6.1 per cent experience.7.2 per cent disagree, and
disagree, and 3.9 per cent strongly 5.5 per cent strongly disagree with this
disagree with this statement. 22.1 per statement. 17.7 per cent gave neutral
cent gave neutral responses. responses.
AR 23: I feel AR applications increase
AR 19: I feel AR applications facilitate students’ attention span compared to
the integration of theory and practice. traditional methods.
Among 181 pre-service teachers, 53 per Among 181 pre-service teachers,
cent agreed and 16 per cent strongly 46.4 per cent agreed, and 20.4 per
agree that AR applications facilitate cent strongly agreed that they feel
the integration of theory and practice. AR applications increase students’
8.8 per cent disagree, and 3.9 per cent attention span compared to traditional
strongly disagree with this statement. methods .11.6 per cent disagree, and
18.2 per cent gave neutral responses 3.9 per cent strongly disagree with this
AR 20: AR applications help evaluate statement. 17.7 per cent gave neutral
the various aspects of the students, like responses.
creativity, critical thinking, etc. AR 24: AR applications increase student
engagement in the classroom.
Among 181 pre-service teachers, 42
per cent agreed, and 15.5 per cent Among 181 pre-service teachers,
strongly agreed that AR applications 35.9 per cent agreed, and 26.5 per
help evaluate the various aspects of cent strongly agreed that they feel
the students, like creativity, critical AR applications increase student
thinking, etc. 11 per cent disagree and engagement in the classroom. 9.4 per
3.9 per cent strongly disagree with this cent disagree, and 4.4 per cent strongly
statement. 27.6 per cent gave neutral disagree with this statement. 23.8 per
responses. cent gave neutral responses.
AR 21: AR applications help to identify AR 25: I believe AR applications increase
the effectiveness of class in the context long-term memory retention of scientific
of students’ perception, engagement, concepts.

Among 181 pre-service teachers, 40.3 disagree, and 3.9 per cent strongly
per cent agreed, and 27.6 per cent disagree with this statement.19.3 per
strongly agreed that they believe AR cent gave neutral responses.
applications increase long-term memory AR 29: I feel AR applications increase
retention of scientific concepts. 8.3 per student participation in science learning
cent disagree, and 4.4 per cent strongly activities.
disagree with this statement.16 per cent
gave neutral responses. Among 181 pre-service teachers, 47.5
AR 26: AR applications increase students’ per cent agreed, and 17.7 per cent
motivation for science learning. strongly agreed that AR applications
increase student participation in science
Among 181 pre-service teachers, learning activities. 7.2 per cent disagree,
48.6 per cent agreed, and 24.3 per and 4.4 per cent strongly disagree
cent strongly agreed that they feel AR with this statement.23.2 per cent gave
applications increase motivation for neutral responses. When analyzing
science learning. 8.8 per cent disagree, the individual response regarding
and 2.8 per cent strongly disagree augmented reality applications in
with this statement.15.5 per cent gave science learning, some pre-service
neutral responses. teachers responded neutrally, and
AR 27: Using AR applications for some disagreed with certain aspects of
evaluation reduce exam stress among augmented reality applications. Some
the students. expressed their strong agreement
with some features of augmented
Among 181 pre-service teachers, 44.8 reality applications, and a few students
per cent agreed, and 16 per cent strongly responded as strongly disagreed with
agreed that using AR applications for some particular statements. After
evaluation reduces exam stress among analyzing the complete response,
students. 16.6 per cent disagree, and the output showed that most pre-
2.8 per cent strongly disagree with this service teachers moderately perceive
statement.19.9 per cent gave neutral augmented reality applications in
responses. science learning. The remaining
students have a low-level perception,
AR 28: AR application effectively teaches
and a few have a high perception of
3D spatial and kinesthetic content.
Among 181 pre-service teachers, 44.8 science learning.
per cent agreed, and 23.8 per cent Research Question 12
strongly agreed that AR application
effectively teaches 3D spatial and What is the pre-service teachers’ level of
kinesthetic content. 8.3 per cent perception towards augmented reality
applications in science learning?
Table-12: Analysis of sample regarding the level of perception towards AR
apps in science learning
Perception level on AR Apps Frequency Percentage (%)

Low 62 34.3
Moderate 106 58.6
High 13 7.2

The above table (Table 12) presents the per cent) of the sample have a moderate
sample analysis regarding the level of level, and 13 (7.2 per cent) of the sample
perception towards augmented reality have a high level of perception toward
applications in science learning. As seen augmented reality applications in
from the above table, 62 (34.3 per cent) science learning.
of the sample have a low level, 106 (58.6
Graph-1: Graph shows the level of perception of pre-service teachers
towards AR apps
This study gained more insights into pre-service teachers have a high level of
pre-service teachers’ perceptions of perception towards augmented reality
augmented reality applications in applications in science learning due
science learning. More than half of the to the availability of smartphones and
sample (58.6 per cent) has moderate reliable internet service.
level perception, but there are, however,
still 34.3 per cent of Pre-service teachers Recommendations for Future
who have a low level of perception. This Research
can be due to several factors; even
though AR applications have been • Future research must focus on pre-
popular worldwide for the last couple service and in-service teachers in
of years, it has not been popular in special education, as augmented
India. It may also be because students reality applications would
do not have access to smartphones and enormously help in the teaching-
reliable internet services. learning process of special children.
The teachers should know how to
In the beginning, operating AR integrate various augmented reality
applications required additional applications successfully according
equipment like various AR tools. In India, to the needs of the children.
even though smart classrooms are
gaining popularity, the availability of AR • In the future, the perception of
tools is negligible. Furthermore, the lack teacher educators to augmented
of awareness among teacher educators reality applications in science
also adds to the low perception among learning can be studied.
the pre-service teachers. 7.2 per cent of

• Future research should investigate • The pre-service teachers should be
whether using augmented reality allowed to use various augmented
applications in science learning reality applications in their
would increase students’ interest in internship as it would help them
science subjects. gain confidence to use them in the
future.
• Further studies should be conducted
to identify the technical barriers the • The inadequacy of pre-service
pre-service teachers might have teachers in identifying various AR
in integrating augmented reality apps and AR tools may be because
applications in their classes. they don’t know how to use them.
• In the future, a detailed study can Following are the educational

be made by using a large sample implications of the study:
covering other districts and states,
and more variables can also be • The pre-service teachers should
included. be trained to integrate augmented
reality applications in the lesson
• Further research will be conducted plan effectively, identify the
to determine the influence of appropriate science AR apps for
augmented reality applications on a particular concept and student
students’ academic performance level, and develop AR apps to make
and behaviour. them suitable for their lessons.
• The challenges teachers face while • Teacher educators should be

integrating augmented reality given special training in integrating
applications can be studied in the various AR apps in their classrooms.
future. They should also teach the pre-
service teachers about effectively
Conclusions integrating AR apps into their lesson
plans.
In the current scenario, ICT-integrated
learning is gaining popularity, and • Teacher educators should
many schools are equipped with encourage students to use AR apps
smart classrooms; the teachers should in their studies and implement them
be proficient in integrating ICT into effectively in their future classes.
their lesson plans. In this scenario,
the pre-service teachers’ perception • Pre-service teachers should be
of augmented reality applications in allowed to use AR apps in their
science learning is studied as augmented internships. It would give them the
reality applications are one of the confidence to use it in the future.
best technologies for making science
learning interesting. The following are • This study helps determine the level
the conclusions derived from the study: of perceptions of augmented reality
applications in science learning
• Pre-service teachers were found to among pre-service teachers.
have an insufficient perception of
augmented reality applications in • This study is significant from a
science learning. global perspective.

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Research Article
Digital Competence among School Teachers in Nagaland State:

Differences with reference to Type of Management, Work
Experience, and Subject Taught
Yangermenla Jamir1& M. Rajendra Nath Babu2
1
Research Scholar, Department of Teacher Education, Nagaland University (A Central
University), Kohima Campus, Meriema, Nagaland
2
Assistant Professor, Department of Teacher Education, Nagaland University (A Central
University), Kohima Campus, Meriema, Nagaland
Email-mrnb.svu@gmail.com
Abstract
The purpose of this study is to examine the Digital Competence among the school
teachers in Nagaland State with reference to the type of management, work experience,
and subject taught. A total of 400 teachers participated in the study. The sampling
method of study is Multi-Stage Random Sampling Method. The Digital Competence Scale
for Teachers (DCST) was used as a data collection tool in the study. The study revealed
that private school teachers have higher digital competence. The study also revealed
a significant difference among the school teachers about work experience, the school
teachers having less than 2 years were found to have higher Digital Competence than
those teachers having more years of work experience. With regard to the results of the
subject taught, it is evident that there seems to be no significant difference among the
school teachers teaching different subjects.
Keywords: Digital Competence, School Teachers, Management, Work Experience,

Subject Taught
Introduction role in assisting teachers meet many of

the expectations of today’s technological
With the progression of digital world by providing innovative teaching
technology in education, there has been tools, access to information, global
a paradigm shift in the education system collaboration opportunities, and
throughout the world. It is proceeding alternative ways to professional
from the traditional methods of teacher- development that have consistently
centered learning to modern learner- resulted in the enhancement of the
centered teaching methods. Today, educational development of many
students learn facts, skills, knowledge, nations. Technology has heralded the
and attitudes from computers, the development and implementation of
internet, and social media. Technology new and innovative teaching strategies
has created a significant difference in in higher education. Globally, there
various processes related to education. is an increasing demand for skilled
Digitalization of education includes teachers to prepare students to lead
using digital tools and technologies for successful lives in a technology-infused,
educational administration, the teaching knowledge-based society. Technology
and learning process, evaluation, offers teachers the keys to unlock a
research, and extension activities. huge world of opportunities available
Teaching and learning through digital to meet the demands of the education
technology is playing an increasingly vital

system across the world. One of the information science. Digital competence
most acceptable ways of learning being consists of technical skills and abilities to
practised nowadays is learning through use digital technologies in a meaningful
digital technology. Shipra (2020) way for working, studying, and for daily
life in various general activities, abilities
The University Grants Commission to critically evaluate digital technologies,
(UGC) is encouraging the development and motivation to participate in the
of e-contents for all subjects. Teachers digital era.
can also use online courses like Modular
Object-Oriented Dynamic Learning Literature Review
Environment (MOODLE) and Massive
Open Online Courses (MOOCs) such as Anjali Shokeen et al.,(2022) found that
SWAYAM, Coursera, edix, Udacity, Future attitude & self-efficacy, required skills
Learn, NovoEd, Canvas, etc ., to develop & knowledge, practical experiences
their ICT based lessons. Software like of using technology, and access
M.S.Word , Excel spreadsheets, SPSS, to technology are the factors that
Publisher, VLC media player, Youtube, majorly influence pre-service teachers’
Clip-grab, etc. can be used by the digital competence. Himangshu et al.,
teachers for their techno-pedagogical (2022) found no significant difference
needs. The Internet has a vast variety of between male and female teachers in
e-resources such as E-mail, group mail, access and use of ICT in the teaching-
podcasting, e-portfolios, e-learning learning process. Nandhakumar
platforms, audiovisual resources & Govindarajan (2022) found that
and multimedia, Blogs and library significant effects like digital pedagogy
websites like ERIC (Education Resources in the teaching-learning process led to
Information Center) books, online the effective teaching competency of
Databases, Gateways and portals, the B.Ed. students in physical science.
e-journals, e-reports, Websites and Mohalik (2020) study intended to find
home pages like Central Institute of out the level of digital literacy and its
Educational Technology (CIET) is a unit uses among teacher trainees at the
of the National Council of Educational secondary level. This study indicates
Research and Training (NCERT), yahoo, that teacher training institutes are
google, bing, Aol, altavista, excite, lycos, equipped with digital devices and the
etc., can also be used by the teachers as majority of trainees have a smartphone
ICT resources for their techno-pedagogic with a data plan. The study also indicates
teaching. Teachers and students can that trainees are using digital devices
use Open Educational Resources (OER) during the internship in the teaching
these are public domain resources programme for planning lessons,
or resources that can be used under preparing teaching-learning materials,
an intellectual property license that and presenting the lesson. Yazon et al.,
allows re-use or adaptation - e.g., (2019) showed that there is a strong
Creative Commons for their teaching/ and significant relationship between
learning process. OER can be used as faculty members’ digital literacy and
educational resources by all, especially research productivity. Lagarto et al.,
those in resource-poor environments to (2018) found that there was a significant
achieve quality education. improvement in the number of teachers
who have undergone information and
Digital Competence consists of various communication technologies training
skills and competencies and its scope Vázquez-Cano et al., (2017) found
covers media and communication, that males had greater perceived
technology and computing, literacy, and competence in digital cartography and

online presentations, whereas females training, they may become the main link
preferred to request personal tutorials between digital resources and users.
to resolve doubts about technology Magdaş and Bontea (2011) developed
and had greater perceived competence educational software for developing
in corporate emailing. Dangwal and digital skills among students of XII
Srivastava (2016) discussed the role of grade of a technical profile. They found
digital pedagogy in the Indian teacher that the use of educational software
education system. They concluded that and computer-assisted instruction in
every teacher must ensure technological teaching and learning contributes to a
integration, pedagogy, and subject area significant increase of the efficiency of
content effectively in their classroom education.
teaching. Grünwald et al., (2016)
found that university teachers had the Objectives of the study
optimal level of competence in media
1. To study the difference in digital
and equipment, media literacy, and
competence scores among
teaching staff motivation but showed
school teachers with respect to
a low-level competence that requires
management.
specific professional knowledge in
courses, didactics, and instructional 2. To study the difference in digital
design, Learning Management Systems competence scores among school
and e-moderation. Kimmons (2015) teachers with respect to work
conducted a study on Technology experience.
integration coursework and finding
meaning in pre-service teachers’ 3. To study the difference in digital
reflective practice and suggested that competence scores among school
they need to have good command teachers with respect to the subject
over accessing, creating, and effectively taught.
utilizing such digital resources to
get their learners acquainted with a Hypotheses of the Study
better understanding of its meaningful
1. There is no significant difference
exploitation. Srivastava and Bisht
between government and private
(2015) revealed that the majority of the
school teachers towards digital
pre-service teachers have a positive
competence scores.
attitude towards the use of ICT and
they are competent in the use of a 2. There is no significant difference in
few basic ICT tools. The study also digital competence among school
indicated no significant difference teachers with reference to work
between male and female pre-service experience.
teachers’ competence and attitudes
toward ICT. Shabana Tabusum et al., 3. There is no significant difference in
(2014) findings of the study revealed Digital Competence scores among
that the students were digitally literate school teachers with reference to
and the majority of them were average the subject taught.
in computer literacy level. Kumbar
and Pattanshetti (2013) examined the Methodology
essential competencies of Indian school
Research Design: A research design
librarians in the digital age and found
program guides the investigator in
that competence and collaboration are
collecting, analyzing, and interpreting
the key factors that may determine the
observations. It thus provides a
professional growth and contribution
systematic plan of procedure for the
the school librarians and with proper

researcher to follow. (Krishnaswami & standardized by Ramkrishna (2017) was
Ranganatham, 2016) adopted and used by the researchers
to determine the difference in digital
Research Method: For the present competence about gender, age and
study Descriptive method was used. educational qualifications. The scale
Descriptive studies are primarily consisted of 50 items and the major
concerned with finding out “what is”. factors included in this scale are: A.
To obtain quantitative data, the Digital Knowledge of Digital Practices, B.
Competence Scale for Teachers (DCST) Expertise in Using Digital technology
developed by Ramkrishna (2017) and for teaching learning, C. Evaluating
the personal data sheet prepared by and Authorizing Online information, D.
the researchers to obtain the qualitative Managing and Communicating Digital
data, were applied to the school Data, E. Collaborating and Sharing
teachers. Digital Data for Teaching Learning.
Population and Sample: The Application and Data Collection: The
population of the present study investigators personally met the school
comprised all teachers working in high teachers and asked them to volunteer
schools and higher secondary schools to participate in the study conducted.
of bo1th government and private Each of them was given sufficient
schools in Nagaland. The sample used time to reflect on the question while
in the present study is 400 school answering them so that they could
teachers which comprise 128 male and understand each and every question
272 female school teachers who were properly before they answer them. After
the sample subjects. For the present collecting the data, tabulation of the
study, Multi-Stage Random Sampling information according to the objectives
Technique was adopted to select the and subsequent evaluation of the data
school teachers of both government was done.
and private schools.
Data Analysis: In this context, in the
Data Collection Tools: analysis of the data; independent t-Test,
ANOVA were used.
1) Personal Data Sheet: Personal Data
Sheet prepared by the researchers Data Analysis and Interpretation
consist of questions such as the name
of the teacher, name of the school, Digital Competence and
management of the school, years of Management:
work experience, and subject taught. To
gather information about the teachers To find out the significant difference,
who are the subjects in the study. the data has been analysed and
interpreted using descriptive statistics
2) Digital Competence Scale for such as mean, and standard deviation.
Teachers (DCST): The tool which was The hypothesis is tested by employing
used by the investigator in the present the “t” test. The value of “t” was set at
study was Digital Competence Scale 1.96 for the significance level with df =
for Teachers (DCST) developed and 398. It is presented in the table below.

Table-1: Mean Score, SD and t- value of Digital Competence Scores between
Government and Private School Teachers
Variable and its Dimensions Management N Mean S.D t-Value
Knowledge of Digital Practices Government 185 44.88 7.859 4.252*
Private 215 48.25 7.920
Expertise in Using Digital Government 185 45.57 6.537 7.262*

Technology for Teaching
Learning Private 215 50.43 6.789
Evaluating and Authorizing Government 185 36.19 5.746 5.947*

Online Information
Private 215 39.79 6.250
Managing and Communicating Government 185 29.92 4.650 5.305*

Digital Data
Private 215 32.31 4.325
Collaborating and Sharing Government 185 31.42 4.332 5.325*

Digital Data for Teaching
Learning Private 215 34.15 5.722
Digital Competence score Government 185 187.98 26.263 6.256*
Private 215 204.92 27.617
Note: Table value for 398 df at 0.05 level= 1.96

@ indicates not significant at 0.05 level and * indicates significant at 0.05 level
From Table-1 overall data shows the private school teachers towards digital
mean score of digital competence of competence scores” is not accepted.
government teachers is 187.98 and Thus the result revealed that the private
the mean score of private teachers is school teachers have higher digital
204.92. This indicates the difference of competence than the school teachers
mean score of 16.94 which is in favour working in government schools. The
of private school teachers and shows probable reason may be that in private
that private school teachers have higher schools the teachers performance is
digital competence than private school being monitored as a result private
teachers. school teachers are updated with
modern teaching methods which is
Again a result from the above table lacking in government schools.
shows the observed t-value is 6.256 is
higher than the table value (1.96) with Digital Competence and Work
398 df at 0.05 level of significance. Experience:
It indicates that there is a significant
difference in digital competence with The Secondary School teachers were
respect to government and private classified as having Work Experience,
school teachers. The stated null Less than 2 Years, 2 Years to 5 Years, 6
hypothesis, “there is no significant Years to 10 Years, 11 Years and above,
difference between government and and the results are given in table- 2.

Table-2: Summary of Analysis of Variance digital competence scores on
school teachers Based on the Work Experience
Variable and its Dimensions Sum of squares Mean of F Value

squares
Knowledge of Digital Practices Between Groups 270.927 4.310*
Within Groups 62.865
Expertise in Using Digital Technology Between Groups 244.536 5.058*

for Teaching Learning
Evaluating and Authorizing Online Between Groups 38.193 0.969@

Information
Managing and Communicating Digital Between Groups 52.757 2.500*

Data
Collaborating and Sharing Digital Data Between Groups 27.058 0.963@

for Teaching Learning
Digital Competence Score Between Groups 2119.843

2.700*
Note: Table value for (4,395) df at 0.05 level= 2.39

The above Table-2 shows that the be because the newly added teacher
calculated value of F is 2.700 which is was more proficient in using digital
greater than the table value of 2.39 at devices and was able to prepare the
0.05 level of significance with (4,395) lesson and get more information about
df. Hence, we do not accept the null the content. Overall data shows the
hypothesis, “There is no significant mean scores of digital competence with
difference in digital competence among respect to categories of years of work
school teachers with reference to experience, i.e., less than 2 Years and
work experience.”. We may, therefore, 2 years to 5 years is 205.43 and 202.12
conclude that there is a significant respectively, 6 years to 10 years and 11
difference in digital competence with years and above mean scores is 195.95
years of work experience among school and 192.15 each. Lastly, the mean
teachers in Nagaland. The observed scores of other categories are 200.33.
result shows that the teachers having This indicates that school teachers with
less than 2 years have more Digital less than 2 years of working experience
Competence than teachers having more have higher digital competence.
years of teaching experience. This may

Digital Competence and Subject Taught:
Table-3: Summary of Analysis of Variance digital competence scores on

school teachers Based on the subject taught
Variable and its Dimensions Sum of squares Mean of F Value

squares
Knowledge of Digital Practices Between Groups 176.786 2.770*
Expertise in Using Digital Between Groups 17.157 0.339@

Technology for Teaching Learning
Evaluating and Authorizing Online Between Groups 26.808 0.678@

Information
Managing and Communicating Between Groups 36.370 1.710@
Digital Data
Collaborating and Sharing Digital Between Groups 15.178 0.538@
Data for Teaching Learning
Digital Competence Score Between Groups 669.246 0.837@
Note: Table value for (4,395) df at 0.05 level= 2.39

The above Table-3 shows that the to many students therefore the teacher
calculated value of F is .837 which is may be using digital tools to arouse
lower than the table value of 2.39 at the interest of the students in this
0.05 level of significance with (4,395) df. subject which have resulted in higher
Hence, we accept the null hypothesis, digital competence among the school
“there is no significant difference in teachers. overall data shows the mean
Digital Competence scores among scores of digital competence concerning
school teachers with reference to the the subject taught i.e., the mean scores
subject taught”. We may, therefore, of Mathematics and Science are 200.98
conclude that there is no significant and 200.58 respectively, and Social
difference in digital competence among studies and Languages mean scores
school teachers about subjects taught in are 196.03 and 193.80 each. Lastly, the
Dimapur District. The results also depicts mean scores of other categories are
that teachers teaching mathematics 196.95. Thus it can be concluded that
subject have slightly higher Digital school teachers teaching Mathematics
Competence than teachers teaching subject has slightly higher digital
other subject the probable reason may competence than school teachers
be that mathematics subject is mostly teaching other subjects.
considered a dull and difficult subject

Discussion, Educational implications subject to many students therefore
and Conclusion the teacher may be using digital tools
in order to arouse the interest of the
Discussion students in this subject which may have
resulted in higher Digital Competence
According to the results of Digital
among the school teachers. These
Competence among school teachers
findings contradict the findings of Kozuh
with reference to Management, there
et al. (2021) which show that science
is a significant difference in digital
and technology teachers apply digital
competence between government
tools while teaching more frequently
school teachers and private school
than other subject teachers.
teachers. Thus, private school teachers
have higher digital competence when Educational Implications of the Study
compared to teachers working in
government schools. This may be Any research is useful and meaningful as
due to better awareness and better long as it is fruitful in adapting to current
infrastructure along with regular educational changes and providing
supervision in private schools as insights to guide the field in question
compared to government schools. to a higher level of achievement. An
attempt was made to explore teachers’
Another finding of the present study digital literacy regarding administration,
observed that there is a significant work experience, and subjects taught.
difference among school teachers This study makes several valuable
regarding work experience. Among the contributions to the educational system
categories such as Less than 2 years, and the learning process of education
2 years to 5 years, 6 years to 10 years, as far as teacher quality is concerned.
11 years and above, and Others, the
school teachers having less than 2 Following are the main implications of
years were found to have higher Digital this study:
Competence than those with more work
experience. This may be because those 1. The results indicate that those
school teachers comprise young and teachers with higher digital
fresh graduates who are experts in ICT. competence which comprise of
Contradictory results have, however, young and fresh graduates tend to
also been reported by Benali et al. (2018) perform better and more effectively
where the findings reveal that teachers than those with lower levels of
with higher levels of digital teaching digital competence. Schools,
confidence are those with more years school education departments,
of experience. and governments at large should
therefore take appropriate steps
Through this study, the researcher also to provide regular digital literacy
identified that there were no significant training to school teachers working
differences among school teachers in both public and private schools.
with reference to their subject taught.
However, mathematics subject school 2. The importance of digital
teachers are found to have slightly empowerment and ICT training
higher Digital Competence than other of school teachers for quality
subject teachers namely Science, Social education should be recognized by
Science, English and Other subject all concerned stakeholders to adapt
teachers. The probable reason may be to the urgency of the digitalization
because mathematics subject is mostly of education systems.
considered as a dull and challenging

3. This research is of great importance Schools in Dimapur District. A glance
because the digital skills of school at the findings of the result reveals
teachers are a new trend in the that private school teachers have
education system to increase higher digital competence. It was also
professional efficiency in teaching revealed that there is a significant
and to provide quality education to difference among the school teachers
students. with reference to work experience. The
school teachers having less than 2 years
4. Special efforts should be made to of experience were found to have higher
raise awareness of digital literacy Digital Competence than those having
among school teachers. more work experience. This study
makes several valuable contributions to
5. School education departments
the education system regarding teacher
should take the lead in providing
quality. This research has significant
in-service training courses for
educational implications related to
secondary school teachers to
teacher digital literacy and some of its
improve their digital literacy skills.
key determinants. In today’s world of
Conclusion increasing economic globalization and
the digitization of education, there
The study investigated the level of is an urgency to improve the digital
Digital Competence among School competencies of teachers so that they
Teachers. The sample of 400 teachers can inspire new generations through
was drawn from the school teachers well-informed guidance and decisions
working in Government and Private in educational practice.
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Research Article
Gender, Technology and Representation: Analysis of Ban’s U

Syiem (2013)
Avishek Suman1 & Poornananda D S2
Department of Journalism and Mass Communication, Kuvempu University,
1
Shankaraghatta, Karnataka
Email- avisheksuman23@gmail.com
Department of Journalism and Mass Communication, Kuvempu University,
2
Shankaraghatta, Karnataka
Abstract
The film is a medium that has the ability to bring change to society. Films, especially
regional films, influence the audience since they connect more with the local content.
The advancement in film production technology has not only improved the film-viewing
experience but also provided an opportunity to filmmakers to offer a variety of content.
This puts the filmmakers in a privileged position as they decide what the viewers will
consume although films may or may not represent reality. This study analyses the first
animation film of Meghalaya, U Syiem (2013) with representation theory as a framework
to understand the portrayal of male and female characters in the film. The study also
includes an interview with the film’s director to understand the process of developing
and creating characters in the film. The study aims to provide new perspectives to
viewers and learners in understanding various aspects of men’s and women’s roles in a
matrilineal society through the nuances of animation technology.
Keywords: gender; representation; Khasi film; technology; animation; U Syiem

Introduction including engineering, leadership, and
decision-making positions (Goldstaub,
Technology has the ability to promote 2021). Women in technology face
gender equality and empower women. gender pay gaps and encounter biases
It provides women with increased and stereotypes that hinder their
“access to education, employment, and career advancement and recognition
entrepreneurship”, while “challenging (Slotboom, 2022). To ensure an inclusive
traditional gender roles and stereotypes and thriving environment where gender
that often restrict their potential” (Mint, is not a barrier, there is still work to be
2023). The use of technology to promote done. Technological advancements have
gender equality has made significant revolutionized various sectors including
progress, especially in the wake of the healthcare and education. This article
COVID-19 pandemic. “Remote work, examines the film industry, focusing on
flexible schedules, online education, an animation film, which heavily relies
and mentorship programs” have offered on the nuances of technology.
vital support and platforms for women
to develop their “social and intellectual Technology plays an important role in
capabilities” (Mint, 2023). Despite today’s film production process. It has
these promising advancements, the changed how films are made, distributed,
tech industry remains predominantly screened, and consumed. The inclusion
male-dominated, with women of technology in cinema is “to trigger
underrepresented in various roles, the audience’s empathy and bring them

closer to the story” (Li, 2021). On-screen Animation films have been gaining
it has helped provide an enhanced film popularity in India recently, both among
experience to the viewers, off-screen children and adults. Indian animation
it engages the audience with sharp films have come a long way since their
images and visuals (Sharma, 2022). The inception in the early 1900s with the
history of cinema started with silent first animated film Agkadyanchi Mouj
black and white films, then colour and (Matchstick’s Fun) directed by Dada
sound were introduced, followed by Saheb Phalke (Chakraborty, 2023). The
VFX, and animation. Animation films Pea Brothers, directed by Gunamoy
are a popular form of visual storytelling Banerjee became the first film released
that use drawings, computer-generated in theatres in 1934 (Ghose & Gupta,
imagery (CGI), or other forms of visual 2018). Today, Indian animation films
art to bring characters and stories to cover various genres, styles, and
life. These films have been entertaining themes. One of the most popular
audiences of all ages for decades, and Indian animation films of all time is the
their popularity has grown over the Ramayana: The Legend of Prince Rama
years. Animation films come in many released in 1992. This animated retelling
styles and genres, from light-hearted of the epic of Ramayana became a cult
comedies to heart-wrenching dramas. classic for its beautiful animation and
Some of the most popular animation engaging storytelling.
film genres include family films, action
and adventure films, fantasy films, Other notable Indian animation films
science fiction films, mythological include the Hanuman series, Chhota
epics, etc. One of the main benefits Bheem, and Mighty Raju. These movies
of animated films is that they allow have gained popularity among children
filmmakers to tell stories that might for their colourful characters and lively
be difficult or impossible to tell in live- storylines.
action films. Because animation films
In addition to films, Indian animators
are not bound by the laws of physics or
are also producing animated series for
the limitations of the real world, they
television and streaming platforms.
can explore fantastical concepts and
Netflix’s Mighty Little Bheem is a
create characters and settings that are
popular animated series featuring the
truly unique (Lascala, 2022). Animators
adventures of the popular character,
can create any character or setting
Chhota Bheem, and has been well-
they can imagine, and they can use
received by audiences worldwide.
visual effects and computer-generated
imagery (CGI) to create stunning and Indian animators are also increasingly
intricate visuals that would be difficult venturing into the realm of adult-
or impossible to achieve in live-action oriented animation. The web series
videos. Additionally, animation films The Legend of Hanuman has been
can use “exaggeration and caricature to praised for its stunning animation and
create characters that are larger-than- engaging storytelling. Indian animation
life” and more expressive than their films also incorporate traditional Indian
live-action counterparts (Hilder, 2023). art and culture, helping to promote
Another advantage of animated films and preserve India’s rich heritage. One
is that they can appeal to a wide range example of a successful Indian animated
of audiences. While some may think of film is Hanuman, a 2005 movie based
animated films as primarily for children, on the Hindu epic Ramayana.
many animated movies are designed to
appeal to adults as well. In recent years, the Indian animation
industry has grown significantly,

with studios producing high-quality an analysis of how masculinity is
animated films that are viewed by portrayed in Pixar’s films. The study
audiences worldwide. discovered a transformation in how
male characters were represented.
Representation of characters in Previously, they were portrayed as
animation films dominant and powerful. However, in
recent years, male characters have been
A number of studies have been conducted
depicted with masculine and feminine
to understand the representation of
traits.
characters in animation films. Jimenez’s
(2022, p. 2) analysis of Disney animated Palupi’s (2019) analysis of three
films found that women characters animation films found that Disney
were given more “pervasive roles”. portrays its princesses as strong and
It was also found that while 63.3 per self-reliant. However, the princesses are
cent of the characters were male, only not portrayed as capable of completing
36.6 per cent were females (Jimenez, their goals without assistance from
2022). A similar study by Sims (n.d) men. They tend to believe they are
on the analysis of Disney films found less proficient than men in achieving
that there has been no change in the their goals. The results suggest that
portrayal of characters. The characters gender stereotypes persist in animated
are portrayed stereotypically with male films. Nevertheless, a positive change
characters possessing masculine traits. is noticeable as female and male
characters are often depicted in non-
Many early animated films perpetuated
conventional ways.
traditional gender stereotypes,
portraying women as passive and men The present study
as dominant and aggressive. In more
recent years, there has been an attempt The literature review indicates that
toward more inclusive and diverse the characters have been portrayed
depictions of gender in animation stereotypically in animation films.
films. Shehattah (n.d.) examined the There are very few studies conducted
depiction of male main characters in on Indian animation films. Hence, this
three animated films and found that study will analyse the first animation
characters exhibited various typical traits film of Meghalaya, U Syiem to answer
associated with masculinity. Despite the following question: How the male
this, the protagonists reveal a modest and female characters have been
advancement in the representation of represented in the film? What was the
males within the chosen animated films. process of developing and creating
characters in the film?
Fischer’s (2010) evaluation of how
female and male characters are depicted This study is significant because most
in five animated films found that they films emerge from patriarchal societies
do not fall into gender stereotypes. that follow patrilineal social structures.
Female characters were portrayed in Although Meghalaya has a matrilineal
various roles and were depicted with social structure unlike the other states
less stereotypical imagery. Similarly, in India, it is still a patriarchal society.
male characters were shown in diverse However, it is one of the few regions
roles with characteristics that did not where “women enjoy social mobility and
conform to typical stereotypes. there are no bars to achieve economic
mobility.” (Rathanayak, 2021).
In 2008, Gillam and Wooden conducted

Theoretical framework film, which won an Oscar. Similarly,
a study conducted by Fatimah et. al.
This study draws on Stuart Hall’s (1997) (2022) applies representation theory
concept of representation to understand to investigate the portrayal of Japanese
the representation of characters and individuals and their interactions with
character design in film. Representation Koreans in the film, Pacchigi (2005).
theory seeks to explain how meaning is Stuart Hall’s representation theory helps
created and conveyed through cultural us understand how different media and
representations, such as “language, popular culture portray individuals,
images, and symbols” (Hall, 1997, p. 15). groups, and communities.
According to Hall, these representations
are not simply reflections of “reality”, Method
but are constructed through social
processes that are shaped by power A scene-by-scene textual analysis was
relations and historical contexts. At the done to understand the representation
heart of Hall’s representation theory is of the male and female characters in the
the idea that cultural representations film. Textual analysis is a “methodology
are always encoded with meanings that involves understanding language,
that reflect the dominant ideologies of symbols, and/or pictures present in
the society in which they are produced. texts to gain information regarding
These ideologies are not necessarily how people make sense of and
consciously held by individuals but communicate life and life experiences”
are rather the product of the social (Hawkins, 2017). The study also includes
and historical conditions that shape an interview with the film director to
the cultural context. Hall argued that understand the process of developing
representations are never neutral or and creating characters in the film. As
objective, but are always produced within animation is not restricted by reality,
specific historical, social, and cultural it does not require real-life characters
contexts. He also emphasized the which gives the makers the freedom
importance of understanding the power to decide on the appearance and traits
relations that shape the production of the characters. Hence, the interview
and reception of representations, and with the filmmaker is important to
how they can reinforce or challenge understand the idea behind the
dominant ideologies and social norms. character design.
Representation theory as a theoretical Analysis of U Syiem (2013)

framework has been used by many
The film is based on the life of the
scholars to understand how different
freedom fighter, U Tirot Sing Syiem. At
forms of media portray individuals,
a very young age, Tirot Singh loses his
groups, and communities. Parvez
father in a battle. Upon his mother’s
(2022) employed representation theory
request, he leaves the Nongkhlaw
to investigate how gender is depicted
region to receive training. This is also
in films featuring female superheroes.
a custom in the Khasi tradition, where
According to the study’s findings, two out
the chief should receive good training
of three films portrayed the female lead
for the coming years to be a rightful
characters as deviating from traditional
king. He spends his childhood with
gender roles. Sharma and Pathak (2022)
his uncle receiving training in warfare,
employed the representation theory
craftsmanship, and other arts. After
to analyze the social issues that the
a decade, Tirot Singh returns to the
director of Parasite portrayed in different
Nongkhlaw region and is bestowed
“scenes, shots, and sequences” of the
with the responsibility of a king who is

well-versed in the art of military warfare Speaking characters and
and combat and well-educated in Representation time
administrative studies. He takes up the
responsibility and life is very peaceful in The first thing that is noticeable while
the village until the East India Company analysing the film is the number of
comes to him with a proposal to build male and female-speaking characters
a road for uninterrupted trade. The in the films. The male characters
king signs the treaty in consultation outnumber the female characters in
with his durbar (local council) for the the film. There are nine male-speaking
welfare of his people but little does he characters in comparison to only two
know about the intention of the East female characters. There are multiple
India Company. As soon as the treaty scenes in the film when the king, Tirot
is signed, a battalion of soldiers arrives Singh addresses the “people” of the
in the region creating havoc. Women village. In these scenes, there are only
and villagers are harassed, and the male characters in the village, not even
childhood friend of Tirot Singh is killed. a single woman is found in the frame.
Looking at the sufferings of his people In the cremation scene of Tirot Singh’s
the king feels betrayed by the East India childhood friend, village people are
Company and decides to fight against seen standing alongside Tirot Singh. In
the British. The king fights the British this scene, except for Tirot’s mother all
army in the Khasi hills for four years the characters are male. This creates
and signs a peace treaty following his the impression that the village consists
surrender to the British. He eventually of only male residents.
dies in Bangladesh.
Similarly, when it comes to on-screen
A scene-by-scene analysis was carried representation time, male characters
out to understand the representation get more on-screen space than females.
of characters. The analysis has been Male characters get an on-screen time
categorised on the following themes: of 46 minutes and 30 seconds, whereas
speaking characters and representation female characters get only 8 minutes
time; character roles and traits; and 59 seconds. Figure 1 shows the
appearance and costume. representation of time and speaking
characters in percentage.
Figure-1: Speaking characters and on-screen representation time

Character roles and traits Appearance and Costume
The two female characters not only The characters in the film can be seen
get less on-screen representation time wearing traditional and non-traditional
but also their roles are not central to dresses. The Khasi traditional dress
the story. The two female characters for women is Jainsem and for men
in the film play the roles of a mother is a dhoti with a turban and a jacket.
and Tirot Singh’s childhood friend. The Keeping in mind it is a period drama,
mother is portrayed stereotypically as the decision to go with the traditional
caring, self-sacrificing and dependent. dress is suitable for the film. However,
When Tirot Singh is young, his mother the difference is in their representation.
sends him away from her to learn, get The male lead character, his mother,
trained, and acquire skills to become a and his uncle can be seen wearing the
king so he can protect the people of the traditional dress which reflects the Khasi
village. Though the mother is very close culture and tradition. The traditional
to Tirot Singh, it is his uncle who makes dress worn by U Syiem signifies him as
decisions along with Tirot Singh. After the leader of the village and a king who
the return of Tirot Singh, there are very represents the Khasi tribe and stands
few scenes with the mother and when for his people. But, the childhood
she is present in the scene she is seen friend of U Syiem, wears Jainkyrshah
just as a spectator and not as a speaking throughout the film. Jainkyrshah is also
character. She has no role in the film to a traditional attire of the Khasi tribe. It
drive the plot or the story forward. The is one side shoulder drape cloth, more
other female character, Tirot’s friend like an apron, worn by Khasi women
is also portrayed as dependent and while doing chores at home or in public.
submissive. The film has two major Jainkyrshah symbolizes modesty and
scenes with her and in both scenes, respect and Khasi women wear it to
she is portrayed as dependent and protect themselves from the stains of
submissive. In both scenes, she can be cooking or other chores. In the film,
seen running away from danger in fear the childhood friend of U Syiem wears
and getting help from the male character Jainkyrshah which signifies two things.
to rescue herself from the situation. First, it means she is involved only in
The female characters are portrayed as domestic work at home which can be
dependent, submissive, caring, and self- seen in the first scene where she is
sacrificing. On the other hand, the male carrying a basket of fruits and heading
characters are portrayed as strong, to her home. Second, as Jainkyrshah is
independent, responsible, and brave. worn by women to protect themselves
For instance, when Tirot Singh leaves from stains, in the film it acts as a
the village for training, the mother tells symbolic tool that she wears to protect
him, “You have to promise me to be herself from the people around her.
strong, responsibility is in your hands In both scenes, she wears Jainkyrshah
now”. And when Tirot Singh returns, and runs away from danger to protect
the voice-over says “After a decade-long herself.
wait, he returned to his people, a man,
his stature strong, muscular, and bold Character design
ready to bear the burden bestowed
The main character in the film is U Syiem,
upon him. A brave leader to watch
his mother, uncle, childhood friend, and
over the welfare of his kingdom and
a British officer. As mentioned earlier in
his people. Such stereotyped images of
this paper, an interview was conducted
male and female characters can be seen
with the film’s director to understand
throughout the film.
the character design. The character

design of the films was all imaginative objective, but are always constructed
and no real-life references were taken. through social and historical processes
The looks and appearance of Tirot Singh that are shaped by power relations.
have been described in many books The film begins with a disclaimer “While
as tall and having a well-composed the story is inspired by actual events,
body. However, the director decided to certain characters, and characterization
exaggerate and stylize the characters were fictionalized for the purpose
to appeal to a wider audience. The of dramatization”. It means that this
character design was influenced by film is not an accurate representation
Indian and foreign films. The director of reality and such representation
has taken the character’s reference can reinforce harmful stereotypes,
from Ramayana (1992) and The Prince which can lead to discrimination and
of Egypt (1998). Hence, the characters prejudice. Meghalaya is a matrilineal
were designed with stereotypical traits, society where women can be seen
which are a “tried and tested formula” occupying spaces from offices to the
and can be seen in commercial films. marketplace. However, in the film, very
The makers went for the exaggerated less representation time is given to
and stylized characters since it was a women characters and the roles given
fictional feature film, not a documentary to them are not central to the story. This
or experimental film, and they wanted shows that women are less important
the characters to be accepted and liked in a society where only male members
by the audience. The makers followed lead and make decisions. How can
the concept of shape language to inaccurate representations in the film
communicate the personality of the be harmful to society?
characters. The male lead characters It cannot be denied that gender
were developed on an inverted triangle disparity is on the rise in Meghalaya
shape to make the characters look but this region is known for its unique
strong, muscular, and dominant. The matrilineal social structure and this is not
director wanted the mother to be a reflected in the film. The film follows the
neutral character and hence decided representation trend of other major film
to follow a rectangle shape to design industries in stereotypically portraying
the character. The childhood friend of the characters. In the film, women were
U Syiem was designed on an hourglass portrayed as dependent and submissive
shape so the shoulders and hips are whereas the male characters were
of proportional width, and have a portrayed as independent and strong.
defined waist. All other characters Such representation can form negative
were developed on either square or perceptions and reinforce stereotypes
rectangular shapes. in society.
Discussion The stereotypes can also be seen in the
This study looks at the portrayal of film regarding physical appearance.
male and female characters in the first The character design for the film is
animation film of Meghalaya. This study exaggerated. The male lead characters
found that the male characters dominate are given a well-composed muscular
the on-screen space, and the characters body, and the female characters are
were portrayed stereotypically. The portrayed as thin and simple looking.
characters designed were also stylized This type of portrayal can reinforce
and exaggerated to appeal to a larger harmful stereotypes by shaping the
audience. Hall (1997) states that cultural viewer’s perception of beauty and
representations are never neutral or perfection, based on the images they
consume.

The director in his interview said that the As stated earlier in this article, animation
film is not an accurate representation of films provide animators with the
reality and that the references for the freedom to create diverse characters
film have been taken from Hollywood and settings limited only by their
and Hindi films. As Hall (1997) stated imagination. With the advancements
that representations are always in technology, the visual aspects of
encoded with meanings that reflect the animation are becoming increasingly
dominant ideologies of the society in realistic. Consequently, it is crucial for
which they are produced. The film, U animators to take on the responsibility
Syiem has been dramatized and stylized of accurately representing society,
to appeal to the audience. For instance, particularly when it comes to the
the director has taken the character’s portrayal of issues related to gender.
reference from Ramayana (1992) and In the state of Meghalaya, animation
The Prince of Egypt (1998). Further, the is still in its early stages, and it should
director talks about the representation not simply follow the trends set by
of male characters and how a v-shaped commercial live-action films. Instead, it
body can make the character look should prioritize depicting society in a
dominant and powerful and be seen in manner that benefits everyone.
films like Hercules, 300, etc. The director
went for a tried and tested formula for Conclusion
character design which can be accepted
This study looks at the representation of
by the audience. Even an animated
male and female characters in the first
cartoon character like Jerry in Tom and
animation film of Meghalaya. U Syiem.
Jerry will turn into a v-shape if it needs
The study found that the male and female
to be portrayed as powerful.
characters are portrayed stereotypically
The male and female characters and the character design is stylized.
in the film, U Syiem are portrayed This type of portrayal can generate
stereotypically and the character negative perceptions about gender and
designs were also exaggerated. One gender roles which get fixed in people’s
of the reasons for the stereotypical minds especially “children from a very
portrayal can be related to Laura young age and accordingly are forced
Mulvey’s theory of the male gaze. The to fit in with society’s expectations of
film’s creators such as the director, them” (Childrens Society, 2020). For a
screenplay writer, animators, and more comprehensive understanding
VFX artists were predominantly male, of gender depictions in animation films
as seen in other tech industries, from Meghalaya, it is recommended
which may have influenced their that further research be conducted
perspective regarding the portrayal of when more films are produced in the
the characters. Similarly, Simone de future. This article specifically analysed
Beauvoir also wrote on the perspective one animation film, which currently
of representation by a male, which stands as the first and only animation
states “representation of the world, like film from Meghalaya. Regional cinema,
the world itself, is the work of men; they unlike Hindi cinema, influences the local
describe it from their own point of view, audience as it is rooted in their culture
which they confuse with absolute truth” and should portray the reality which can
(Beauvoir, 1952, p. 143). challenge gender roles and stereotypes,
and help in building a more inclusive
and dynamic society.

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Research Article
Open Educational Resources and Intellectual Property Rights:

A Study on the awareness of OER and IPR among Elementary
Teacher Educators
Manoj K. Saxena1 & Aakriti Singh2
Head & Dean (Education), Campus Director, Central University of Himachal Pradesh,
1
Dharamshala (HP)
2
ICSSR Doctoral Research Fellow, School of Education, Central University of Himachal
Pradesh, Dharamshala (HP)
Abstract
Digitalization is a major factor in education that brings advancements and mitigates

educational boundaries. The accessibility of education has undoubtedly improved
because of technological innovations. Computers and smartphones are such technological
equipment that is most accessible to everyone, and both offer a broad selection of
programs that make educational content available online in different formats. In this
age of technological advancements, it is crucial to protect both the author’s intellectual
property rights and the credibility of the available content. For such circumstances in
education, open educational resources (OER) are the workable alternative. This paper
aims to measure the awareness of OER and intellectual property rights (IPR) among the
DIET teachers of Himachal Pradesh. Future primary teachers who will shape the young
brains of our country are being prepared by teachers in DIETs. Teachers use both open
educational resources and online educational content, thus, they must be acquainted
with these resources and how to use them effectively. Online content and OER are made
available under several licenses and IPRs. Providing acknowledgment and monetary
gains to the creator or innovator can encourage the educational community, whereas
a lack of understanding of IPR could obstruct societal and economic growth. Therefore,
any country must spread awareness about OER and licensing and apply it effectively.
Keywords: DIET, OER, IPR, Creative Commons

Introduction elementary teachers. As a result
of the District Primary Education
Universal elementary education Program (DPEP) implementation, more
depends primarily on the role of the organizations and institutions are now
teacher. A teacher can take the lead involved in delivering public education at
in raising the standard of primary various levels (Azam, & Saing, 2017). To
education by incorporating value achieve the success of the educational
orientation, environmental and health objectives of these institutions open
education, and other topics. District access (OA) resources play a vital
Institutes of Education and Training role. As the world is exposed to an
(DIET) were established in each state and explosion of knowledge, and education
district as the first and only significant is no longer restricted to instructor and
institutional investment in elementary student inside the confines of four walls
teacher education (Sarangapani, (Saxena, & Hans, 2018) teacher also
2016). The teacher educators of DIET needs to upgrade themselves to cater
institutes have significant importance to the need of young curious minds.
in elementary education as they are
responsible for creating competent A teacher educator must be trained in
pedagogy, science, and technology, as country or organization may hinder
well as using open sources available the overall development of the entire
in education. They need to know how country (Sreeragi. 2021). To receive IPR’s
to use the numerous open-access and benefits, one must register with the work
open educational resources that are under appropriate legal authorities. IPR
available in abundance on various has mainly two categories- copyrights
digital platforms. Open access contents and industrial property rights. The
are freely accessible online teaching, copyrights include literary and artistic
learning, or research resources that work, while the industrial property rights
may or may not be edited, remixed, or cover the patent, trademark, industrial
disseminated in any other way but the design, and geographical indication
educational materials that are openly (Gaikwad, 2020). IPR gives people the
licensed, freely distributable, in the legal right to prevent others from
public domain or made available under doing certain actions, such as pirating,
a license to utilize intellectual property forging, copying, and in some situations,
are known as open educational using others’ independently developed
resources, or OERs (University of Mary ideas without the original author’s
Washington, 2022). The integration knowledge. Policymakers must include
and adoption of technology and online intellectual property rights (IPR) in
educational materials is a challenging the basic education framework of the
process that requires comprehensive education system and promote IPR
strategic planning on the part of the registration by facilitating inventors and
policy and decision-makers (Hashim, creators (Chudasama, & Patel, 2021).
2007, as cited in Ghavifekr, & Hussin, The OER supports and facilitates the
2011). In this digital age, teachers are creators’ rights. The OER are generally
significantly less likely able to use digital released with creative commons (CC)
teaching aids in classrooms (Szyszka license, which gives the freedom of
et al., 2022). The Open Educational copying, distributing, modifying, or
Resources provide access to a wide range using the resource for commercial
of international educational materials, purposes depending upon the type of
which creates several opportunities CC license. OER websites established
for digital learning. Open licenses by numerous national institutions
under intellectual property rights are to make their educational materials
closely related to the concept of open accessible to all individuals have helped
educational resources. It is necessary open educational resources (OERs) gain
to understand the permissions given popularity over time in India (Deivam,
under the copyright license before using & Devaki, 2022). OER is available in
any educational content. Copyrights different forms and types. Since OER
are a type of intellectual property right, will positively impact teaching and
along with patents, trademarks, and learning, the OER policy framework
industrial property rights. must distinguish between various OER
types and give a precise definition of
Intellectual property rights help each (Ebner et al., 2022).
to protect the rights of an original
author. Intellectual property is tied Review of Related Literature
to human creativity and ingenuity
(Teixeira & Ferreira, 2019). It takes In light of the possibility that
work, time, energy, talent, money, and Epigone could be a future creator,
other resources to develop or create Marjit, & Yang (2015) investigated the
anything new. The proper application of connection between IPR and R&D
intellectual property rights in any incentives. According to their research,

giving rise to such a possibility can lead debating using open educational
to the development of fresh insights resources (OER) in teaching, which are
that defy accepted thinking. They look divided between outright resistance,
at the fundamental connection between partial adoption, and full acceptance
intellectual property rights (IPR) and (Menzli et al., 2022). OER was utilized by
rewards for R&D in the context of teachers to enhance their instructional
copycats who may be future innovators techniques, acquire fresh perspectives,
of both simple and complicated and deepen their understanding of
technologies. Most of the higher certain subjects (Admiraal, 2022). The
educational institutes (HEIs) lack IPR advantages of OER can not be neglected
policies due to several obstacles, such by the educational community. To fairly
as a lack of qualified staff, a holdup in use of such resources, it is important for
research funding, and a lack of creative the elementary teachers to distinguish
facilities and lack of qualified IPR such resources from other copyright
specialists who can assist instructors, materials. In the research gap, it was
researchers, and students at HEIs found that
is one of the challenges that have a
detrimental impact on IP generation This research aims to find out the
(Sattiraju et al., 2021). Teachers awareness level of OER and IPR among
cannot do their jobs as effectively elementary teacher educators of
without a grasp of the complexity of Himachal Pradesh.
global evolution as well as without the
The objective of the study
necessary skills and competence (Sharifi
& Imani, 2013). Chidi & Babalola (2016), The goal of this study was to determine
examine how open access and creative whether the DIET teachers of Himachal
commons may be used as instruments Pradesh are familiar with the concept
to balance intellectual property rights of IPR and OER. The level of awareness
while also ensuring that information will indicate how the DIET Teacher
is easily created and accessible. The educators are aware of these resources.
study supports that creative commons Utilizing educational materials healthily
and open access are served as and legally has several advantages,
balancing ways for the public interest including lessening financial burdens
and intellectual property rights. Open and increasing recognition of original
educational resources which released work. The objectives of this study are -
with creative commons are used as a
model to help a unified approach in IPR • To evaluate DIET teacher educators’
(McAndrew & Cropper, 2011, pp. 2-3). familiarity with OER.
OER are all publicly available materials
used for learning, education, and • To study the IPR knowledge level of
training, and the quantity of OER, as well DIET teacher educators.
as its accessibility and dissemination
• To study the relationship between
through learning object repositories,
DIET teacher educators’ level of OER
has grown significantly in recent years
and IPR awareness.
(Clements & Pawlowski, 2012). All OER is
distributed under an open license that Hypotheses of the study
gives the necessary permissions from
the owner of the intellectual property • DIET teacher educators’ awareness
to use the material, and the most well- of OER does not differ significantly
known of these licenses is Creative in relation to gender and teaching
Commons (Kumar & Prabu, 2021). experience.
The academic community is actively

• DIET teacher educators’ awareness the survey. The relevant literature on
of IPR does not differ significantly IPR and OER served as a basis for the
in relation to their gender and development of the research tools. The
teaching experience. survey questionnaire has 3 parts.
• The awareness of OER and IPR i. Demographic information

among DIET teacher educators is
not significantly correlated. ii. Awareness of IPR
Delimitations of the Study iii. Awareness of OER
The study is delimited to 54 teacher The instrument was evaluated by six

educators of 9 DIETs of Himachal subject experts in the field of education
Pradesh. and open educational resources
who determined its face and content
Methodology validity. The required revisions were
then made in accordance with their
The present study followed the recommendations. The reliability of the
descriptive survey method. The sample test is evaluated with the test-retest
of 54 teacher educators from DIET method. The Cronbach’s alpha score
institutes of Himachal Pradesh is selected of reliability was found 0.73, which
with a random sampling method. The is under the acceptability threshold.
9 DIET institutes are selected out of 12 Respondents were asked to rate
government DIET institutes of Himachal their degree of agreement with each
Pradesh. The data is collected with the statement on a scale of 1 to 5, where
help of a self-developed questionnaire 5 meant “strongly agree,” 4 meant
and prepare a Google form link to “agree,” 3 meant “undecided,” 2 meant
send to the 90 teachers who were “disagree,” and 1 meant “strongly
selected for the study with the help of a disagree.”.
random sampling technique. Out of 90
teacher educators, 61 responses were Data interpretation and findings:
received. The researcher has selected The data of the study were analyzed
54 responses for the study, which were with the help of SPSS in the light of the
completed in all aspects. objectives. The data was analyzed with
quantitative analysis, and the outcomes
Survey Instrument were tabulated.
A structured questionnaire was used in
Table-1: Analysis of Items
Sl. Items Mean SD

No.
1 Copyright License use for Intellectual Property Right. 4.10 0.67
2 IPR license protects the rights of Author. 4.31 0.74
3 Copying the online content without the author 4.22 0.88
permission is an illegal activity.
4 Plagiarism is not illegal if the author is cited in the work. 2.30 0.89
5 It is necessary to cite, quote and acknowledge the author 4.33 0.64
when you use his/her work.

6 Any educational content available online can be use 2.22 0.86
freely and without any restriction.
7 IPR License helps to prevent Infringement. 4.13 0.80
8 All literary work published with copyright 3.63 0.76
9 OER stands for Open Educational Resources 4.24 0.75
10 All OER are released with IPR License. 3.67 0.97
11 Every educational Content available online are OER. 2.70 0.87
12 OER are free to use by anyone. 4.07 0.72
13 OER can be remix to make new educational Content. 3.76 0.91
14 Photos and videos can be OER 2.78 0.64
15 Free courses are available on OER repositories. 3.83 0.73
16 OER are released under Creative Commons License. 4.02 0.62
The survey consists of 16 items. Item instructors are highly knowledgeable

no1-8 measures the awareness of about the concepts “Copyright License
intellectual property rights, and item Use for Intellectual Property Right”
number 9-16 measures the awareness and “OER stands for Open Educational
of open educational resources. The Resources,” with mean values of 4.10
item no-4, 6, and 11 are negatively and 4.24, respectively.
worded and are scored in a reverse
manner. The highest means for items The demographic details are given in
1 and 9 in Table 1 demonstrate that Table 2.
Table-2: Demographic Details of the Sample
Demographic status Item N Percentage

Gender Male 26 48.1
Female 28 51.9
Experience Less than 10 years 47 87
11-20 years 4 7.4
21 and above 5 5.6
The total respondents are 54 and 26 teaching experience, and only 7.4 per
are male, and 28 are female teachers of cent and 5.6 per cent of teachers are
different DIET from Himachal Pradesh. under the category of 11-20 and above
The maximum per cent (87 per cent) 21 years of experience, respectively.
of teachers have less than 10 years of
Table-3: Awareness Level of OER
Level Frequency Percentage

Low 35 64.8
Average 4 7.4
High 15 27.8
Total 54 100

The awareness level of OER from the cent and only 27.8 per cent of teachers
survey is shown in Table 3. From the have a high level of OER awareness.
table, it shows that 64.8 per cent of Thus, it can be concluded that the
teachers have low awareness of OER, awareness level of OER of the DIET
while the average level has only 7.4 per teachers is at a low level.
Table-4: Awareness Level of IPR
Level Frequency Percentage

Low 20 37
Average 16 29.6
High 18 33.3
Total 54 100
From the table 4 above, It is evident the fact that there is no significant
that 37 per cent of instructors had low variation in the percentage.
awareness of IPR, compared to 29.6 per
cent who have moderate awareness Null hypothesis-1 “DIET teacher
and 33.3 who have high awareness. educators’ awareness of OER does not
The knowledge level of IPR among DIET differ significantly in relation to gender
instructors is, therefore, poor, despite and teaching experience.”
Table-5: OER awareness among DIET teacher educators in relation to their

gender and teaching experience
Tests of Between-Subjects Effects

Dependent Variable: OER awareness
Type III Sum Mean
Source of Squares DF Square F Sig.
Corrected Model 4.514a 4 1.129 .112 .978
Intercept 11173.029 1 11173.029 1104.231 <.001
Gender .000 1 .000 .000 .997
Experience 1.297 2 .649 .064 .938
Gender* Experience .613 1 .613 .061 .807
Error 495.801 49 10.118
Total 40899.000 54
Corrected Total 500.315 53
R Squared = .009 (Adjusted R Squared = -.072)
The above table:5 explored the ‘F’ Value teaching experience as follows:
and significant level related to OER
awareness among teacher Educators The Gender of respondents with respect
in relation to their Gender and teaching to OER awareness among teacher
experience. The above analysis shows educators related ‘F’ value is 0.00 with a
the value of significance between OER significant probability is .997. “The null
awareness among the Gender and hypothesis is accepted since it indicates

that the ‘F’ value is not significant at the educators’ awareness of OER based on
0.05 level of significance”. So it can also their teaching experience.
be deduced that there is no significant
gender difference in OER awareness The gender*experience with respect
among teacher educators at DIET to OER awareness among teacher
institutions. educators related to “F value is 0.61
with significant probability is .807 which
The teaching experience of respondents shows that ‘F’ value is not significant at
with respect to OER awareness among 0.05 level of significance” and it can be
teacher educators related F value is concluded that there is no significant
0.064 with a significant probability is difference between the OER awareness
.938. “The null hypothesis is accepted among teacher educators based on
since it indicates that the F value their gender and teaching experience.
is not significant at the 0.05 level
of significance,” and it can also be Null hypothesis-2 “DIET teacher
deduced that there is no significant educators’ awareness of IPR does not
difference among DIET teacher differ significantly in relation to their
gender and teaching experience.”
Table-6: IPR awareness among DIET teacher educators in relation to their
gender and teaching experience
Tests of Between-Subjects Effects

Dependent Variable: OER awareness
Type III Sum
Source of Squares DF Mean Square F Sig.
Corrected Model 29.385a 4 7.346 1.088 .373
Intercept 12895.202 1 12895.202 1910.327 <.001
Gender 26.372 1 26.372 3.907 .054
Experience 5.049 2 2.524 .374 .690
Gender * 26.937 1 26.937 3.990 .051
Experience
Error 330.763 49 6.750
Total 46356.000 54
Corrected Total 360.148 53
R Squared = .082 (Adjusted R Squared = .007)

An analysis of table-6 leads to the to IPR awareness among teacher
conclusion that the ‘F’ Value and educators related ‘F’ value is 3.907 with
significant level related to IPR awareness a significant probability is .057. It shows
among teacher Educators in relation to that the “F value is significant at 0.05 level
their Gender and teaching experience. of significance. Thus the null hypothesis
The above analysis shows the value of is rejected,” and it can be concluded that
significance between IPR awareness there is a significant difference between
among the Gender and teaching the IPR awareness among teacher
experience as follows: educators of DIET institutes based on
their gender.
The Gender of respondents with respect

The teaching experience of respondents to IPR awareness among teacher
with respect to IPR awareness among educators related to “ F value is 3.99
teacher educators related to “F value with significant probability is .051 which
is .374 with significant probability is shows that ‘F’ value is significant at 0.05
.690, which shows that ‘F’ value is not level of significance.” It concluded that
significant at 0.05 level of significance there is a significant difference between
and the null hypothesis is here accepted,” the IPR awareness among teacher
so it can be concluded that there is no educators on the basis of their gender
significant difference between the IPR and teaching experience.
awareness among teacher educators
based on their teaching experience. Null hypothesis 3: “The awareness
of OER and IPR among DIET teacher
The gender*experience with respect educators is not significantly correlated.”
Table-7: Significant correlation between awareness of OER and IPR
Awareness Awareness
of OER of IPR
Awareness of OER Pearson correlation 1 .157
Sig. (2-tailed) .257
N 54 54
Awareness of IPR Pearson correlation .157 1
Sig. (2-tailed) .257
N 54 54
Table 7 shows the value of Pearson a high awareness of OER. However,

correlation between awareness of the awareness of IPR among teachers
OER and IPR awareness is 0.157 with a is low, i.e., 37 per cent and 33.3 per
significant value of .257, which shows cent high. The extended technological
the minor positive correlation between uses in educational curricula reflect
the awareness of OER and IPR, but the more significant social developments,
“value is not significant at 0.05 level of which demand for teachers to
significance, and the null hypothesis-3 is acquire fundamental knowledge of
accepted”. We may conclude that there intellectual property as a component
is no significant relationship between of digital literacy (Starkey et al., 2010).
the OER and IPR awareness among DIET According to UNESCO, governments,
teacher educators. higher education institutions (HEIs),
and businesses should collaborate to
Discussion continuously develop the framework
for digitally transforming teaching
The objectives of the study were to
(UNESCO-ICHEI, 2022). The study reveals
explore the level of awareness towards
a minor but not significant positive
OER and IPR as the OERs are a type of
correlation between the OER and IPR
Open Source that have the power to
awareness among teacher educators.
change academic practice in response to
the effects of fast-advancing technology Conclusion
(Hatzipanagos & Gregson, 2015).
Due to recent major developments
The study revealed that 64.8 per cent in worldwide information availability,
of teacher educators have low and only ideas concerning the rights and
27.8 per cent of teacher educators have responsibilities of intellectual property

are transforming in the educational and gender (Saxena, Kumar, & Singh,
technology field. Likely, a teacher who 2019). The educational community
lacks this advanced knowledge will not needs to involve in the growing, open
be able to impart technical literacy skills education movement, which can
to students, such as protecting one’s create and utilize open resources that
own ideas, using others’ ideas lawfully, contribute to the availability of freely
and respecting others’ intellectual shared information through open
property rights. Studies show that licenses that enable usage, editing,
teacher educators differ significantly in translation, enhancement, and sharing
computer anxiety based on their region by anyone.
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Research Article
Gendered Digital Divide among Secondary Students: The

Aftereffects of COVID 19 Pandemic on Offline Education in
Greater Guwahati Area
Sudeshna Nath1, Tajbina Yasin2 & Fariza Saidin3
1
Assistant Professor, Department of Education, Govt. Model College, Borkhola
2
Research Scholar, Department of Psychology, Rajiv Gandhi University (A Central
University)
Email- yasintajbina@gmail.com
Assistant Professor, Department of Psychology, Assam Down Town University
3
Abstract
Education can be divided into several contexts: gender being the major one. The present
research study has been conducted against the backdrop of the Covid19 pandemic,
keeping in mind the intention to study the digital and educational divide on a gender
basis and also to find out the aftereffects of gender inequality in both teaching-learning
perspectives after returning to traditional classes. The sample consists of 400 students
and 40 teachers from the greater Guwahati area to attain their relevant information
by the use of a socio-demographic data sheet, a self-constructed questionnaire for
students, and an information schedule for teachers. The results revealed inequality
among the genders (among males and females) in the case of socio-demographic
background. Though in the initial days, slow speed was perceived among males and
females but males seemed to outperform females in matters of classroom instruction.
A less inquisitive attitude towards online learning among female students is assumed to
be the factor for such disparity.
Keywords: Digitalization, Gender disparity, Educational Divide

Introduction (Singh, 2010). The utmost concern
among the several digital divides is the
As the grip of the pandemic became gender digital divide which implies not
stronger, people started adapting understanding the methods and usages
themselves to it and continued to of digitalization and moreover not
work from their homes. Similarly, getting equal access to know about it.
all educational institutions tried to Men and women are always compared
incorporate the digitization of education in some or another way, and women’s
and accepted the sudden shift from equality in every platform is always
classroom to online teaching (Das et al., compromised. The concept of gender
2020). As now the process of digitization divide has always been a significant
of education entered into the scenario, inequality, and it has been more hyped
there were scenes of the digital divide by the digital revolution (Saha&Zaman,
which defined the concept where 2017).
people neither had equal access nor
had equal ability to use ICT. This further Every human has the right to adhere to
enhanced the concept of the variety education. It is a process that did not
of digital divides, which took certain gain much importance some four or
specific offshoots as follows: gender five decades earlier and was considered
divide, age divide, and income divide rather a choice to opt for it, but in

today’s arena, it isn’t a choice but a basic (Rekha & Devkaran, 2017). Moreover,
right for all. The growth of an individual in this current scenario, the impact of
and the gate of opportunities only get lower socioeconomic status (Gopalan
opened through education. A country’s & Misra, 2020) plays a hindrance in
national development is dependent many households making it difficult
upon the educational quality its citizens for many bread earners to provide
receive (Singh & Rabindranath,2020). equal accessibility to their learners,
Education is a platform of serving thus contributing to a deeper gap in
everyone equally. Still, women’s the digital divide. Hence in the era of
participation is prohibited. In India, digitalization of education combined
education for girls is still a matter of with the gender gap, it has become a
consideration. The main concern of this questionable issue in the situation of
paper is to bring to light that during post lockdown where several schools
this pandemic, as all the services have and colleges had opened after a long
transformed their base from offline to gap. So, it would be interesting to study
online, educational services also had the observable effects on the students
to be a part of these transformations. and how they are coping with the new
The educational institution was active normal, and whether this disparity
by adopting online measures with the persists.
effort of not disrupting the learning
culture. But many students were unable Review of Literature
to be a part of this online teaching-
Das et al. (2020) examined the impact
learning process. Hence, many learners
of Covid on sustained online education
were affected during these persistent
among students, teachers, and parents
lockdown periods (Das et al.,2020),
of primary, secondary, and tertiary
and among these learners, the major
levels. The online survey was used
setback was in the lap of the girl
to collect relevant data. The authors
child. According to the latest National
highlighted the importance of online
Statistical Survey, the reason is that
pedagogy and its rewarding benefits
in India, one in every ten households
through a variety of sources but also
can purchase a computer, desktop,
leave a question of the digital divide in
or laptop, and nearly a quarter of all
education considering accessibility.
homes have internet facilities in their
devices, which includes smartphones Singh & Rabindranath (2020) examined
as well (NSO,2020). As the girl child the gender divide in education to
faces a lot of challenges in acquiring evaluate gender divide in education,
education (Singh & Rabindranath, 2020), emphasizing the need for girl’s
contributing to its first position in the education. Data were collected from
race of educational divides, also being various sources like articles, research
in a household where there is only one papers, journals, the internet, etc.,
device, the male child gets the primary and qualitative research was used to
opportunity of accessing it whereas analyses the data. The finding reveals
the female child is considered to be of the existence of the gender divide and
secondary importance because in India its effect on girls students. Improving
the male plays a primary and the female the homogeneity of society through
plays a secondary role (Odomore, 2015). flourishing girls’ education is mentioned
Gender disparity in the platform of in this study.
education has always been a consistent
and underlying problem in Indian Korlat, et al. (2021) stated in their
society, particularly for girls belonging study that digital learning was
to lower socio-economic backgrounds immediately required due to the

COVID-19 epidemic, which presented skills.
difficulties for all students, but notably
for underprivileged groups in a virtual Nayak & Alam (2022) stated in their
setting. The purpose of this study was to study that the Covid-19 pandemic and
look at gender inequalities in the digital the digital divide negatively impacted
learning environment that students the educational system for socially
experienced in the spring of 2020 disadvantaged groups like the Adivasis
since some studies show that boys and and other vulnerable groups. This
girls continue to use technology and research paper tries to analyse the
related abilities differently. Biological factors combined with worsening the
sex was primarily employed as the only educational system for these groups.
predictor of gender in earlier research The research examines how the Covid-19
looking into gender disparities in epidemic rearranged the pre-existing
digital learning. It has been found that problems of educational inequality and
girls outperformed males in terms of how the digital divide has developed in a
perceived teacher support, intrinsic way that has especially impacted young
value, and learner engagement, but tribal females. The results show that
no significant gender differences were in addition to issues with accessibility
detected in attitudes of competency and infrastructure, cultural and social
in digital learning. Their findings also factors related to the perceived benefits
demonstrated the unmistakable of education for girls and mindset or
advantages of an androgynous gender beliefs held by parents and teachers
role self-concept for all examined regarding the efficacy of digital mode
aspects of digital learning. of education delivery also contribute
to and reinforce the digital divide for
Norman, et al. (2022) stated in their tribal girls living in the hinterlands. The
study that the COVID-19 epidemic study emphasizes rethinking the digital
has disturbed approximately 1.6 learning environment and offering
billion pupils globally and forced the policy solutions to address the growing
closure of thousands of schools. It has digital gap and educational disparities
already made the existing digital gaps among socially disadvantaged groups
more difficult and further displaced based on the information gathered
disadvantaged kids digitally. Various from the interview.
tactics have been employed to address
the educational digital gap faced by Guo, C., & Wan, B. 2022, examined
disadvantaged pupils in an effort to that online education has grown in
lessen the impact of this problem. popularity over the past several years
In order to better understand this in the educational field. The argument
scenario, the current study looks at the over whether online education narrows
digital educational divide for pandemic- or expands the gap persists, despite the
vulnerable pupils in terms of access, fact that many people think technology
connectivity, usage, and exploitation. has the potential to reduce inequality.
The responses to a survey, which was According to the report, there was
given to 518 at-risk adolescents in a digital divide in online education
schools between the ages of 10 and throughout the epidemic. It was mostly
15, were examined. The results show discussed in terms of variations in the
that asynchronous learning is a more amount of equipment and network
powerful concept than synchronous quality, students’ capacity for online
learning and that creativity skills are learning, and their results from offline
more important for the learning of learning. These results imply that
vulnerable students than productive achievement inequalities cannot be

closed just through the expansion of educational scenario, efforts have been
online education. The advancement made to collect data and information
of educational fairness necessitates on the existing status of classroom
the efforts of several stakeholders and transactions on the basis of gender
interventions that are especially geared in the Greater Guwahati area. The
toward underprivileged pupils. responses were collected from the male
and female students of classes 8 to 10
Objectives studying in Government schools only.
• To study the pattern of digital and Methodology
educational divide among the
secondary students of greater Research method
Guwahati in terms of gender amidst
Corona Pandemic. The descriptive Survey method of
research has been adopted to conduct
• To identify the aftereffects of such the research study as the situational
gender disparity on the learners in status of education in the government
offline classes at secondary schools. schools was studied. All the necessary
data was gathered on the gender
Research question responses to education during online
and offline classes through the teacher-
• What is the pattern of the gendered learner perspective.
digital and educational divide
among the secondary students Sample and Sampling Technique
of greater Guwahati amidst the
Corona Pandemic? The purposive Sampling technique was
selected as the sampling technique for
• Is such a gender disparity creating making sampling-related decisions. A
different parameters of re- total of 8 government schools from
adjustment as aftereffects among the greater Guwahati area have been
the learners in the offline classes? considered for the research purpose. A
sample size of 400 students, comprising
Conceptual Framework of the Study: 200 males and 200 females, was
The context of the research study decided, along with 40 teachers, for a
focuses on the prevalence of the better understanding of the data.
educational divide due to the existing Research Tool
pandemic triggered by the digital
divide. Such digital disparity has given The following tools were considered for
way to an enormous educational gap the research study:
between males and females owing to
various psycho-social perspectives. 1. A socio-demographic data sheet to
This phenomenon persists even after collect the demographic profile of
schools have reopened, eventually the sampled students.
creating an educational lag among
female students since some girls could 2. Self-constructed questionnaire for
not gather the courage to return to their students to take an opinion on the
schools. The rate of regular attendance recent trend in learning.
in online classes has severely impacted 3. Information schedule for teachers to
their performance in offline physical extract information on the prevailing
classroom transactions. gender status in education.
Keeping in view of the prevailing

The Data Collection Procedure after the teachers and students were
assured of the confidentiality of their
After getting approval from the respective responses. The necessary
Principals of the Government schools scoring of the data and interpretation
in the region of greater Guwahati, the was done for generalization.
tools were administered to the sampled
students. The responses were collected Analysis
Table-1: Socio demographic Profile of students
Demographic variables Male Female

Gender 200 200
Category
General or unreserved 140 133
OBC 35 41
SC 15 13
ST 10 13
Domicile
Urban 127 115
Semi-urban 73 80
Rural 0 5
Family type
Joint 71 94
Nuclear 129 106
Siblings
Yes 155 180
No 45 20
Approximate monthly income
Above 50,000 45 40
25,000 – 50,000 70 56
15,000 – 25,000 74 86
Below 15,000 11 18
Sources of income
Only mother 77 91
Only father 71 55
Both the parents 40 33
Other sources 22 21

Table-2: Online learning experiences of students reflecting gender disparity
(The learner perspective):
Favorable No opinion Unfavorable

Online experience
Male 66 65 69
Female 54 55 91
Participation in online platform
Male 90 20 90
Female 56 47 97
Acquaintance with devices and gadgets
Male 158 12 30
Female 130 17 53
Accessibility issues (internet, geographical and electricity)
Male 106 14 80
Female 60 13 127
Familiarity in using apps
Male 153 13 34
Female 125 11 64
Regularity in online class
Male 150 0 50
Female 99 10 91
Table-3: Table showing the trend of gender responses in continuity from

online learning situations to post pandemic classroom scenario (The teacher
perspective):
Themes related to Male Female

educational divide
and gender disparity
Start of online class Active participation from Absence seen in larger
the first day of online percentages during the
class. initial days of online class.
Attendance Regularity was observed Irregularity in maintaining
percentage during with a seemingly good attendance affecting the
online classes percentage. overall female attendance.
Regularity in offline A slow pace was observed A much slower pace
classes in the initial days. With continues in their
more weeks passing presence and participation
through, a positive trend in the school campus.
was observed in their
appearance in the school
campus.

Lag observed in Due to slow momentum The irregularity in
educational tasks and in class activities online, attendance affected
classwork they seemed to be their grip on academic
lagging in certain areas of activities and class works.
their class activities. With The persistent gap seems
continued classroom to increase with lower
instruction although, academic output.
males have better
equipped with bridging
the essential academic
gaps.
Lack of confidence Academic confidence Academic confidence
and self esteem and level of attention and focus was very poor
was poor due to sudden compared to the males.
transition in classroom Absence from class and
transaction. Might require inactivity eroded their
some reasonable amount courage to attend classes
of time to build up the again in the offline mode.
previous momentum.
Exam anxiety Lack of a proper routine Exam anxiety was higher
and classroom discipline among the females
has been causing anxiety leading to withdrawal
issues while dealing from examinations. Such
with evaluation sessions anxiety also drives them to
physically after a long cause further absence in
time. schools.
Maladjustment in Adjustment capacity was Adjustment with the
physical classroom mediocre. An urge was transition was poor. It was
observed among the observed that females
males to attend physical had the urge to avoid
classes for assimilation more and more physical
with the classmates. classroom interactions.
Inability to build The emotional element in The same was observed
emotional rapport interaction was missing in case of females too.
with teachers for both the teachers and The only factor different
the students. After a long from males was that their
disruption and mediation irregularity negatively
of electronic means, the impacted their rapport
emotional rapport among with their teachers.
the males has taken a
backseat.
Physical and mental Physical fatigue observed Mental fatigue was
fatigue as classes have restrained observed compared to
their freedom compared physical tiredness as the
to online classes class work seemed too
overburdened

Laboratory work Lag observed in Similar pattern of lag
execution of practical observed.
classes. Output is
negligible
Time management Time management skills Time management
weakened. The efforts worsened due to poor
are on to bring them to participation in class
normal pace of learning activities. Efforts are on to
within restricted settings. increase their attendance
for discipline and
regularity.
Findings and discussion especially were found to be in the

lower economic group. The disparity is
Opinions were gathered from an equal evident among the genders in the case
number of male and female students of socio-demographic background. Girls
as well as teachers on the status and are in the inferior category, which might
quality of education received by the be a major cause for digital disparity on
students amidst corona pandemic. The a gender basis.
responses were categorized on the basis
of their frequency, highlighting their On taking into account their online class
impact on the digital and educational experiences, it was observed that males
divide between boys and girls. Further showed active participation from the
revelations on the continuity in first day of online class, and regularity
disparity in offline classroom mode in attendance was maintained. In the
were also analyzed qualitatively with a case of females, the absence was seen
brief discussion on the scenario in the in larger percentages during the initial
government schools of greater Guwahati days of online classes; thereby inducing
city. Certain psycho-social factors irregularity in overall female attendance.
have emerged as major demarcating The overall online experience was very
determinants of gender experiences in favorable among males supporting
the offline education context. their participation in online classroom
interaction. The girls showed lesser
Discussion on gender disparity owing to acquaintance with devices and gadgets
the digital and educational divide: compared to boys. The males were
also ahead of the girls in using updated
On the assessment of the socio-
learning applications on both mobile
demographic profile of the sampled
phones and laptops. Such digital
students, it was found that few students
disparity has, of course, given rise to
belonged to reserved and backward
the educational divide along the lines
communities. Most of the students were
of gender differences. The unavailability
from the general or the unreserved
of technological devices and technical
section of society. While some girls had
assistance has lowered the curve
residences in rural areas, the majority
of learning progress among female
of the girls and boys belonged to urban
students, making it an educational
and suburban locations. Even most
divide between males and females in
of the girls belonged to joint families
the path of learning (Korlat et al. 2021).
and boys to nuclear families. Girls
It has created an educational lag in
were found to have more siblings than
the females showing consequences in
boys. Mothers were the only sources
the offline mode of teaching-learning
of income for both genders, but girls
transaction.

Such a gender disparity puts females broadens the persistent gap among
in the more disadvantaged category females affecting their academic
and vulnerable category compared confidence and retention level. Anxiety
to their male counterparts. Such a issues developed among the students
disadvantaged state can also be viewed while dealing with evaluation sessions
as an extension of the pre-existing physically after a long time. Exam anxiety
gap that exists between the learners was higher among the females leading
on the basis of gender affiliations long to withdrawal from examinations
before the pandemic. The pandemic and causing further distancing from
has transitioned the school structure schools. After a long disruption of
into cyberspace, but the girls’ problems physical transactions and mediation of
have not been lodged even an inch electronic means, emotional adjustment
considering the change involved (Guo& among the males has taken a backseat.
Wan, 2022). The same was observed in the case
of females, too, but their adjustment
While there is a host of research done capabilities were poorer, negatively
to validate how much technological impacting their rapport with their
interventions in the educational teachers. Females were mentally more
scenario have widened the learning fatigued than males, who, on the other
gap between girls and boys, there are hand, were more tired physically. Lag
studies that are in stark contrast to the was observed in both genders, equally
data we have extracted from the sample keeping up with the practical classes.
data. Ruiz et al. (2020) observed that Time management skills worsened
instruction laced with ICT allowed for in the new restrictive schedule of the
more fluidity in the learning of sciences schools. Here females were found to
among women when compared with be less accommodative in the fixed
their performance in the traditional schedule due to lesser participation in
methods. The desirability of such a academic interactions.
transition did not get affected by gender
lines. Social theories could be better Such an extensive lockdown period
suggested for more inclusion of females has already accustomed the girls to
in the education sector and filling up the the so-called “gendered expectation”
digital gender gaps with better policy- of doing household chores, taking care
making (David & Philips, 2020). of the younger siblings, looking after
the house, and other related gender
Discussion on the persisting gender biases in the family. Due to degrading
disparity in offline classes at schools: family income among the lower income
group due to the pandemic, boys were
With the reopening of schools after a
selected over girls to continue their
prolonged duration of COVID threats,
education after the situation started
students were obliged to make the
normalizing (Nayak&Alam, 2022). Girls
transition to offline classes again. In this
have been found to be constrained
context, a slow pace was observed in
with regard to the learning space when
the initial days among both male and
shared with male students in schools
female students. Although a positive
both online and offline. Such a shift back
change was observed in the case of
and forth into the new digital ecosystem
males in the later working days. A lag
has further impacted the inclusion of
in educational tasks was observed, but
girls giving a severe blow to equity in
with continued classroom instruction,
educational opportunities (Mathrani et
males seemed to bridge the academic
al. 2020).
gaps better. The irregular attendance

Conclusion of schools. Most importantly, females
were less inquisitive towards the online
In India, women’s participation learning trends creating obstacles
in education is still a matter of in their later adjustments in face-to-
consideration. As all the services have face interaction with the teachers in
transitioned from offline to online, the physical classroom settings. The
educational services were active by inclusion of technology in education is
adopting online learning culture. But here to stay, suggesting the new normal
females were severely affected during in education. Now the time has come
the lockdown of schools. A gender gap to work on social inclusion and develop
is still being observed in the status of better policies for implementation.
education even after the reopening
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Vyas, J. (2017). GENDER DISPARITY IN EDUCATION SECTOR IN INDIA: A QUANTITATIVE
ANALYSIS Rekha & Dev karan Assistant Professor, Deptt. of Economics.
ANNEXURE
Participant Demographics Questionnaire
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connected to your name, email address, Student Questionnaire on Recent
or other identifying information. Trends in Online Learning
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Introduction
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students.

Research Article
Sociological Impact of Mass Media on Youth with special focus

on Internet in Kashmir
Iqra Nahvi1& Humaira Showkat2
1
PhD. Research Scholar, Institute of Kashmir Studies, University of Kashmir
Email- iqranehvi3@gmail.com
Faculty, Institute of Kashmir Studies, University of Kashmir
2
Abstract
“Mass media” refers to the forms of communication that reach a large audience.
Newspapers, radio, magazines, books, movies, advertisements, television, and the
Internet are examples of mass media. In today’s era of information age, the internet
stands out as an extraordinary technological innovation. This expansive global network
of interconnected computers, predominantly relying on wireless communication
systems, provides ubiquitous access to diverse forms of interactive communication,
overcoming the constraints of physical distance. It has improved every aspect of human
life, including how people work, communicate, conduct business, trade, study, teach,
and research. The study aims to explore how media is used and how the Internet affects
young people. Purposive sampling was used for the current study. The area of study
was Srinagar City, and most participants were students from various educational
institutions. The interview schedule method was used for the data collection. The study’s
participants comprised 100 respondents between the age group of 15 - 35. The results
demonstrate that the Internet has a positive impact, and young people frequently utilize
it for academic and educational purposes.
Keywords: Internet; Mass media; Media; Social; Youth.

Introduction in today’s world. Our society is changing
rapidly, which is tied to and, in some
Humanity had been divided by ways, dependent upon the creation of
geography, race, language, culture, new production methods, standards
distinct historical developments, and of living, and other innovations. The
traditions that varied from village to societal changes that result from
village from the beginning of civilization the advancement of communication
until the start of the industrial revolution. techniques are even more significant
In all communities, past and present, and intricate. The cornerstone of social
there have long been common ways interaction and the foundation of almost
of living, but a broad popular culture every other technical advancement is
could only emerge once communication communication. (Maciver and Page,
had advanced. The evolution of 2006). There have been many inventions
communication directly impacts in the communication field, such as the
the history of man (Heintz & Scott- invention of the alphabet, newspapers,
Phillips, 2023). The first requirement of the printing press, the typewriter, the
civilization is the ability to communicate telegraph, the fax machine, the radio,
more comprehensively and efficiently. and television. Still, none of these has
(Frank, 1979). New technological had such a significant impact in such
methods are appealing and significant a short period as the invention of cell

phones and the Internet (Vasmatics, Kashmir—Bharath Sanchar Nigam
2010; Wei, 2002). Limited, Reliance Jio, and Airtel—the
number of broadband subscribers in the
Internet Scenario in India union territory has since nearly doubled
to 1.5 lakhs, with the majority of them
The idea of the Internet has been
being fixed-line users. Reliance-owned
growing in India since 1995, but it only
Jio is the telecom provider that seems to
really got going in 1998. Silicon Valley
have experienced the most significant
employee Sabir Bhatia made history by
growth in wireline subscribers. Jio had
selling Hotmail to Microsoft in December
4,128 members when it launched its
1997 for $400 million. Jerry Young and
fiber-to-the-home service in Jammu &
David Fallo raised $ 2 million to launch
Kashmir in September 2019. According
Yahoo. In the following year, Amazon
to TRAI’s monthly Telecom Subscription
was launched. According to a NASSCOM
Data, the number of customers more
(National Association of Software and
than doubled in just 14 months,
Service Companies) report, the number
reaching 57,451 in November 2020. In
of internet users in India went from a
contrast, the government-owned BSNL
pitiful 0.7 million users in November
had 1,13,382 fixed-line subscribers at
1998 to over 1.8 million users by
the beginning of November 2020, but
the end of the year 2000. With 1.058
that number fell to 95,714 by the end
billion users as of March 2016, India is
of the month—a decrease of 17,668
currently the second-largest telecoms
subscribers.
market in the world. India had about
662 million broadband subscribers as Significance of the Study
of the end of 2019. Only 19 million of
them used fixed-line services, according A person’s life in particular and
to a Telecom Regulatory Authority of society at large are being affected by
India annual report. The remaining the development of mass media in
individuals used wireless dongles and increasingly apparent ways (Lotz et al.,
mobile phones to access broadband 2022). These developments significantly
internet (Akram et al., 2023). impact how people work, communicate,
conduct commerce, trade, educate,
Source: Telecom Regulatory Authority and conduct research. The need for the
of India, Tech Sci Research Internet is increasing every day. It has
developed into a vital communication
Internet Scenario in Jammu and
and learning tool among young people.
Kashmir
Therefore, conducting an objective
In 2015, the number of internet study to comprehend how the Internet
customers in Jammu and Kashmir affects young people in Srinagar City
surpassed 35 lakhs for the first time, while considering its sociological effects
according to the Telecom Regulatory on society is worthwhile. This work is
Authority of India. In this article, Zargar largely based on fieldwork between
(2021) reported that 59 lakhs of all April 2018 and September 2018.
broadband customers were in Jammu
Review literature
& Kashmir. According to the Telecom
Statistics Report of the Ministry of Nature and history of mass media: The
Communications, there were only about communication platforms that transmit
80,000 fixed-line subscribers, according knowledge and meanings (contents)
to estimates provided by executives of between people and groups make up
the three telecom companies providing mass media. These communications
broadband services in Jammu and occur across a common language,

set of symbols, conduit (medium), or Democratic Movements
platform that is equally accessible
to all participants. The full range of Political democracy was a second factor
technologically based communication that encouraged the development of
mediums, from the telephone to the mass media. The ordinary people
sophisticated internet technologies, is of France, the United States, and other
a mass media platform. Platforms for nations began to demand and win
mass media can be active or passive. participation in government starting in
Users who contribute to creating the the 18th century. They simultaneously
media material and communications can want access to previously closed
exchange information through an active educational institutions as well as
media platform. (Bosch, 2022). The most literacy. Democratic governments,
prevalent example of such a platform is conversely, were dependent on
the Internet, where we frequently act informed citizens and promoted the
as users and content creators. When expansion of a free press. These days,
using a passive media platform, such as T.V., in particular, shapes our entire
watching a movie or television program, political worldview.
the user has little to no direct control
Industrialization of Capitalism
over the material. Even though this
programming is unquestionably helpful, Industrialization fueled by capitalism
enjoyable, and informative, we can only was the third main factor that fueled
control what, when, where, and how the expansion of the mass media. A
we choose to watch a program. We are literate and numerate workforce was
typically passive consumers of media necessary for modern enterprises. To
content, and this idea holds for most conduct business effectively, they also
of the books, periodicals, and albums needed quick means of communication.
we purchase (Sterin &Winston, 2017). Additionally, it emerged that the media
Religious, political, and economic issues was a significant source of profit.
had a significant role in the historical The global CD market generated $32
forces that fueled the emergence of billion in revenue in 2003. Two-thirds
mass media (McQuail, 2022). of American magazines’ $29 billion in
income in 2003 came from advertising.
The Protestant Reformation
These instances show how the mass
People in the Catholic Church in the media is a significant industry. (Brym
16th century relied on priests to explain and Lie, 2007). It is evident that the
what the Bible said. Martin Luther, media sector disseminates mass
however, objected to some church culture, and as people continue
customs in 1517. He desired a closer to watch and use technology, they
connection between individuals and the unwittingly become mesmerized by
Bible. Within 40 years, Protestantism, mass culture. The cultural industry has
Luther’s new branch of Christianity, had completely molded and conditioned
taken root in half of Europe. Millions people’s perceptions of reality. Owners,
of individuals were urged to read. The the market environment, and financial
Bible, which is by far the best-selling support (from capitalists) all impact
book, became the first mass media how the media operates. Information is
product in the West. The spread of now more easily accessible due to the
the Bible and other books was made development of new media. However,
feasible by printing and papermaking this information is still impacted by
technology advancements. The printed capitalism. One must consider who
book made the widespread distribution creates, controls, disseminates, and
and interchange of ideas possible. consumes the content in new media.

The primary method of producing new media is accessible, but access is
information on new media is based restricted and keyed. The new media
on capitalism; advertisements, emails, are used to make money in the capitalist
yahoo, and Google are all products society. New media and communication
of capitalism and are made to be technologies exist, but neither the
profitable. Many pieces of information dissemination of information nor
available online are difficult to get access to it is ever democratized or
and must be purchased. For instance, made available to all people because
when conducting research, a web of capitalism designed new media to
scientific papers from publishers like maximize profit. The only way to
Elsevier, Springer, etc., is not open accomplish this is to impose restrictions
access; accessing these papers requires on information and transform new
a subscription. This suggests that media into a platform or medium for
knowledge in new media is neither advertising that makes money. One
pluralistic nor democratic (everyone supports capitalism by paying for some
cannot access it). Information from classified material online (Apuka, 2017).
Table-1: The Development of Mass Media

The origins of mass media can be traced networks makes up the Internet. A
back to early forms of art and writing set of two or more networks that are
and to the invention of printing. The electronically connected and capable
printing press was created by Johannes of communicating with one another
Gutenberg in 1450, the first printed is what this phrase indicates in more
newspaper appeared in Antwerp in technical terms (Nath, 2022). They
1605, Marconi created radio in 1895, function as a single network as a whole.
John Logie Baird created television in The computers must, however, be able
1925, and Tim Berners-Lee created the to communicate in a common language
Internet (also known as the world wide for this to operate. The TCP/IP protocol
web) in 1989. is the name computer programmers
give to the universal language created
Theoretical background for the Internet. Transmission Control
A web of social connections makes up Protocol/Internet Protocol is referred
society. There is a significant connection to as TCP/IP. It is a collection of
between the individual and society. protocols controlling how information
Structural functionalism is one way to is transferred between computers
examine how the media interacts with through networks. I.P. resembles an
society. The foundation of functionalism envelope’s address. It specifies where
is a biological parallel. According to this a computer should send a specific
perspective, society is seen as a complex message.
system of interconnected pieces, each
of which performs a distinct function TCP divides the data into transmission-
essential to ensuring society’s smooth efficient packets, which it reassembles
and consistent operation. These are at the destination. People can connect
referred to as functions. At two different to the Internet in one of two ways: by
levels, the uses and purposes of mass paying an Internet service provider
communication are examined (Osei- (I.S.P.), a business that connects
Frimpong et al., 2022). customers to the Internet for a fee.
Many businesses, including several
On the one hand, the mass media’s local phone providers, employ I.S.P.s.
roles in society as a whole (this method Second, by using a paid online service
is known as macro analysis). However, like Prodigy or America Online. These
the approach shifts from a global to services offer a connection to the
a micro perspective to examine how Internet and some unique features.
individuals use mass media. At the An individual can use various tools
individual level, Elihu Katz’s 1974 Uses and services for communication and
and Gratification Approach refers to information exchange once they are
the functional approach. In its most online. Email, telnet, newsgroups, and
basic form, this theory holds that how the Internet are a few of the most crucial
the media affects an audience will characteristics (Osei et al., 2023).
depend on the purposes for which they
use it and the varied joys and interests (a) Email: You can email one or many
(gratification) they derive from it. People of the millions of people connected to
use the media for entertainment, the Internet. Email operates on a client/
information, companionship, and so on server setup. Sending and reading Users
(Perse, 2001). using email must access a different
computer (the server), which houses
Structure and Features of the their mailbox. Email communications
Internet can be more than just text. You can also
send attachments like spreadsheets
A global network of computer

or graphic images. Email is typically of information without following a
quick, affordable, and dependable. It hierarchical path. According to Chaqfeh
is the internet resource that is used et al. (2023), a user can jump from the
the most. Despite its benefits, email is middle of one document to the middle of
improper (such as informing someone another. The W.W.W. integrates motion,
they have been dismissed) because it is sound, images, and text. (ibid). Three
less professional than a printed letter. things flow along communications:
Email is less private than a letter in an people, goods, and information, making
envelope since it can pass through communications and communications
multiple computers and be accessed by technology important variables in
other users. Spam represents a constant determining the size of society. Global
menace. Spam, the digital equivalent of one-to-one contact is made feasible
junk mail, consists of unwanted pitches through email facilities. In many fields, it
for get-rich-quick schemes, miracle improves efficiency and helps save time
treatments, and other products that and money. According to et to Kurihara
clog people’s email inboxes and are al. (2008), the Internet connects us
laborious to delete. to instant information exchanges
and makes us wealthy in education,
(b) Telnet: In a technical sense, remote academia, healthcare, business, culture,
log-in uses telnet. It enables you to “get mass media, and entertainment. There
into” computers at other locations, to have been significant developments
put it simply. Once you are “in,” you in the corporate world in the twenty-
can access various resources, including first century. These adjustments result
databases, library card catalogs, from ongoing computer, internet,
weather forecasts nationwide, and the and communication technology
most recent sports scores. In other developments. Our culture is
words, Telnet services enable you to transitioning from an information
connect to systems on opposite sides of society to a global society thanks
the globe as if they were just a few miles to computers and the Internet. The
apart (Hughes, 2022). information society blends fundamental
change with continuity (Dudeja, 2003).
(c) Newsgroups People can read and post
Additionally, the media industries are
messages on groups of topic-organized
currently through a phase of change
electronic message boards known as
in which outdated technology is being
newsgroups. While some newsgroups
adjusted to suit contemporary interests.
focus on current affairs, “newsgroups”
The Internet, which uses standard
refers to topical discussion groups.
computer modems and outdated
People interested in the subject write
telephone wires, is the most fascinating
the data or articles that make up the
example. Many of us are accustomed to
news. The articles are available for
the media environment has undergone
others to read and comment on. The
a significant transformation due to the
newsgroups are located on Usenet,
development of new media technologies
a unique network that is a part of the
over the past 20 years. The Internet is
Internet (Hughes, 2022; Osborne, 2022).
how most that the majority of us work
(d) World wide web: A network of and live. (Dizard, 2007). The Internet
information sources called the world has produced the most significant
wide web (W.W.W.) uses hypertext, effects of the computer on society.
which enables users to connect one Internet communication is faster, less
piece of information to another. expensive, and more dependable than
Websites are not linear. This implies previous communication methods like
that the user can move between pieces postal mail or long-distance phone

conversations. During the 1990s, and supported by information and
internet use increased rapidly, notably communication technology. Forms of
in the world. The prior adoption of digital communication characterize
personal computers, which were used the network society, whereas modes
to access the Internet, was one factor of transportation and communication
in the Internet’s quick uptake. (Singhal define the industrial society. According
and Rogers,2001). The education to Castells, network societies are
system has undergone substantial developing considerably more
changes due to the rapid expansion quickly than the older societies
in the availability of computers and typical of the industrial age. Castells
other technologies in classrooms. “All point out that social changes, not
forms of communication, regardless technological advancements, ultimately
of format” is how “media” is defined. shape civilization and influence
This definition of “media” encompasses how technology is created. The
many sign systems, including print, characteristics of a network society,
graphics, animation, music, and motion according to Castells, are: (1) Nodes can
pictures. Technology allows students to engage anytime and anyplace thanks to
collaborate, for instance, during group technical support (2) Infrastructure that
projects when they discuss the subject controls physical resources via a power
and how to use technology to address grid for information: (3) Because nodes
their questions (Gan et al., 2023). Today, can move around the network and are
working in life is impossible without mobile, communication is not confined
technical assistance. Without current by time or geography. “Space of flows”
communication tools, it just is not is the term for this. The essential
possible to impart education. Modern component of the network society
technology using computers as a fulcrum is information, which is embedded
quickly replaces traditional classroom in horizontally spreading networks.
instruction (Chandra, 2005). According Individualism and communalism are
to the study of Ivwighreghweta and close since people exist in the network,
Igere (2014), most pupils have access to making people more sociable (Castells,
the Internet and are proficient users of 1996; Saha, 2002).
it. According to this study, most students
use the Internet for academic purposes, Youth Concepts and Definitions-
including gathering reading materials, India and the World
preparing for exams, and promoting
The term “youth” is typically used to
research. The writers made the case
describe the time between adolescence
that the Internet is now considered a
and middle age. As defined by various
new learning instrument. Most young
authorities, the defining criteria of
people are passionate internet users
youth include age. The U.N. used the
for communication, entertainment, and
15–24 age range to define youth. The
education. They see the Internet as a
National Youth Policy’s initial definition
versatile medium, and the research
of youth (from 2003) placed them in the
has ranked the top five reasons people
13–35 age range. The National Youth
use it: computer affinity, information,
Policy 2014 changed this definition,
entertainment, avoiding boredom,
defining “youth” as anyone between 15
and online social connection. 2001
and 29. In order to demonstrate trends
(Valkenburg and Soeters). In the late
and changes over an extended period,
20th century, Manuel Castells’ (1996)
we used the youth age range of 15 to 35
sociological work introduced the idea
in the current study.
of network society. According to him,
a net is founded on microelectronics In this background, research questions

were identified, which are as follows: books, newspapers, magazines, and
journals. One hundred respondents
1. What is the purpose of using mass made up the sample. Purposive or
media by youth? judgment sampling was used in the
current investigation. The fundamental
2. Is the Internet a trend or a necessity?
premise of judgment sampling is
Research Methodology that, by using sound judgment and
a suitable technique, one can select
An exploratory research design has been the relevant cases for inclusion in
applied to the current study. The paper the sample and produce satisfactory
is based mostly on fieldwork conducted samples in light of one’s requirements.
at several educational institutions in The respondents were divided based on
Srinagar. Primary data for this study sociodemographic characteristics such
was gathered through interviews that as gender, age, and level of education.
included both open-ended and closed- The figure below shows the additional
ended questions. The majority of the categorization of the respondents’
inquiries were objective. The sample numbers.
area was picked as Srinagar City.
Students from universities (University Description of sample
of Kashmir), colleges (Amar Singh
Total number of samples: (N) = 100
College, Women’s College), and schools
(Burn Hall, Presentation Convent) were Male population (M) = 50, Female
chosen as the universe for this study. population (F) = 50
Secondary data was gathered from

Graph-1: Extent of exposure towards newspaper
Source: Author’s contribution
Graph-2: Extent of exposure towards radio

Graph-3: Extent of exposure towards television
Graph-4: Extent of exposure towards the Internet

Graph-5: Internet in Today’s World
Graph-6: Gadgets to access the Internet

Graph-7: Exposure towards Social networking sites
Graph-8: Usage of the Internet for online shopping

Graph-9: Usage of the Internet based on educational qualification
Source: Author’s own contribution
Graph-10: Impact of Internet

Graph-11: Internet Users on the Basis of age group
Findings and Discussion an hour and two hours, and 2 per cent
tune in for more than three hours.
The current study aims to explore and Additionally, this study shows that 42
analyze how the mass media, especially per cent of the female respondents
the internet, has affected young people listen to the radio. Out of these, 26
in Srinagar sociologically. The study per cent of respondents listen for less
shows that 84 per cent of males and 76 than an hour, 12 per cent listen for
per cent of females read newspapers. between one and two hours, and 4 per
Newspapers are readily available and cent listen for longer than three hours.
practical, according to the respondents. According to the respondents, radio
It provides news and information about is still a reliable medium for accessing
current affairs while allowing one to local music and news. According to the
appear more knowledgeable at social study, 60 per cent of females and 66
gatherings. According to the study, 58 per cent of males watch television for
per cent of female and 52 per cent of between one and four hours per day.
male respondents do not listen to radio. According to the respondents, television
Respondents mentioned the absence of is currently the best medium with the
radio sets at home as a factor for not greatest audience reach for advertisers,
listening to the radio. While 48 per cent introducing new products, and creating
of the male respondents listen to the new entertainment material. 100 per
radio, they connect their headphones, cent of males and females access the
which operate as an antenna, to their Internet. Respondents stated that they
mobile phones to access the radio. use the Internet extensively daily and
From the overall sample, 24 per cent of thus frequently utilize it for educational
the male respondents were classed as and academic purposes. According to the
radio listeners who tune in for less than study, 68 per cent of male respondents
an hour, 22 per cent tune in for between

believe that the Internet is a blessing are all possible. While 36 per cent
in today’s environment, compared to of males and 44 per cent of females
12 per cent who think it’s a curse and believe the Internet harms customs
20 per cent who think it’s a mixture of and behavior, respectively. According
both. While 60 per cent of the female to the responses, it causes addiction.
respondents claimed that the Internet If they don’t go online, they feel irate
is a blessing in today’s environment, and cranky, and this is reflected in their
12 per cent said it is a curse, and 28 behavior. 100 per cent of the males
per cent said it is a mixture of both. and 100 per cent of the females who
According to the report, 68 per cent of responded claimed they use the Internet
males and 90 per cent of females use to access social networking sites. The
mobile phones to access the Internet respondents claimed they exchanged
for social networking and academic experiences, thoughts, perspectives,
purposes. They said that because they and reviews on social networking sites.
are portable, mobile phones are light Millions of individuals use the Internet to
and may fit in a pocket or purse. It connect with others, learn about various
was discovered that more people own topics, and share their experiences and
mobile phones than previously thought, knowledge. They also mentioned using
and this is because inexpensive S.N.S. to check on other people’s status.
smartphones and data subscriptions According to the respondents, they use
are readily available. While 32 per cent social networking sites to strengthen
of males and 10 per cent of females use their bonds with friends and family.
P.C. to access the Internet to manage According to a study, Facebook is the
their academic work and presentations, most popular networking site, followed
respectively.19 per cent of the by WhatsApp, YouTube, Instagram,
respondents between the age of 15 and Twitter, and LinkedIn. Furthermore,
20 years, 53 per cent, of the respondents internet-using students made up 19 per
between the age group of 20 to 25, 20 cent of the respondents. 53 per cent
per cent of the respondents between of the respondents were graduates,
the age group of 25 to 30 years and 8 and 28 per cent were postgraduates,
per cent of the respondents between making up the majority of the sample.
the age group of 30 to 35 years use the According to the respondents, the
internet. It is more common and more Internet has emerged as their most
well-liked among young people. Online popular tool. In conclusion, it is evident
purchasing is done by 68 per cent of that younger generations, who swiftly
females and 58 per cent of males. The adopt new media, use the Internet in all
outcome shows that younger women of its forms and that it has become an
outperform their male counterparts. essential part of their daily lives.
Unsurprisingly, it was shown that
women are generally more engaged Conclusion
in internet buying than males. They
Every culture experience change and
commonly purchase clothing, footwear,
no society can be stagnant. The social
and accessories from online retailers
structure of civilization has completely
like Flipkart, Amazon, Snapdeal, and
changed as a result of the transition
Myntra. According to the study, 64 per
from nomadic to agrarian to industrial
cent of men and 56 per cent of women
to informational societies. Since then,
believe the Internet has improved
the pace of technological development
society and made it a better place to
has hastened this social shift. With the
live. According to the respondents,
development of science and technology,
using the Internet for email, learning,
mass media can now reach a wider
employment, and information research

audience with the newspaper, radio, conventional media have not vanished
television, and even mobile phones, due to the Internet; rather, their use has
which offer a variety of services like long- evolved. 64 per cent of men and 56 per
distance calls, music and radio listening, cent of women who responded believe
games, photography, voice and video that the Internet impacts society. The
recording, and internet browsing. respondents claimed they use the
One of the greatest innovations of all Internet daily, frequently check their
time is the Internet. The way people emails, and communicate online to
connect, work, and learn is changing save time and money. These results are
as a result of internet technology. It consistent with the Kurihara et al. (2008)
is a strong tool that unquestionably study, which found that the Internet has
ushers in a new era. According to the a positive effect, connects us with instant
study, 84 per cent of men and 76 per information exchanges, and makes
cent of women read the newspaper to one wealthy in areas like education,
be more educated at social gatherings. academics, medical treatment, mass
While 48 per cent of the men and 42 per media, and Email facilities, allowing for
cent of the women surveyed listen to one-to-one communication globally.
the radio and use their mobile phones Both 100 per cent of male and female
to access the radio by plugging in respondents access the Internet. They
headphones. The best and most widely said the internet is a blessing today, and
used media nowadays is television, it was discovered that they use it for
which is watched by 66 per cent of men academic and educational purposes.
and 60 per cent of women. Radio was The research by Ivwighreghweta & Igere
not entirely replaced by television, but (2014), which demonstrates how the
it did significantly alter how it was used. internet links with quick information,
Both male and female responders who discovering course learning resources,
use the Internet regularly are 100 per and retrieving pertinent academic
cent. The study shows that although the materials, is consistent with these
use of advanced internet technologies findings. This study is a modest attempt
in mass media communication has to understand how the Internet has
multiplied, conventional media are still affected Srinagar’s youth. For a more
in use. The results appear consistent thorough investigation, there can be
with Dizard’s (1997) assertion that the other factors that need to be taken into
media industries are through a phase account. It is possible to approach this
of transition during which outdated research from a variety of theoretical
technology is being modified to suit perspectives.
contemporary desires. In a similar vein,
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Ministry%20of%20Communications

Research Article
Effectiveness of Blended Learning Approach on the Academic

Achievements of Learners: A Meta-Analytical Study
Gautam Kumar1,Sumit Gangwar2 & Rashmi Mehrotra3
Research Scholar, Faculty of Education, Teerthanker Mahaveer University, Moradabad
1
Email : gautamkumar.edu11@gmail.com
Assistant Professor, Faculty of Education, Teerthanker Mahaveer University,
2
Moradabad
Professor & Principal, Faculty of Education, Teerthanker Mahaveer University,
3
Moradabad
Abstract
This study’s major goal was to conduct a meta-analysis of previous research on how well
the blended learning strategy affected students’ academic success. The samples for this
analysis were chosen by the researcher using the purposive sampling method. Keeping in
mind that Google search was used to get every study from 2015 to 2021. The researcher
chose 20 of these articles to examine how well a blended learning method affected the
student’s academic successes. The average effect size was established after quantitative
data was gathered from particular research publications and transformed into an
industry-standard scale, i.e., effect size, using Meta Essentials software. The average
impact size across all studies was determined to be 1.46. (large effect size). These results
allow us to conclude that blended learning approaches significantly improve students’
academic performance.
Keywords: Blended Learning, Meta-analysis, Effect Size
Learning is defined as the concepts from 2005 placed a strong emphasis

of subject matter for students and on learner-centered methods or
lecturers, the nature of various combining learning techniques to
concepts connected to the field of achieve the information’s goals. The
data, the objectives of teaching- course material and the technique of its
learning, the nature of teaching, as exchange become simple, captivating,
well as the process of learning. In the and successful with the aid of learner-
traditional method of instruction, the centered approaches or a blended
teacher demonstrates to the students learning strategy, making it simple
a wealth of information related to to form desired modifications in the
the subject and makes the erroneous behaviour of the learners.
assumption that they are the intended
audience for the information. The The learner-centered blended learning
term “teacher-centered” or “universal strategy gives children a chance to
teaching method” is used to describe gain knowledge and understanding
this form of instruction. Teaching through a variety of experiences,
methods, approaches, and strategies including chatting, listening, speaking,
let the instructor select how to begin the doing practical work, experimenting,
instructional strategy in the classroom observing, and having discussions. In
so that the student is fully engaged in order to satisfy all learners according
the strategy (Science Pedagogy, 2018). to their interests, pace, need, aptitude,
The National Information Framework maturity, and skill, the instructor must

employ creative and learner-centered or without outside assistance (Science
teaching methods when creating Pedagogy, 2018). The utilization of
the learning environment. Learning new techniques and activities by
interests, aptitudes, motivation, and teachers during teaching-learning
student’s capacity to apply knowledge illustrates the relationship between
to novel situations are all influenced by the mixed-learning approach and new
a variety of circumstances. The learning technologies. Additionally, the blended
opportunities offered by student- learning approach uses ICT and its
centered pedagogy are adapted to fundamentally useful components, like
the needs of students from different package deals, PPTs, academic films,
backgrounds (Science Pedagogy, 2018). and learning management tools.
The main positive qualities of the Rationale of the Study

blended learning technique are activity
and usefulness. By doing so, both There has been a lot of studies carried
the student and the teacher actively out on the meta-analysis in the different
collaborate to create new knowledge. research areas. Voyer & Voyer (2014)
The blended learning strategy makes carried out a study on Gender differences
teaching engaging and effective, which in scholastic achievement: A meta-
improves the teacher’s effectiveness analysis. Schiefele, Krapp & Winteler
and aids in the achievement of the (1992) carried out a study on Interest as
learning goals. Numerous blended a predictor of academic achievement:
learning strategies are now being A meta-analysis of research. Lomos,
used in the sector to enhance learning Hofman, & Bosker (2011) studied on
and raise the bar for education. In the Professional communities and student
classroom, no uniformity is encouraged achievement – a meta-analysis. Mehana
rather than uniformity through the & Reynolds (2004) carried out a study
blending of various instructional on School mobility and achievement:
strategies. The blended learning a meta-analysis. Schroeder & et al.
approach is individual, personalized for (2007) studied on A meta-analysis of
each learner, and appropriate for their national research: Effects of teaching
backgrounds, aptitudes, and goals. It is strategies on student achievement in
important to use information adaptation science in the United States. These
techniques that take into account this researchers discovered that the results
diversity, including reward-based, varied greatly, with some meta-analyses
project-based, multisensory learning, displaying moderate results, others
organizing teaching and learning by displaying extraordinarily high results,
defining the required scope, working in and still others displaying very low
teams, cooperative learning, learning results. The observation of these meta-
through peer teams, team learning, analysis-related studies shows that
inter-class grouping, multiple age the researcher has worked on projects
teams, and teaching work that is done in various areas. According to the
through self-learning. Associate degree limits of the researcher’s knowledge,
individualized learning programmes no researcher has conducted a meta-
are also established to enable this analysis in relation to the effectiveness
amount of exposure to the concept in of blended learning on academic
the classroom before the teaching of achievement. As a result, it aroused
any subject in blended learning. As a the researcher’s curiosity about what
result, “alternative and augmented” conclusions from his meta-analysis
communication aid students who are were presented in the study he was
having problems acting on their own examining, which looked at the efficacy

of branded education. In an effort to carry out a meta-analytical assessment
learn more, the researcher tried looking of the analysis work pertaining to the
for a meta-analysis of all the studies he effectiveness of the blended learning
had previously included in his study. strategy on students’ academic progress.
The phrase for the quantitative chemical
Operational Definitions examination of analytical data is “meta-
analysis” (Gupta and Gupta, 2018).
Blended Learning: Blended learning
is learning that combines in-person Hypothesis
instruction with online learning. The
term “blended teaching strategy” in The blended learning approach has no
the current analysis study refers to the discernible effect on students’ academic
numerous teaching modalities in the achievement.
elect analysis studies.
Sampling and Sampling Techniques
Effectiveness: Effectiveness is the
capacity to produce the desired result Purposive sampling was utilized in this
or the power to produce it. When an analysis. As a result, phrases like “blended
object yields the desired or anticipated learning method,” “meta-analysis,” and
outcome, it is said to be effective. “efficacy of mixed learning approach
Effectiveness in the current analysis on accomplishment” were used. There
relates to the capacity of the blended were 90 papers available for download
learning strategy contained in the between 2015 and 2021. When the
chosen analysis papers to provide researchers started their review, they
desired results for the learners’ discovered that the notion had been
educational success. the main focus of around forty-three
investigations. Nobody has quantitative
Meta-analysis: Meta-analysis refers to expertise on that. Even though
the methods of applied mathematics there was a lack of comprehensive
used to quantitatively integrate the knowledge, the remaining twenty-seven
findings of quantitative analytic pieces of research were detailed and
assignments (Gupta and Gupta, 2018). supported this quantitative knowledge.
Paper meta-analysis in the gift analysis With the use of these insights, a
suggests that quantitative integration meta-analysis was not feasible. The
be achieved by converting quantitative remaining 20 studies, which gave the
data from elect analysis articles into a information the investigator needed
uniform scale (effect size). for the meta-analysis, were annexed by
the researcher. So that the researchers’
Research objective analysts pick the final 20 analysis
articles and compile a meta-analysis of
The purpose of the current study was to
their findings.
Table-1: Very brief description of selected research papers
S. Publication Volume Issue Researcher (s)

No. Month & Year
1 July, 2015 05 09 M. Deivam and Dr. N. Devaki
2 2015 Proceedings Dhanya Krishnan
3 September, 2016 05 09 Dr.P.S.Chitra and
Dr.G.Singaravelu

4 2016 07 35 Khader and Nisreen Saleh Khader
5 December, 2016 13 03 Ya-Wen Lin, Chih-Lung Tseng and
Po-Jui Chiang
6 July, 2018 05 01 Amosa Isiaka Gambari, Ahmed
Tajudeen Shittu, O. Olufunmilola
Ogunlade And Olourotimi Rufus
Osunlade
7 November, 2018 Proceedings Thelal Iqab Oweis
8 2018 42 27 Iga Setia Utami
9 September, 2019 05 09 Najeh Rajeh Alsalhi, Mohd.
Elmagzoub Eltahir and Sami
Sulieman Al-Qatawneh
10 November, 2019 1413 01 F M Hawi And P Sudira
11 December, 2019 19 01 Gie-Ok Noh And Dong Hee Kim
12 August, 2020 13 09 Omar Obaid Alrouji
13 December, 2020 04 02 Barıs Ciftci
14 July, 2020 08 08 Dr. Amaal Al Masri
15 March, 2021 17 04 Najeh Rajeh Alsalhi, Sami Al-
Qatawneh, Mohd Eltahir And
Khitam Aqel
16 September, 2021 16 09 Athira Balakrishnan1, Sreedharan
Nair, Vijayanarayana Kunhikatta,
Muhammed Rashid, M.
K.Unnikrishnan, P. S. Jagannatha,
Viji P. Chandran, Kanav Khera1,
Girish Thungaid
17 September, 2021 03 03 Yassine Benhadj
18 November, 2021 12 -- Yuhong Jiang, Yingying Chen,
Jiasheng Lu and Yiqing Wang
19 October, 2020 26 01 Cihad Senturk
20 July, 2021 12 07 Dr. Yousef Houssni Zrekat
A brief review of the chosen research randomization groups were created

papers for the study from the experimental group 50 and
the control group 50. For the goal of
Deivam and Devaki in 2015 studied acquiring information, the researcher
on the efficiency of blended learning created and prepared an achievement
in teaching educational psychology exam. The words mean, SD and
to B.Ed. candidates. This study’s main t-test were applied to analyze the
objective was to ascertain whether collected data. Following data analysis,
training improved trainees’ academic it was found that student teachers’
performance in educational psychology. performance in educational psychology
A quasi-experimental research design was significantly impacted by blended
was adopted for this investigation. learning methodologies.
100 student teacher were selected
using simple random sampling. Equal Krishnan (2015) carried out a study

on the Effect of a Blended Learning of the co-staff members was obtained.
Strategy on Learning Science. T-test, mean, and SD were adopted to
Examining the effects of a mixed analyze the data. After data analysis, it
learning strategy on secondary-level was discovered that blended learning
scientific accomplishment and science is superior to third-place learning in
process skills was the main objective of learning science for learners in standard
this study. In this quasi-experimental 9.
design were used, a pre-test, post-test
non-randomized control group design Khader (2016), studied on Effectiveness
adopted. An intentional sampling of Blended Learning in Improving
technique was used to choose an Student Achievement in Bani Kenana.
intact group of 36 students as the This study’s main objective was to see
control group and an intact group of 38 if blended learning, as opposed to
children as the experimental group. A the traditional method, could boost
test of science process skills and a test kids’ performance in the third grade.
of science achievement were developed This research employed a quasi-
and validated by the researcher, and experimental research design. With the
the reliability coefficients (Cronbach aid of simple random sampling, 108
Alfa) for each were 0.86 and 0.87, kids (both male and female) in third
respectively. To better understand the grade from one school were chosen for
difficulties students had when using the this study. For this study, the researcher
blended learning method, a schedule of created a self-made achievement
interviews was developed. ANCOVA was test. There were 20 multiple-choice
used to analyse the data. Data analysis questions in the sample. A panel of
demonstrated that science achievement 12 arbitrators examined the reliability
might be improved, and students could of the test components. The taste
become global learners by successfully reliability was examined by applying
integrating in-person instruction with the taste to an exploratory sample, and
online learning. the reliability was assessed using the
Pearson correlation coefficient of 0.87.
Chitra and Singaravelu 2016 conducted The researcher utilized ANCOVA, ETA
a study named Potency of Blended square, and two-way to examine the
Learning In Learning Science. The data. After analysing the data, it was
study’s main objective was to evaluate discovered that using blended learning
the effectiveness of blended learning as a teaching strategy helped students
in scientific learning. A rational group become less burdened by their
experimental approach was adopted academic obligations and gave them
in the investigation. Sixty ninth-graders the opportunity to learn while having
from Coimbatore’s Gopal Naidu Higher fun. This new approach to teaching
Secondary School served as the study’s gave students a chance to interact with
sample. 30 more students were chosen others and enjoy themselves while
for the control group, and 30 more learning.
were chosen for the experimental
group. A self-created achievement test Lin, Taseng, and Chiang (2016) carried
was employed by researchers as a out a study on the Effect of Blended
research tool. Achievement contained Learning in Mathematics Courses. The
25 questions. Using the test-retest main objective of the study was to
approach, the reliability in this study investigate how the blended learning
was computed, and the result was 0.76, approach affected junior high school
which is highly significant. To establish student’s academic performance and
the test’s validity, the expert judgment attitude toward mathematics. The study

used a pre-test, post-test, and control GJU third- and fourth-year students were
group quasi-experimental research chosen for the first semester based on
designs. Out of the total of 54 students, purposive sampling. 16 students made
27 students were selected for the comprised the experimental group,
experiment group and 27 students for and the control group received other
the control group. Data was gathered samples (18 students). Data gathering
using pre-and post-tests. ANCOVA and methods included an English proficiency
MANCOVA were used with SPSS 18.0 exam and a scale for gauging enthusiasm
to analyze the data. The trial group’s to learn the language. By giving the
students benefited from the mixed achievement test to 24 University
learning experience by increasing professors, the validity of the test was
their learning outcomes and also their evaluated. Using the Pearson equation,
attitudes toward studying mathematics the reliability of the accomplishment test
in a blended learning atmosphere, it was evaluated, and the dependability
was found after data analysis. percentage was 0.83. ANCOVA and the
mean SD were applied to analyze the
Gambar, Shittu, Ogunlade, and Osunlade data. After data analysis, it was shown
(2017) carried out a study entitled that the experimental group did much
Effectiveness of Blender Learning and better than the control group and that
E-Learning Modes of Instruction on the each group’s motivation to learn English
Performance of Undergraduate. The differed noticeably.
study’s main objective was to determine
how well undergraduate students are Utami (2018) studied on the Effect
in the Nigerian state of Kwara. In a of the Blended Learning Model on
quasi-experimental context, the study Students’ Achievement. The study’s
employed a pre-test, post-test control main objective was to determine how
group design. 35 undergraduates were senior high school student’s academic
chosen for the sampling with the aid performance. A randomized control
of randomization. 25 people were group pre-and post-test design was
exposed to the control group, 30 to adopted in the investigation. 63
experimental group I, and another 30 to students enrolling in an ICT course were
experimental group II. The Educational chosen at random. The information
Materials and Methods Performance was gathered via an objective test with
Test was adopted to collect data (EMPT). 35 questions. The mean, SD, and t-test
A reliability coefficient of 0.71 was were applied to analyze the data. After
generated by the Kuder-Richardson doing a data analysis, it was shown that
(KR-20) formula. Following data the blended learning strategy raised
analysis, it was shown that exposing student accomplishment levels over
undergraduate students to a blended those of the conventional learning
learning mode of instruction increased model.
their performance.
Alsalhi, Eltehir, and Al-Qatawneh (2019)
Oweis (2018) studied the Effects of studied on the Effect of Blended Learning
Using a Blended Learning Method on on the Achievement in Science and
Students’ Achievement and Motivation Attitude toward Its Use. The main aim
to Learn English. This study sought of the study was to examine how 9th-
to determine how blended learning grade students’ attitudes and science
affected the academic performance and achievement were impacted by blended
motivation of German Jordan University learning. To conduct the study, a case
students to learn English. A pilot case study with a quasi-experimental design
study methodology was employed. 34 was used. Twelve ninth-grade students

were chosen at random. Two groups synchronized intervention control
were made: the experimental group group. Convenience sampling was used
(n=61) and the control group (n=51). to select 92 students in total. 47 were
A questionnaire and achievement regarded as the control group, and 44 as
exam were created to collect data. The the experimental group. Data analysis
accomplishment test’s reliability was revealed that a self-directed learning
examined by applying the test-retest program with a blended teaching
method, and the coefficient value was method is an effective educational
0.88ten members of the university technique to raise nursing students’
teaching staff were given it to test the happiness with their clinical practice
taste’s veracity. Using SPSS software, experiences and their skill in putting
Mean, SD, and ANCOVA were utilized self-directed learning into practice.
to analyze the data. After data analysis,
it was discovered that their attitude Alroji (2020) study entitled The
favored pupils who demonstrated a Effectiveness of Blended Learning in
certain level of academic achievement Encouraging Competence in Metagraph
in a science field. Writing. This study’s major objective
was determining how well-blended
Hawi and Sudira (2019) studied the learning at Shaqra University improved
Effect of the Blended Learning Model to the English Metagraph writing skills. In
Improve the Conceptual Understanding this study, the experimental research
of Computer and Network Engineering design was employed. The use of
Students. This study’s primary goal random sampling enabled the selection
was to determine how using a of 70 students. The experimental
blended learning strategy improved group (35) and the control group (35)
students’ conceptual knowledge. For each received the same amount of the
this investigation, the researcher sample (35). (35). Data were gathered
used a quasi-experimental research using the essay-writing pre- and post-
approach. 58 students were chosen at tests given to the participants. Using
random; 30 of them were exposed to SPSS, the data was evaluated (version
the experimental group and 28 to the 17). In this investigation, a P-value of
control group. An exam called the essay 0.05 was regarded as the significant
was employed to collect the data. Data level. Following data analysis, it
analysis was done using MANCOVA. was found that the control group,
After data analysis, it was discovered which used the traditional teaching
that students who were taught utilizing approach, performed far better than
a blended learning paradigm had a the experimental group, which used
superior grasp of the fundamentals of the blended teaching method. This
computer networks. highlights the importance of a blended
approach in assisting Saudi students
Noh and Kim (2019) undertook a study in developing their paragraph-writing
entitled Effectiveness of a Self-Directed skills.
Learning Program Using Blended
Coaching among Nursing Students. Ciftci (2020) carried out a study on
The study’s primary objective was to the Effect of Blended Learning on
determine whether a self-directed Academic Achievement and Attitude
learning approach incorporating in Social Studies Courses. The study’s
blended teaching was helpful for nursing primary objective was to investigate
students engaged in clinical practise. the efficacy and sustainability of the
This study employed a non-equivalent blended learning approach in social
quasi-experimental pre-post-test non- studies lessons. Data were gathered

using both the pre-test and the post- the test-retest method, which yielded
test. The data were analyzed using an a coefficient value of 0.801. Also used
ANOVA, mean, and SD. Following data were the average, standard deviation,
analysis, it was shown that, in terms of the Independent Sample T-test, and
student accomplishment persistence, one-way ANCOVA. The researchers
blended learning is superior to face-to- used the SPSS tool to analyse the study’s
face learning. data. Following data analysis, it was
shown that the experimental group had
Masri (2020) studied on Effectiveness an advantage over the control group
of Using Blended Learning for Teaching on the accomplishment exam due to
English Language Vocabulary to First measurably significant differences
Grade Students. This study’s main between the two groups.
objective was to evaluate the effects
of implementing a blended learning Balakrishnan et al. (2021) conducted a
approach in first-grade classes of study entitled Effectiveness of Blended
public schools managed by the AI-Tafila Learning in Pharmacy Education. This
directorate of education. 46 students study aimed to assess how well-blended
were assigned to the experimental learning works in pharmacy education.
group, and 46 students were assigned An experimental research design was
to the control group out of 92 students employed. Using cluster randomization,
who were randomly selected. Data a total of 241 individuals from 12 colleges
were gathered using an English were chosen. SPSS version 20 was used
vocabulary exam that was created by for all of the statistical analysis. The data
the researcher. Using Abel’s and Godard analysis employed means standard
Richard coefficients, respectively, the deviation, the Sapiro-Wilks test, and
validity and reliability were examined. the Games-Howell test. To determine
The test’s coefficient value was 0.762. the relationship between variables,
Mean, SD and the t-test were employed use Spearman correlation. Mann The
to analyse the data. After data analysis, Whitney U-test was used to examine the
it was discovered that students who differences in the students’ opinions in
used the mixed-learning approach had the WEL and BL groups. The students
greater grades than those who used the in the mixed learning group employed
traditional approach. all learning and motivational methods
Alsalhi, Al-Qatawneh, Eltehir, and more frequently than the students in
Aqel (2021) carried out a study on the didactic and web-based e-learning
Does Blended Learning Improves group, except intrinsic goal orientation,
The Academic Achievement Of task value, control of learning belief,
Undergraduates. The main objective of and help-seeking techniques.
the study was to ascertain the effects Benhadj (2021) undertook a study
of blended learning on undergraduate entitled A Quasi-Experimental Study
students’ performance in mathematics on the Impact of Blended Learning on
(MTH 121) at Ajman University. In the EFL Students’ Language Proficiency. The
investigation, a quasi-experimental study sought to determine what impact
methodology was adopted. Male blended learning has on Moroccan
and female students enrolled in high school students’ command of the
mathematics classes totaling 196 were English language. 79 Moroccan first-
chosen and divided into experimental year bachelorettes in total conveniently,
(99 students) and control groups (97 students between the ages of 16 and
students). The researcher created an 18 were chosen to participate in this
achievement test to collect data. The experiment. 39 students were chosen for
test’s reliability was examined using

the control group, and 40 students were to investigate how pre-service
randomly assigned to the experimental teachers who had taken the teaching
group. Pre-tests and post-tests were principles and technique courses fared
employed to collect data. Maemillam academically and in terms of 21st-
Publisher created and validated the century skills. The study employed a pre-
simple rapid placement and diagnostic test and post-test quasi-experimental
test (placement test, 2012). With a score research design. A total of 172 pre-
of 0.78, Cronbach Alpha was used to service teachers were selected through
gauge consistency. It was thought to be purposeful sampling. The experimental
highly reliable. Mean SD and ANCOVA group was given 86 people, while the
were employed in this study to analyze control group received 86 participants.
the data. Following data analysis, it was The Multidimensional 21st Century Skill
shown that blended learning presents a Scale and Academic Achievement Test
significant chance to inspire students of were both used in this study to gather
any gender to study and advance their data. The data were analysed using
English proficiency skills. Kolmogorov-Smirnov and Sapiro-Wilk
Jiyang Chen and Wang (2021) carried out Z-tests. When the data was analysed,
a study on the the Effect of the Online it became clear that the experimental
and Offline Blended Teaching Model On group had considerably more academic
English as a Foreign Language. The study success and 21st-century abilities than
examined how online and offline mixed the control group.
learning modes affected students’ Zrekal (2021) studied on the
learning outcomes. The researcher Effectiveness Of Blended Learning
used a hybrid approach to the study, In the EFI Context: An Experiment
combining qualitative and quantitative Study At Arab Open University KSA.
research. 95 participants were chosen The study’s primary goal was to
by means of convenience and cluster determine whether blended learning
sampling. 42 people were recruited for was beneficial, especially in terms of
the experimental group, and 53 were enhancing students’ ability to speak
chosen for the control group. The data English at an Arab institution in Saudi
T-test and paired sample test were used Arabia. They divided into two groups:
for analysis with SPSS 26.0. In this work, a control group, which consisted of 30
Pearson correlation analysis was used pupils, and an experimental group (30
to pinpoint the variables influencing students). Data was gathered through
various EC and CC pre- and post-test an online assignment that was sent via
components. After data analysis, it was email. The SPSS software was used for
discovered that the blended exercise data analysis to calculate the Mean, SD,
was helpful in improving students’ and percentage of achievement scores
listening skills. Additionally, students’ for each group. After data analysis, it
attitudes toward learning English by was discovered that blended learning
hearing have changed from a generally enhances students’ informal foreign
unfavorable enhancement to one that language acquisition while also helping
is more positive. At the same time, to improve student learning results.
student interests have increased, and
their learning strategies have become Data collection
more varied.
The researcher gathered quantitative
Senturk (2020) studied the Effects of the data for the current study project from
Blended Learning Model on Pre-Service all of the chosen research papers. The
Teachers’ Academic Achievements. following table includes information
The primary goal of the study was about that:

Table-2: Details of Quantitative Data of Selected Research Papers
S. Researcher Group N Mean/ SD F/t

N. Adjusted
Mean
1 Deivan and Devaki Experimental 50 38.46 2.22 t=15.11
(2015) Control 50 32.98 1.38
2 Krishnan (2015) Experimental 35 38.12 – F=16.632
Control 36 33.80 –
3 Chitra and Experimental 30 36.32 3.64 t=14.80
Singaravelu (2016) Control 30 23 3.32
4 Khader (2016) Experimental 54 18.13 2.26 F=21.004
Control 54 15.78 3.10
5 Lin, Tseng and Chiang Experimental 27 64.30 24.39 F=5.23
(2016) Control 27 54.70 28.58
6 Gambar, Shittu, Experimental 30 18.73 – F=14.035
Ogunlade and Control 25 14.68 –
Osunlade (2017)
7 Oweis (2018) Experimental 16 32.269 6.609 F=6.253
Control 18 29.456 5.995
8 Utami (2018) Experimental 31 82.5 6.117 t=5.657
Control 32 72.9 7.328
9 Alsalhi, Eltehir and Al- Experimental 61 16.11 1.67 F=3.054
Qatawneh (2019) Control 51 14.12 1.60
10 Hawi and Sudira Experimental 30 74.86 – F= 29.063
(2019) Control 28 67.89 –
11 Noh and Kim (2019) Experimental 91 8.13 1.17 t=3.10
Control 91 7.10 1.88
12 Alrouji (2020) Experimental 35 30.86 5.801 t=-20.094
Control 35 20.37 4.551
13 Ciftci (2020) Experimental 26 77.69 4.64 F=119.749
Control 26 63.07 4.69
14 Masri (2020) Experimental 46 2.79 1.34 t=5.28
Control 46 5.82 2.68
15 Alsalhi, Al-Qatawneh, Experimental 99 16.87 2.10 F=9.657
Eltehir and Aqel Control 97 12.74 1.89
(2021)
16 Balakrishnan et. al. Experimental 92 39.39 11.02 F=30.50
(2021) Control 86 33.50 6.63

17 Benhadj (2021) Experimental 40 39.50 7.51 F=30.29
Control 39 28.17 8.72
18 Jiang, Chen, Lu and Experimental 42 22.74 2.61 t=7.069
Wang (2021) Control 53 18.77 2.79
19 Senturk (2021) Experimental 86 43.04 1.82 t=14.801
Control 86 34.68 4.90
20 Zrekat (2021) Experimental 30 82.40 12.12 t=2.75
Control 30 73.47 13.03
The quantitative information gathered into a consistent scale (Effect Size)

from the content analysis of a few (Gupta and Gupta, 2018). The current
chosen research publications is shown study used Meta Essentials software
in the table above. Maximum data was to do a meta-analysis on the collected
gathered during the within-content quantitative data. The programme
analysis process, accounting for the is freely available on the website of
sample size, mean or adjusted mean, the Erasmus Research Institute of
standard deviation, t-value, and F-value. Management (ERIM), which is housed
at the University of Rotterdam in the
Data analysis and interpretation Netherlands. This software’s unique
feature is that it transforms the impact
Quantitative information was acquired
size into the average effect size using
for the current study project in order
little quantitative data from a variety of
to carry out a meta-analysis. Meta-
research (Gangwar, 2022).
objective analysis’s is to statistically
combine the results of related study The following table displays the findings
types. Meta-analysis may calculate the of the quantitative data analysis
average effect size by converting the performed using Meta Essentials
numerical results from several studies software.
Table-3: Study-wise Individual Effect Size and Average Effect Size
S. Researcher(s) Effect Interpretation

No. Size
1 Deivan and Devaki (2015) 3.00 Vary Large Effect Size
2 Krishnan (2015) 0.96 Large Effect Size
3 Chitra and Singaravelu (2016) 3.77 Vary Large Effect Size
4 Khader (2016) 0.88 Large Effect Size
5 Lin, Tseng and Chiang (2016) 0.61 Moderate Effect Size
6 Gambar, Shittu, Ogunlade and Osunlade 1.00 Large Effect Size
(2017)
7 Oweis (2018) 0.84 Large Effect Size
8 Utami (2018) 1.41 Vary Large Effect Size
9 Alsalhi, Eltehir and Al-Qatawneh (2019) 0.33 Small Effect Size
10 Hawi and Sudira (2019) 1.40 Vary Large Effect Size
11 Noh and Kim (2019) 0.46 Small Effect Size

12 Alrouji (2020) 4.75 Vary Large Effect Size
13 Ciftci (2020) 2.99 Vary Large Effect Size
14 Masri (2020) 1.09 Large Effect Size
15 Alsalhi, Al-Qatawneh, Eltehir and Aqel 0.44 Small Effect Size
(2021)
16 Balakrishnan et. al. (2021) 0.82 Large Effect Size
17 Benhadj (2021) 1.23 Large Effect Size
18 Jiang, Chen, Lu and Wang (2021) 1.45 Vary Large Effect Size
19 Senturk (2021) 2.25 Vary Large Effect Size
20 Zrekat (2021) 0.70 Moderate Effect Size
Average Effect Size 1.46 Vary Large Effect Size
It is evident from the observation number displayed in the reference table

of the aforementioned table that all is more than 1.2. (Cohen, 1988). That
investigations, with the exception of means the effect magnitude is really
studies (9), (11) and (15), exhibit average large. Thus, it can be drawn that the
to large effect sizes (Cohen, 1988). The blended learning strategy significantly
average effect size across all studies is affects the academic achievement of
displayed in the table’s final row with the pupils.
a value of 1.46. The Cohen effect size
Graph-1: Forrest Plot of Effect Size
It is evident from looking at the effect by the lowest row (summary row) of
size forest plot that the scale of the ef- the Forest plot. Two gaps are present
fect size is marked on the x-axis at the around a midway in this Meta-analyti-
top of the plot. The Forest plot’s mid- cal result of Meta-essentials (line 21 in
point, except the bottom row, indicates graph 1). With a value of 1.46, this mid-
the effect size of a single research with point denotes the average impact size,
a fidelity interval of 95 per cent. The also known as the combined effect size
outcome of the meta-analysis is shown or the weighted average effect size.

Table-4: Z-value and Significance value
Z-value 5.62
One-tailed p-value 0.000
Two-tailed p-value 0.000
It is clear from Table 4 that the two- they need to explore the subject at
tailed significant value of 0.000 at the their own speed. Kids are inherently
0.05 significance level and the z-value active, and when learning through
of the mean impact size are both blended learning, the child stays active
zero. This number is significant at the and employs the majority of his or her
0.05 significance level because it is senses, which facilitates learning. One
less than 0.05. This makes it possible of the reasons for this analytical volume
to reject the null hypothesis that the is also due to the involvement of young
blended learning approach has no people. Additionally, the blended
discernible effect on students’ academic learning approach’s concept, which
achievement. Therefore, it may be considers both the role of the student
argued that the blended learning and the teacher as a helper, is used in
strategy significantly affects students’ the classroom to construct learner-
academic advancement. centered learning systems and learning
efficiently in learning ecosystems where
Research Conclusion and the learner is in the lead role. The
Interpretation outcomes of this analysis may even be
attributable to this in a substantial way.
The purpose of the current study
was to undertake a meta-analytical Educational Implications
investigation of previous research
on the impact of blended learning The following are the educational
on students’ academic progress. consequences of this analysis work:
The investigator discovered, after
examining the quantitative data, that For policymakers
the learners’ educational success is
According to the study’s findings,
significantly impacted by the blended
students improve their tutorial
learning technique. In their many meta-
performance by demonstrating
analytical studies, these researchers
information-supported curiosity, self-
also discovered that innovative and
discipline, and individual variety in a
student-centered teaching strategies
highly stimulating learning environment
have a positive and pregnant influence
produced in their classrooms with the
on students’ academic achievement at
use of a blended learning strategy. In
various levels and that these strategies’
light of those findings, this study can
effects are also very large. The main
provide a platform for increasing the
factor influencing the scope of the
knowledge of academic policymakers
current investigation is the organized
and disciplines, enabling them to
and uncomplicated way in which the
create curricula that are supported by
subject matter selected for instruction
integrating learning principles while
using a mixed learning strategy was
creating curricula for diverse courses.
presented while taking into account
the learners’ age, interest, attitude, and For lecturers
individual differences. Every learner
is provided the opportunity and space The findings of the present study

can help instructors choose the most cluster activities to evaluate students’
modern teaching techniques. For various information in a manner comparable to
subjects, the nature of the subject how data is compiled. Recent research
content is fundamentally different. can introduce professors to a blended
that the instructor selects entirely learning strategy that improves tutorial
unique teaching strategies. The results success. As a result, the instructor
of the current analysis show that the will incorporate the proper blended
mixed-learning approach will boost the learning approaches, such as concept-
student’s academic accomplishment. related tasks, portfolios, rubrics, etc.,
Based on this assumption, the instructor at the side of the teaching-learning
will use the mixed learning method to method for formative analysis of the
create a significant improvement in the students’ many subject areas.
student’s accomplishment.
For book authors
For choosing the best methods for
academic analysis According to the study’s findings, a
blended learning approach significantly
In place of old methods, a blended affects how well pupils learn a subject. In
learning strategy is currently being this context, our analysis work will also
applied to track students’ educational serve as a foundation for book authors
progress. These assessment techniques of many subject areas to organize the
let the teacher evaluate the student’s information included in their books in
academic progress as well as his enticing, student-centered, systematic
or her own learning so that he can ways that make it simple for students to
make the required adjustments to learn new things.
the teaching-learning process in his
or her discipline (Gangwar and Singh, For alternative researchers
2020). According to the National
Researchers will also benefit from this
Policy on Education, 2020, professors
analysis’s methodology and scope. The
should employ student-centered and
World Health Organization is interested
innovative assessment strategies such
in and needs to use meta-analytical
as rubrics, portfolios, projects, and
analysis research.
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Research Article
Attitude of teachers towards utilization of Information and

Communication Technology (ICT) in secondary schools of Assam
with special reference to Kamrup District
Alpana Das1, Jonali Chetia2 & Dr. Gayatree Goswamee3
1
PhD Research Scholar, PQH School of Education, University of Science & Technology,
Meghalaya (USTM)
Email- alpana.maatu@gmail.com
2
Professor, PQH School of Education, University of Science & Technology, Meghalaya
(USTM)
Professor & Dean PQH School of Education, University of Science & Technology
3
Meghalaya (USTM)
Abstract
The use of ICT in Secondary schools is a recent dimension. The utilization of ICT has
changed the total scenario of the education system. The attitude of teachers plays a
vital role in the utilization of ICT in schools and the teaching process as a whole. The
present study tries to investigate the attitude of teachers towards the utilization of ICT
in secondary schools of Kamrup district Assam. This study is designed to find out the
attitude of secondary school teachers in relation to their ages, gender and working area,
i/e. urban or rural. A descriptive survey method has been adopted by the researcher for
the study. In order to collect the primary data about the attitude of teachers, an attitude
scale was developed by the researcher using Likert 5-point scale and it was standardized
by following proper standard procedure. The population of the study was comprised of
3329 secondary school teachers teaching in govt provincialized secondary schools, and
the sample of the study was 400 teachers, which is above 10 per cent. The study found
various attitude levels among male/female, rural/urban, and junior/senior teachers
towards the utilization of ICT in teaching in secondary schools of Kamrup district of
Assam.
Keywords: ICT, Attitude, Attitude Scale, Secondary School

Introduction and Communication Technology (ICT)
has played a most prominent role in
Technology has always influenced the the development of society in the 21st
education system from time immemorial Century. It is beyond doubt that it has
but the introduction of computers, added a new dimension to the whole
the internet, and other ICT tools have education system. At present, acquiring
influenced in such a way ICT become an information is not merely dependent
integral part of the education system. on hard copy books or reports but can
Broadcasting technology like television, be accessed within moments through
radio etc., have been used in education ICT gadgets. Now the whole world’s
for a long but presently, mobile, information is in the palm of our hand.
computers, projectors, interactive ICT brings changes, developments,
whiteboards, Satellite-based network opportunities and facilities to teachers,
systems, e-learning systems etc., have not only in the teaching process but also
changed the total scenario for the last in the management and administration
two decades. It is seen that Information

of education vastly. schools. So, teachers who do not have
a positive attitude are not interested
ICT has created such an environment in using ICT in the teaching process.
where the teaching process becomes Whereas they are using the internet for
more fruitful, investing less time and social sites and other works.
less effort. Using ICT tools, teachers
can be more competent in delivering According to the International computer
information to learners. The requirement and Information Literacy Study (ICILS),
is necessary ICT tools and systems and Farallon et al. (2014) and other studies
the skill to use ICT in a proper way by the found that teachers from different
teacher. So, teachers should acquire the countries and areas use ICT in different
knowledge & skill to use the ICT tools. frequency.
He should possess the right command
of when, how and where to use ICT in Review of Literature
the teaching process to enhance his
Dedun (2013) in his research work, “A
teaching quality. Teachers can do best
study of teacher attitude towards the
practices of ICT, but it depends on some
use of ICT in classroom of secondary
factors which influence the utilization of
school of Sabarkantha District”, tried
ICT in school education by the teachers
to focus on the teacher’s attitude. The
in the teaching process. Broadly there
objective of the study was to compare
are two factors, one is external, and the
the attitude towards the use of ICT in
other is internal. The external factors
secondary schools’ classroom teaching
are ICT infrastructure, technical support,
depending on gender, medium of
financial support, human resource
instruction, and organization type.
support etc. The internal factor is the
The researcher collected data from
attitude of the teachers towards ICT
secondary school teachers and found
utilization. According to many experts,
that there was a significant difference
external factors can be fulfilled in a
between male and female teachers
short period but the attitude of human
towards the use of UCT. Male teachers
beings takes time to change.
have more positive attitudes than
According to Myers (1996), Severy female teachers. There was a significant
Brigham and Schlenker (1976) defined difference between granted school
attitude as an orientation towards an and self-financed schools teachers.
object in one’s environment inferred The study also showed that there is
from behavior. Attitude also can be no significant difference between the
defined as a predisposition to act in attitude of Gujrati school and English
a negative or positive way towards a medium school.
person, object, idea or event. Here in this
Mwila, P. (2018) assessed the attitudes
research paper, the researcher tried to
of secondary school teachers toward
find out the attitude of teachers towards
the integration of ICT in the teaching
ICT, whether positive or negative and
process in Kilimanjaro, Tanzania, in
the difference in attitude in relation to
the work “Assessing the attitudes of
area, gender, and experience among
secondary school teachers towards
teachers. Many studies show that due
the integration of ICT in the teaching
to a lack of proper infrastructure and
process in Kilimanjaro, Tanzania.” The
proper training, teachers are not able to
study discovered that male and female
use ICT in the teaching process, but on
teachers had favourable attitudes
the contrary, in some research, it was
toward incorporating ICT into their
also found that teachers are reluctant
teaching processes. Furthermore,
to use ICT despite having ICT facilities in
it was reported that there is a link

between a teacher’s age group and the world, research was carried out to
attitudes toward the integration of ICT study the attitude of teacher towards
in the teaching and learning processes. use ICT in teaching (Osodo et.al (20101);
Based on these findings, the study Suri and Sharma (2017), Dedun (2013).
concluded that ICT integration into the In Assam, studies have been found
teaching process was heavily influenced to carry out about the attitude of
by teachers’ and students’ attitudes university teachers towards the use of
toward ICT integration; positive ICT ICT in teaching (Moyuri Sarma (2017);
attitudes are expected to promote ICT Rahman (2022). It is found that very few
integration in the teaching and learning studies have been conducted regarding
process. The study recommended that the attitude of secondary school
curriculum developers integrate ICT teachers towards the utilization of ICT
into a curriculum while taking economic, in school education. The secondary
cultural, political, social, educational, stage is the most important stage where
and catalytic rationales into account. scientific outlook and technological
skills should be developed in students.
Gibson, P. A. et al. (2014), in their And in Assam, most of the students go
work, ‘Changing teachers, changing to provincialised school, and most of
students? The impact of a teacher- the students are from the lower middle
focused intervention on student’s class who goes for vocational course and
computer usage, attitudes, and anxiety’ join new job for livelihood. So, teachers
found that technology intervention should be willing to use ICT in teaching
itself had a positive effect on students’ to make future citizens technologically
attitudes toward and use of computers sound. But the researcher, after visiting
for educational purposes. The results the secondary school, came to realize
suggest that it is possible to increase that though minimum ICT facilities are
students’ attitudes toward computer provided to school most of the teachers
use through intense interventions are not using it. The schools are provided
aimed at their teachers. with ICT facilities like 10 computers,
laptops, projectors, various software,
Buabeng, Charls – Andah (2015)
UPS, generator, computer table-chair
in his study “ICT uses in Ghanaian
and other accessories. The researcher
Secondary School’’, the researcher
also found that many of the computers
primarily tried to investigate Secondary
are not working properly in most of the
School teacher’s perspectives towards
schools, both urban and rural schools. It
ICT use. The result shows teachers’
is observed that the computer teacher
low competence in the use of ICT in
is using the ICT facility at a regular level.
secondary school. Moreover, the study
So, the researcher wanted to know
indicates that male teachers were more
whether the teachers have positive or
competent in ICT than female teachers.
negative attitudes towards the use of
Again, the perceived administrative
ICT in teaching. Whether female and
support for women teachers was more
senior teachers have a positive attitude
than that of male teachers. This study
towards it. Considering these, the
also shows that there is no significant
researcher tried to find out the attitude
difference in public and private school
of secondary school teachers of Assam,
teachers’ access to ICT, administrative
with special reference to Kamrup
support, self-efficiency, competencies
districts.
and training.
Area of Study
Emergence of the problem
The area of the study is Kamrup District
It is found that in different parts of (both the Kamrup Metropolitan and

Kamrup Rural). Kamrup Metropolitan Hypothesis of the Study
District has an area of 1528 sq. km and
a population of approx. 12,60,419 as Three (03) hypotheses were formulated
per the census of 2011, and Kamrup on the basis of the objectives of the
district has an area of 3105 sq. km study as follows:
and a population of approx. 15,17,542 i. H01: There is no significant difference
as per the census of 2011. Kamrup in the level of attitude towards the
Metropolitan is the most developed utilization of ICT in between urban
district of Assam, where the city of and rural teachers
Guwahati and Dispur, the capital of ii. H02: There is no significant difference
Assam, is situated, and Kamrup Rural in the level of attitude towards the
district is a rural district similar to utilization of ICT in between male
another rural district. There is lots of and female teachers
difference between the two districts iii. H03: There is no significant difference
with respect to the developmental in the level of attitude towards the
pattern, various facility, amenities, utilization of ICT in between junior
socio-economic conditions of the and senior teachers
people etc. So, the researcher found it Methodology
ideal for the proposed study.
Method: The researcher has adopted
Objectives of the study the descriptive survey method.
The objectives for the study are as Population: The population of the
follows: study is 3329 teachers teaching in 266
provincialized, Assamese medium
i. To study the Attitudinal level of secondary schools in Kamrup District
secondary school teachers towards (Both Urban & Rural) where ICT facilities
the utilization of ICT in relation to are provided by the government. All the
Rural and urban areas teachers, both male, female, senior, and
ii. To study the Attitudinal level of junior, teaching different subjects were
secondary school teachers towards considered.
the utilization of ICT in relation to Sample: Out of 3329 teachers, 400
male and female gender teachers were selected as the sample
iii. To study the Attitudinal level of of the study. Out of them, 200 were
secondary school teachers towards from urban areas and 200 were from
the utilization of ICT in relation to rural areas. A simple random sampling
their age technique has been adopted by the
Research Questions researcher.
i. Is there any comparison of Tools: To collect primary data about
attitudinal level between rural and the attitude of the teachers, the
urban secondary teachers towards researcher developed an attitude scale.
utilization of ICT? The researcher followed the 5-point
ii. Is there any comparison of Likert-type scale while arranging the
attitudinal level between male and statements of the scale. These 5 points
female secondary school teachers are strongly agree, agree, neutral,
towards utilization of ICT? disagree and strongly disagree. Initially,
iii. Is there any comparison of 100 statements (62 positive and 38
attitudinal level between more negative) were considered in the scale
experienced and less experienced in 04 dimensions. Pre-piloting of the
secondary school teachers towards scale was done, and as a result, out of
utilization of ICT? 100 items, 63 remained by dropping 43

Items and adding 06 items to the scale. reliability of the final scale was tested by
After that, the piloting of the statement split half method and found as 0.8162,
was performed by distributing the draft and content validity and languages
scale to 10 secondary school teachers of the scale were checked by experts.
selected purposively from Assamese The score for responses for positive
medium secondary schools where ICT statements was given as: strongly
facilities are provided by the government. agree-5, agree-4, neutral-3, disagree-2
It is found that 11 statements were not and strongly disagree-1 and for negative
responded to by many of the teachers, statement reversed way, i.e., strongly
maybe these statements are confusing agree-1, agree-2, neutral-3, disagree-
or not bearing proper meaning or are 4and strongly disagree-5.
irrelevant. So, these 11 statements were
rejected. Hence, a total of 52 statements Procedure of data collection: The
remained after the piloting. Try out of researcher personally visited the school
the scale was done by administering the teachers and distributed the hardcopy
scale to 100 teachers of provincialized of the tool (attitude scale), and they were
secondary schools where ICT facilities told to select their own feeling against
are provided. Item analysis was done, all 42 statements. It was also said that
and the ‘t’ value was calculated, and their data would be kept as secret.
the item with ‘t’ value greater than 1.96
Data Analysis and Interpretation
is only accepted. 42 items were found
with a ‘t’ value greater than 1.96. So, General Information about ICT
the final scale consists of 42 statements Teachers: Personal information about
(22 positive and 20 Negative). The the teachers is given in Table 1.
Table-1: Personal Information about Teachers
Particulars Options No. of Teachers %

Gender Female 197 49.2
Male 203 50.8
Age in Years 20 - 29 42 10.5
30 - 39 125 31.2
40 - 49 134 33.5
50 - 60 99 24.8
Qualification BA 75 20.5
B A, PGDCA 392 15.0
B Sc 19 15.4
B.A, B. Ed 7 1.6
B Sc, PGDCA 31 7.6
B Sc, B Ed 87 21.4
BA, BED 3 0.7
MA 35 8.4
M Sc 16 3.9
M Sc, B. Ed 24 5.6
M.A, B Ed. 61 14.8
M. Sc, M. Phil 1 .2
MA, PGDCA 1 .2
MA, PhD 1 .2

Experience in 5-9 100 22.3
Years 10 - 13 117 29.3
14 - 17 23 6.8
18 - 21 81 20.2
22 - 25 26 6.5
26 - 29 42 10.5
30 - 33 20 5.0
34 - 37 2 .5
postgraduates and the rest 0.2 per
a. Around 49.2 per cent of the teacher cent PhD holders.
respondents are female, and nearly
50.8 per cent are male. d. The experience of teachers varies
from 5 to 37 years. 58.4 per cent
b. The age range varies from 20 to 60 of the teacher’s experience ranges
years, and the maximum percentage between 5 to 17 years.
(58.3) varies from 40 to 60 years of
age. Location
c. 82.2 per cent of teachers are found The locational information about the
to be Graduates, 32.9 per cent are teacher is given in Table 2.
Table-2: Residing locality of teachers
Particulars No. of Teachers %

Location Rural 200 50.0
Urban 200 50.0
Total 400 100.0
District Kamrup (M) 200 50.0
Kamrup Rural 200 50.0
50 per cent of the teachers work in Occupation related information

rural areas, and the rest in urban areas.
Also, 50 per cent of the teachers are The occupation-related information
from Kamrup (Metro) and the rest from about the teacher is given in table 3.
Kamrup (Rural) district.
Table-3: Occupation-related information about teachers
Particulars Nature No. of Teachers %

Appointment Mode Contractual 106 26.5
Permanent 294 73.5
TET teacher No 251 62.8
Yes 147 36.8
ICT Training No 257 64.2
Yes 143 35.8

Availability of ICT at No 27 6.8
home Yes 372 93.0
Subject taught Arabic 1 .2
Assamese 70 17.4
Assamese, Hindi 1 .2
Assamese, Social
1 .2
Science
Assamese, Social
1 .2
Studies
Computer Science 70 17.0
Computer Sci-
4 0.8
ence, Hindi
Computer Sci-
ence, Social 3 0.6
Science
English 10 2.5
English and Social
3 0.6
Science
English, Assamese 1 .2
General Science 1 .2
Hindi 18 4.5
Mathematics 86 21.4
Mathematics,
4 1.0
Science
Sanskrit 5 1.2
Science 45 11.2
Science, Mathe-
8 1.9
matics
Social Science 12 2.7
Social Science,
1 .2
English
1. 73.5 per cent of teacher respondents 4. A variety of subjects were found to

are found to be permanent, and be taught by the teachers based on
26.5 per cent are on contractual their qualifications (vide Table 3).
appointment.
Objective (i): To compare the
2. 36.8 per cent of the teachers are Attitudinal level of secondary school
found to be TET-qualified teachers. teachers towards the utilization of
ICT in relation to Rural and urban
3. 93 per cent of the teacher areas
respondents stated that they either
possess a computer/Laptop at The Attitudinal Level of Rural and urban
home. teachers is given in Table 4.

Table-4: Attitudinal Level of Rural and urban teachers
Rural Urban
Range of Z Attitudinal
Scores Level No. of No. of
% %
Respondents Respondents
Most 2 1.0
+2. 68 & above 5 2.5
Favourable
+1.38 to +2.67 Favourable 80 40.0 111 55.5
Somewhat 79 39.5
-0.05 to +1.37 101 50.5
Favourable
-1.37 to -0.06 Unfavourable 12 6.0 7 3.5
Most 1 0.5
-1.38 & below 2 1.0
Unfavourable
200 200
It is found that only 2.5 per cent favourable attitudes (shown in Table 4).
teachers from rural area and 1 per cent Only 3.5 per cent from rural areas and
of the teachers from urban area have 9.5 per cent of the teachers from urban
most favourable attitude towards the areas have unfavourable attitudes, and
utilization of ICT. 38.5 per cent from rural 0.5 per cent from rural areas and 1 per
areas and 55.5 per cent of the teachers cent of the teachers from urban areas
from urban areas have favourable have the most unfavourable attitudes
attitudes, and 48.5 per cent from rural towards the utilization of ICT. The table
areas and 39.5 per cent of the teachers depicts the attitudinal Level of rural and
from urban areas have somewhat urban teachers shown in Fig. 1.
Figure-1: Attitudinal Level of rural and urban teachers
Objective (ii): To compare the gender

Attitudinal level of secondary school
teachers towards the utilization of Attitudinal Level of female and male
ICT in relation to male and female teachers is given in Table 5.

Table-5: Attitudinal Level of female and male teachers
Female Male
Range of Z Attitudinal
Scores Level No. of No. of
% %
Most 3 1.48
+2. 68 & above 4 2.03
Favourable
+1.38 to +2.67 Favourable 139 70.55 70 34.48
Somewhat 106 52.21
-0.05 to +1.37 49 24.87
Favourable
-1.37 to -0.06 Unfavourable 4 2.03 22 10.83
Most 2 0.98
-1.38 & below 1 0.51
Unfavourable
197 203
It is found that nearly 2 per cent of somewhat favourable attitude. Only

the female teachers and around 1.5 2 per cent of the female teachers and
per cent of the male teachers have a around 11 per cent of the male teachers
most favourable attitude towards the have unfavourable attitudes, and 0.5 per
utilization of ICT; near about 70.6 per cent of the female teachers and around
cent of the female teachers and around 1.0 per cent of the male teachers have
34.5 per cent of the male teachers have the most unfavourable attitude towards
favourable attitude; and 24.9 per cent the utilization of ICT. The attitudinal
of the female teachers and around Level of female and male teachers is
52.2 per cent of the male teachers have graphically shown in Fig. 2.
Figure-2: Attitudinal Level of female and male teachers
Objective (iii): To compare the Attitude of senior and junior secondary

Attitudinal level of secondary school school teachers towards the utilization
teachers towards the utilization of of ICT is given in Table 6.
ICT in relation to their age

Table-6: Attitudinal Level of senior and junior teachers
Range of Z Attitudinal Senior teachers Junior teachers

Scores Level No. of % No. of %
+2. 68 & above Most 4 2.39 3 1.28
Favourable
+1.38 to +2.67 Favourable 51 30.54 91 39.06
-0.05 to +1.37 Somewhat 98 58.68 124 53.22
Favourable
-1.37 to -0.06 Unfavourable 13 7.78 13 5.58
-1.38 & below Most 1 0.59 2 0.86
Unfavourable
167 233
In the present study the teachers who teachers and around 53.2 per cent of
fall in between 20 to 39 years are the junior teachers have somewhat
considered as junior and in between favourable attitude. Nearly 8 per cent
40 to 60 years is senior teacher. more of the senior teachers and around 6
than 2 per cent of the senior teachers per cent of the junior teachers have an
and around 1.5 per cent of the junior unfavourable attitude, and 0.6 per cent
teachers have the most favourable of the senior teachers and around 0.9
attitude towards the utilization of ICT; per cent of the junior teachers have
near about 30.5 per cent of the senior most unfavourable attitude towards the
teachers and around 39.6 per cent of utilization of ICT. Graphically it is shown
the junior teachers have a favourable in Fig 3.
attitude; and 58.6 per cent of the senior
Figure-3: Attitudinal Level of Senior and junior teachers

Hypothesis (i): H01: There is no In order to justify this hypothesis,
significant difference between the collected data are subjected to statistical
attitude of urban and rural teachers analysis to test the significance.
towards the utilization of ICT in ‘t-test is conducted with the available
secondary schools. information put forward in Table 7.
Table-7: Attitude of urban and rural teachers towards the utilization of ICT
Category N Mean Standard df ‘t’ value Significance

Deviation
Rural 200 150.51 15.503
398 0.501 Not Significant
Urban 200 149.86 10.102
The calculated value of 0.501 is less than attitude of male and female teachers
the tabulated value of 1.96 at 0.05 level, towards the utilization of ICT in
the null hypothesis is accepted. Thus, secondary schools of Kamrup district.
it follows that there exists no significant
difference between the attitude of In order to justify this hypothesis,
urban and rural teachers towards the collected data are subjected to statistical
utilization of ICT in secondary schools. analysis to test the significance.
‘t-test is conducted with the available
Hypothesis (ii): H02: There is no information put forward in Table 8.
significant difference between the
Table-8: Attitude of male and female teachers towards the utilization of ICT

Deviation
Female 197 145.27 10.587
398 7.966 Significant at 0.01 level
Male 203 154.95 13.507
As the calculated value of 7.966 is greater the attitude of senior and junior
than the tabulated value of 2.58 at 0.01 teachers towards the utilization of
level, the null hypothesis is rejected. ICT in secondary schools of Kamrup
Thus, it follows that there is a significant district.
difference between the attitude of
male and female teachers towards the In order to justify this hypothesis,
utilization of ICT in secondary schools of collected data are subjected to statistical
Kamrup district. analysis to test the significance.
‘t-test is conducted with the available
Hypothesis (iii): H03: There is no information put forward in Table 9.
significant difference between
Table-9: Attitude of senior and junior teachers towards the utilization of ICT

Deviation
Senior teachers 167 151.05 13.140
398 1.124 Not Significant
Junior teachers 233 149.56 13.015

As the calculated value of 1.124 is less in secondary schools. The findings of
than the tabulated value of 1.96 at 0.05 the present study are supported by
level, the null hypothesis is accepted. findings of different studies as learned
Thus, it follows that there exists no from the review of the literature. The
significant difference between the findings of the present study that there
attitude of senior and junior teachers exists no significant difference between
towards the utilization of ICT in the attitude of urban and rural teachers
secondary schools. towards utilization of ICT in secondary
school teachers are supported by
Findings Aggarwal and Ahuja (2013) in their
research study, “Attitude of students –
Following are the findings of the present
teachers towards the use of ICT and its
study
impact on academic achievement”. The
a. Attitudinal level of rural teachers findings of the present study that no
found to be favorable among 93 per difference exists between the attitude
cent, and in urban areas, it is 96 per of the junior (unexperienced) and senior
cent. (experienced) teachers is supported
by the study done by Ahmed Showkat
b. Among the female teacher’s (2014) in “A study of secondary school
attitudinal level is favorable at 97.45 teachers’ attitude towards information
per cent, and that of male teachers and communication technology (ICT) in
is 88.17 per cent. Jammu and Kasmir”. Again, a significant
difference between the attitude of male
c. 91.61 per cent of senior teachers and female secondary school teachers is
and 93.56 per cent of junior teachers found in the study. Female teachers are
have favorable attitude towards the having more favourable attitude than
utilization of ICT males as found. This is supported by a
research study in Arunachal Pradesh
d. There exists no significant
done by Ms. Ligang Suniya (2018). It is
difference between the attitude of
also supported by the findings of Angadi
urban and rural teachers towards
(2014), Dedun (2013), Sadik (2006).
the utilization of ICT in secondary
But on the contrary, the studies like
schools of Kamrup district
Parmar (2015), Yusuf & Balogun (2011),
e. There exists a significant difference Tesci (2014) found that there is no
between the attitude of male gender difference in attitude towards
and female teachers towards the the utilization of ICT in education. It
utilization of ICT in secondary is observed that though ICT facilities
schools of Kamrup district. are not adequate to meet the needs
of students but still the teachers were
f. There exists no significant showing a positive attitude towards the
difference between the attitude of utilization of ICT in secondary schools
senior and junior teachers towards of Kamrup district in Assam in different
the utilization of ICT in secondary dimensions including teaching-learning
schools. process, school administration, school-
related communication, and personal
Discussion development.
The study shows that all the teachers Conclusion
from the rural and urban areas
of Kamrup District have favorable This study reveals that the attitude
attitudes towards the utilization of ICT of the teacher about the use of ICT in

school education depends on how may be the result of the pandemic
much they are confident about using situation. Because during the pandemic
it in school. And also depend on to lockdown, they used online tools and
what extent teachers are using ICT in made the best use of ICT to maintain
their day-to-day life and professional the continuity of course, and the same
life. From the study, it has been clear may be the reason exist no difference
that a maximum number of teachers in the attitude of rural and urban
are having computers or laptops for teachers. During data collection, the
personal use. They are aware of the researcher got an opportunity to talk
fact that by using ICT, they can transfer to the teachers, and most of the senior
the information to the students in teachers, both in urban and rural areas
a fruitful manner. And ICT become had a view that due to the situation
beneficial for school administration and created by Covid19 pandemic, they had
communicating people too. It is a good to learn how to use ICT tools for teaching
sign that teachers from rural areas and purpose. And teachers have a positive
senior teachers are also having positive attitude to continue the online classes
attitudes toward ICT use. It is found that to overcome the natural challenges
female teachers have a more positive and maintain the continuity of regular
attitude towards the utilization of ICT. As classes. It has been found from the
Assam is a state where women are also observation during the data collection
given priority for all school activities, that most of the computers are not
and it was found during data collection in working condition and not well-
most of the computer teachers were maintained too. But it is a good sign that
female and were in view that they the teachers have a positive attitude,
should be given proper training to use and if proper facilities are provided and
ICT and they use ICT facilities whatever improves the maintenance of provided
available with the help of other teachers facilities by the concerned authority and
if needed. The result of the study also proper training is provided to teachers,
showed that senior teachers or aged they can use the best of ICT facilities
teachers had positive attitudes and for teaching as well as for other school
there was no significant difference activities.
between both groups of teachers. It
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Annexure
(This is for information only to the reviewer. Not a part of the paper)
Attitude Scale—Statement (42) and Responses
Sl. Statement Response (Kindy tick one)

No. Strongly Disagree Neutral Agree Strongly
Disagree Agree
1. ICT tools helps
in classroom
management
2. ICT tools improve the
standard of teaching
3. Use of ICT tools in
classroom would help
me to be a better
teacher
4. I like to encourage
my students to use
computer
5. I do not feel more
confident using ICT
tools in my classroom

6. I can teach better
without the help of
ICT tools
7. Use of ICT has
increased my good
relation with fellow
teachers
8. I got easily bored
while teaching with
ICT tools
9. I feel, student get
bored when ICT tools
are used in classroom
10. I feel use of ICT
provide better access
to information for
teaching
11. ICT use can make
classroom teaching
more interesting
12. I think ICT can take
the place of teacher
13. I think ICT cannot
replace teacher
14. ICT has brought
positive changes in
education system
15. ICT tools can motivate
the students to learn
16. Use of ICT can make
teaching more
enjoyable
17. I feel use of ICT has
no influence in my
teaching process
18. I can teach better
without using ICT
tools
19 Use of ICT in school is
just wastage of time
20. I do not get time to
use ICT tools due
to my work load in
school timing

21. ICT provide new
information to
teachers for teaching
purpose
22. One can become
better teacher after
using ICT tools in
classroom teaching
23. ICT makes education
accessible to all
24. Only trained teachers
can use ICT properly
in school
25. ICT based education
in the secondary
schools is not a
matter of importance
26. Using ICT, the
teachers can be more
enthusiastic
27. ICT has decreased the
book reading habit of
students
28. ICT has reduced
the writing skill of
students
29. ICT encourage self-
learning among
students
30. It is difficult for me to
use ICT tools in my
classroom
31. Using ICT tools, one
can teach more in less
time
32. ICT is main factor of
modernization
33. Our future generation
should be skilled in
use of ICT
34. It is not easy to
incorporate ICT in
secondary schools of
Assam

35. Use of ICT
can increase
communication
among teachers and
students
36. Use of ICT
can decrease
communication
between teachers and
students
37. ICT do not fulfill the
intellectual needs of
students of secondary
school in proper way
38. School administration
can be more
organized by using
ICT
39. ICT can be used
to impart quality
education
40. Use of ICT tools does
not help me in my
teaching process
41. Training for operation
of ICT tools is not
important for me to
teach in a better way
42. Use of ICT increases
laziness among
students getting all
information easily

Research Article
Technology Enabled Capacity Building for Teachers in Inclusive

Evaluation: UDL Best Practice
Ananthi G Pillai1 & K.Sambathrani2
Ph.D-Research Scholar, Department of Special Education
1
Avinashilingam Institute for Home Science and Higher Education for Women
Email- ananthigowrimuthupillai@gmail.com
Professor & Head, Department of Special Education
2
Avinashilingam Institute for Home Science and Higher Education for Women
Coimbatore, TamilNadu
Abstract
As we all know, Universal Design for Learning (UDL) is an approach to teaching and
learning that gives all students an equal opportunity to succeed. The present study is
an experimental attempt to examine the significance of Universal Design for Learning
(UDL) principles in inclusive evaluation. To strengthen the difficulties faced by the
teachers in inclusive evaluation, the investigator adopted the purposive sampling
method in the study entitled “Technology Enabled Capacity Building for Teachers in
Inclusive Evaluation: UDL Best Practice.” This sampling technique can be effective in
exploring anthropological situations where the discovery of meaning can benefit from
an intuitive approach. Thirty-two participants of the research were chosen from Noida,
U.P government, and non-government schools. Out of these, 15 were male teachers
and 17 were female teachers who were made into two groups; the same participants
were divided by qualification; 15 teachers were qualified with undergraduate, and the
remaining 17 were post-graduate teachers. 16 teachers were employed in government
schools, and the other half of teachers (16) were working in non-government schools.
The independent variables of the study were teachers’ gender, qualification and school
of employment. A quasi-experimental design was adopted for the research; there was
no control group. The main aim of the study is to analyze the challenges of teachers
in the technology-incorporated evaluation process and build digital capacity with the
help of Universal Design for Learning (UDL) principles to create an equitable, inclusive
learning environment.
Keywords: Teacher competency, Inclusive Education, Technology Enablement,

UDL, Capacity Building, and Digital Evaluation.
Introduction as reflected in the digital curriculum.
As we all know, Universal Design
The modern curriculum focuses on for Learning (UDL) is an approach
student-centric teaching and learning. to teaching and learning that gives
Many Western countries are providing all students an equal opportunity to
self-paced learning for their students. succeed. In short, Universal Design for
This millennium is evidencing great Learning (UDL) helps in the creation
transformation from the ancient of an inclusive teaching-learning
teaching method, which was teacher- environment. In CAST’s Universal Design
centric bureaucratese. The technology for Learning: Theory and Practice,
ensures a global standard in education assessment is defined as “the process of

gathering information about a learner’s situation, online teaching and learning
performance to make educational succussed because of this technology
decisions” (Salvia & Ysseldyke, 2009). enablement in school and higher
Sustainable Developmental Goals (SDG) education, including the research
2040 highlights inclusive education; community. It is high time for India,
many Acts and policies are supported, like developing countries, to enable
including the Rights for Persons with technology in the evaluation process as
Disabilities (RPwD) Act 2016, National developed countries. This study mainly
Educational Policy (NEP) 2020. It is aims to build digital competency among
high time for educational institutions to inclusive teachers to enable them
look into digital evaluation processes to in the technology-based evaluation
access inclusive student performance. process from the primary level itself
Several studies focused on digital by scaffolding Universal Design for
evaluation in the Western context but, Learning (UDL) principles.
not in the Indian context. While adopting
the Western system, teachers of our Objectives of the Study
nation need to be properly trained to
The following are the major objectives
meet the challenges. In this context,
of the experimental study.
the present study aims to analyze the
challenges of teachers in technology • To measure the inclusive teachers’
incorporated evaluation process and competency in technology-enabled
build digital capacity with the help of evaluation
Universal Design for Learning (UDL)
principles to create an equitable, • To develop appropriate material
inclusive learning environment. to access the inclusive teachers’
competency in the digital evaluation.
Need for the Study
• To compare the inclusive teachers’
Technology brings the world under competency in digital evaluation
one roof; we can learn anything with based on gender, qualification and
a finger touch. It laid the foundation type of school they were employed.
for globalization. Thus, globalization in
education brings enormous changes • To build digital competency among
to the Indian education system. Our inclusive teachers to enable them
education system is ancient and in the technology-based evaluation
has a long-rooted history, which is process by scaffolding Universal
bound by traditional methods of Design for Learning (UDL) principles.
teaching and learning. Great thinkers
and philosophers are evident in this • To compare the teachers’ digital
traditional curriculum. Westernization competency in the pre-test and
of Education seeds the modern post-test phases.
curriculum by adopting the traditional
• To provide need-based training for
method of teaching and learning is also
teachers on digital evaluation for
often referred to as the learner-centric
the fruitful inclusion concept by
method. This leads to technology-
incorporating Universal Design for
enabled classrooms and teachers are
Learning (UDL) principles.
trained. Universal Design for Learning
(UDL) helps in the creation of inclusive Hypothesis of the Study
teaching-learning environments in both
offline (classroom) and online teaching. The null hypothesis framed for the
During the COVID-19 pandemic testing of objectives is as follows:

1. There is no significant difference in the researcher chose the purposive
the teachers’ capacity for inclusive sampling method. This sampling
evaluation in pre-test and post-test, technique can be effective in exploring
according to gender. anthropological situations where the
discovery of meaning can benefit from
2. There is no significant difference in an intuitive approach.
the teachers’ capacity for inclusive
evaluation in pre-test and post-test, Sample: The 32 teachers from various
according to qualification. regions of Noida, UP, were identified
from the out-reach data record of SASR
3. There is no significant difference in India, Faridabad, Haryana, as part of
the teachers’ capacity for inclusive Community Promotional Activities. Out
evaluation in pre-test and post-test, of these, 15 male teachers and 17 female
according to the school. teachers were made into two groups;
the same participants were divided by
Review of Literature
qualification; 15 teachers were qualified
Liyan Feng and team 2013 examined the with undergraduate, and the remaining
effectiveness of electronic evaluation in 17 were post-graduate teachers. 16
53 schools in Kaohsiung City, Taiwan. teachers were employed in government
They found that 50 per cent of the schools, and the other half of teachers
schools are using digital portfolios (16) were working in non-government
for evaluation. A total of 56.10 per schools. The ethical clearance was also
cent of the teacher participants of sought for the study.
the study reported high professional
Material
growth activities. In their study, Fatma
Cumhur and Sefika Sumeyye Cam 2021 i. Universal Design for Learning-
explored the digital transformation Digital Evaluation (UDL-DE) Tool.
in the assessment and evaluation
process with 52 student teachers in the ii. Universal Design for Learning-
faculty of education in Turkey. A mixed Digital Evaluation Training (UDL-
method research design is followed for DET).
the study through quasi-experiment.
The result reveals that digitalized Description
evaluation is effective and accurate.
A checklist was prepared with close-
Similarly, Nonmanut Pongsakdi,
ended questions developed by the
Arto Kortelaninen, and Marjaana
investigators and was named as
Veermans (2021) aimed to explore the
Universal Design For Learning- Digital
Enhancement of the skills of teachers
Evaluation (UDL-DE) Tool. The UDL-
in digital assessment tools. About
DE tool has three components i)
98 teachers are chosen for the study
accountability, ii) student progress,
from Finland. The results of the study
and iii) instruction. These were
highlight that teachers’ digital skills
prepared based on Universal Design for
depend on their ICT confidence level.
Learning principles; multiple means of
Materials and Methods engagement, multiple means of action
and expression, and multiple means
Method: Quasi-experimental design of representation. This UDL-DE tool is
is followed for the present study. The administrated to the teachers in the pre-
participants of the study were chosen test and post-test phases. The chosen
by purposive sampling method. The independent variables of the study
study is new to the Indian context, thus, are teachers’ gender, qualification,

and school of employment. A quasi- to the intervention named UDL-
experimental design is adopted for the DET. Thus, this method may lead
research; there is no control group. to systematic biases and influence
UDL-enabled digital training, named as the group membership. So, further
Universal Design for Learning- Digital research can be carried out with
Evaluation Training (UDL-DET), is given to a true experimental method with
the teachers to build digital competency control groups.
in the inclusive evaluation process. The
data collected from the teachers in • The study focused only government,
the pre-test and post-test phases were and non-government schools of
recorded. Statistical techniques were Noida, U.P.
applied, and the results of the analyzed
• Special school teachers are excluded
data were tabulated and presented in a
from the study.
pictorial form.
• The teachers who were unwilling to
Limitations of the Study
participate in the pre-test and the
• The sample of the study is small size. post-test phases were not included
The purposive sampling method in the study.
limits the participation of the other
Result and Discussion
teachers.
The demography of the teachers is
• In quasi-experimental design,
given in Table no: 1 with numbers and
participants are not randomized
percentages.
Table-1: Distribution of Participants with Number and Percentage
S.No Area Level Number Percentage

1. Gender Male 15 47%
Female 17 53%
2. Qualification Under-Graduate 15 47%
Post-Graduate 17 53%
3. School Government School 16 50%
Non-Government School 16 50%
Figure-1: Distribution of Teachers Based on Gender

Figure-2: Distribution of Teachers Based on Qualification
Figure-3: Distribution of Teachers Based on Schools
Table-2: Pre-test and Post-test Scores of Teachers in Technology-enabled

Inclusive Evaluation Based on Gender
Gender N Test Mean SD t-test P-Value

Significance
Male 15 Pre-test 19.13 3.98 -3.42* .000974
Post-test 23.47 2.87
Female 17 Pre-test 17.65 3.95 -3.24* .001382
Post-test 23.65 3.08
*Significant at 0.05 level

Table no: 2 describes the male and 23.47, and for females it was 23.65.
female teachers’ pre-test and posttest Female teachers made an extra effort
mean scores and SD with t-value in in UDL-DET, which resulted in high
the technology-enabled inclusive post-test scores. The t-value of males
evaluation. The male teacher’s pre-test was -3.42, and -3.24 for females which
mean score was foubd to be 19.13 with were significant at 0.05 level. Thus,
3.98 SD, whereas the female got 17.65 the null hypothesis stated that, “there
by administrating the UDL-DE tool. This is no significance difference among
difference shows that both male and the teachers’ capacity on inclusive
female teachers have different levels of evaluation in pre-test and post-test
competency in digital evaluation. In the according to gender,” is rejected.
post-test, mean scores of males were
Figure-4: Gender-wise Scores of Teachers in Technology-enabled Inclusive
Evaluation

Inclusive Evaluation Based on Qualification
Qualification N Test Mean SD t-test P-Value

Significance
Pre-test 17.03 3.79 -3.34* .001179
UG 15 Post-test 21.53 3.52
Pre-test 19.47 3.89 -3.47* .000756
PG 17 Post-test 23.65 3.08

Table no: 3 presents the teachers’ score, and 23.65 is the post-test score.
competency in the digital evaluation While analyzing the scores, teachers
process based on UDL in the UDL-DE with PG qualifications got high scores in
tool. For teachers with UG qualifications, the pre-test and post-test phases; this
the pre-test mean score is 17.03, may be due to the academic exposure
and the post-test score is 21.53 with gained as part of the Master’s Degree
.001179 p-value; for teachers with PG program and the impact of UDL-DET.
qualifications, 19.47 is the pre-test The pre-test t-vale was -3.34, and the

post-test value was -3.47. Both were hypothesis: “There is no significant
significant. This significant reference of difference among the teacher’s capacity
teachers with UG and PG qualifications on inclusive evaluation in pre-test and
made the investigator reject the null post-test according to qualification.
Figure-5: Qualification-wise Scores of Teachers in Technology-enabled
Inclusive Evaluation

Inclusive Evaluation Based on the Type of School
School N Test Mean SD t-test P-Value

Significance
Government Pre-test 19.44 4.02 -3.46* .000813
16 Post-test 23.69 2.82
Pre-test 17.25 3.73 -3.32* .001186
Non-Government 16 Post-test 21.62 3.72
Table No: 4 portrays the mean score and non-government school teachers.
SD with t and p values of the teachers This shows that government school
scored in the pre-test and post-test by teachers have more opportunities
UDL-DE Tool. The government school for refresher and in-service training,
teachers’ pre-test score is 19.44 for non- whereas the opportunities are minimal
government school teachers 17.25 with for non-governmental school teachers.
3.73 SD. The post-test scores are 23.69 UDL-DET has a higher impact on
for government school teachers with government school teachers. Hence,
-3.46 t-value 21.62 for non-government the null hypothesis stated, “there is
school teachers with -3.32 t-value. Both no significance difference among
the t-values were significant at 0.05 the teacher’s capacity on inclusive
level. In both the pre-test and post-test evaluation in pre-test and post-test
phases, government school teachers according to school,” is rejected.
performed high while compared to

Figure-6: School-wise Scores of Teachers in Technology-enabled Inclusive
Evaluation
Findings and Conclusion For teachers with UG qualifications

pre-test mean score is 17.03, and the
In the participants’ group, 47 per cent post-test score was 21.53 in the UDL-
were male, and the remaining 53 per cent DE Tool assessment. .001179 p-value,
were female teachers from government for teachers with PG qualification
and non-government schools of Noida, also, 19.47 is the pre-test score, and
UP. 47 per cent of the teachers were 23.65 is the post-test score. While
qualified with under graduation, and analyzing the scores, teachers with
17 of them were with post-graduation, PG qualifications got high scores in
which means 53 per cent of the study the pre-test and post-test phases; this
were participants. 50 per cent of the may be due to the academic exposure
teachers were employed in government gained as part of the Master’s Degree
schools of Noida and the remaining 16 program. This shows that UDL-DET has
teachers were from non-government a higher impact among teachers with
schools. Several studies focused on PG qualifications. Bachelor’s Degree
digital evaluation in a Western context programs should strengthen the
but, not in the Indian context. While curriculum with digital evaluation to
adopting the Western system, teachers prepare their teacher trainees to meet
of our nation should be properly trained the challenges of technology-enabled
to meet the challenges. Male teachers’ inclusive evaluation. The government
pre-test mean score was 19.13 with school teachers’ pre-test score was
3.98 SD, whereas females got 17.65 in 19.44 and for non-government school
UDL-DE Tool. This difference shows teachers 17.25 with 3.73 SD. The post-
both male and female teachers have test scores were 23.69 for government
different levels of competency in digital school teachers with -3.46 t-value 21.62
evaluation. While planning the training for non-government school teachers
program, the stakeholders should give with -3.32 t-value. Both the t-values were
some special focus on female teachers, significant at 0.05 level. In both the pre-
in a post-test mean score of males 23.47 test and post-test phases, government
and females 23.65. Female teachers school teachers performed highly as
made an extra effort in UDL-DET, which compared to non-government school
resulted in higher post-test scores. teachers. This shows that government
school teachers have more opportunities

for refresher and in-service training, • The digital training should
whereas the opportunities are minimal incorporate Universal Design for
for non-governmental school teachers. Learning principles.
These training programs helped the
government school teachers in UDL- • Bachelor’s Degree programs
DET. The non-government school should strengthen the curriculum
teachers should also be provide with with digital evaluation to prepare
the same opportunities as government their teacher trainees to meet the
school teachers w.r.t the training challenges in technology-enabled
programs. Marjaana Veermans (2021) inclusive evaluation.
also states that teachers’ digital skills
• Non-government school teachers
depend on their ICT confidence level.
should also be provided with the
Thus, the study helped inclusive teachers
same opportunities as that of
to increase their digital competency
government school teachers w.r.t
through UDL-DET.
training programs like pre-service,
Suggestions in-service and refresher courses.
• Most research studies focused • The training should be practical

on digital evaluation in a Western rather than theoretical.
context, not in the Indian context.
• The digital training can be in both
While adopting a Western system
the forms; off-line (center or
of grading, teachers of our nation
institutional-based) and online with
should be properly trained to meet
low cost or no cost.
the challenges.
(Acknowledgement: The investigator
• While planning the digital training
would like to appreciate and thank the
program, the stakeholders
Society for Advance Study in Rehabilitation
should give some special focus
(SASR India) Faridabad, Haryana, for the
and additional training to female
enormous support in the conduct of the
teachers and teachers with
research study. )
disabilities.
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Research Article
Online Training as a Strategy for Continuous Professional

Development (CPD) of Teachers
Angel Rathnabai S
Assistant Professor, Central Institute of Educational Technology, NCERT
Email- angel.rathnabai@ciet.nic.in
Abstract
The role of a teacher is regarded as one of the most demanding professions across
the globe. Providing appropriate training to the teacher workforce is imperative to
their physical, emotional, and mental well-being (UNESCO ICT Framework for Teachers,
2011). The National Education Policy (NEP) 2020 recognizes the need for Continuous
Professional Development (CPD) of teachers on innovative pedagogies and digital
technologies, due to which there are several efforts taken up at the national and
international levels. During the pandemic, a sudden pressure on teachers and educators
to use technology for teaching-learning provided ample opportunity and enhanced the
scope of online training. There were a large number of online training planned and
executed by various organizations and individuals to build the digital competency of
teachers and educators. Several researchers have shown online training as an effective
strategy for creating awareness. In the context of India, where there is a dearth of digital
infrastructure and digital competencies among teachers and educators, it is essential to
study the impact of online training as a strategy for capacity building of stakeholders in
the use and integration of Educational Technology (ET) and Information Communication
Technology (ICT) for teaching and learning. This research article aims to address this
need by exploring the efficacy of online training as an alternative strategy for capacity
building in the use of ET and ICT in educational settings. Hence a series of online
training programs were conducted, and the response to such training was studied.
Though the training was attended by most of the learners - teachers, and educators
on their interest and motivation, the number of enrolment in these training programs
reveals that there is a demand for online training for upscaling their competencies.
The results of the study reveal that the representation of trainees of 36 states/ UTs in
some training was encouraging. The data also indicates that participants from only
50 per cent of the states/ UTs participated consistently. Also, the data shows that the
modality of communication and advocacy was found to play a crucial role in enhancing
participation. Results revealed that nearly 60 per cent of the participants were found to
achieve the expected performance in the post-training assessment. It may be interpreted
that the online training program is an effective strategy for large-scale capacity building
and enhances the overall scope for self-learning modalities. To reach out to a large
number of beneficiaries in a very short period without much financial or physical
constraint, online training of teachers and educators was found as a better strategy for
creating awareness of the use and integration of ET and ICT. The findings of this study
have the potential to make a significant impact on educational practices by shedding
light on the effectiveness of online training in fostering awareness and proficiency in ET
and ICT usage.
Keywords: ICT Training, Online Training, Capacity Building, Continuous Professional

Development (CPD), Educational Technology

Introduction al., 2001; OECD, 2019). It is imperative
to develop the professional skills of
Although the digitalization of education the teachers in light of the enormous
has been at its peak for the last number of qualified educators necessary
decade, its dissemination has seen to achieve UNESCO’s Sustainable
exponential progress, especially Development Goal 4 (UNESCO, 2017)
during the pandemic (COVID-19). The and implement the recommendations
pandemic has compelled teachers and of India’s National Education Policy
educators to adopt and adapt online (MHRD, 2020). The COVID-19 epidemic
and hybrid teaching environments, forced a shift towards digital teaching
necessitating comprehensive training and learning. As a result, the need to
to equip teachers with modern digital build digital competencies of teachers
tools and pedagogical approaches. and educators has potentially increased.
However, providing such training Along with the present changes in
presents a complex task, as it requires the educational landscape, teachers’
teachers to relearn behaviors, skills, roles will continue to evolve. To meet
and break patterns to enhance their the demands of today’s teaching and
professional development. This learning, it is crucial to build the capacity
transformation is time-consuming, of teachers to flourish in change and
considering the cognitive and socio- innovation.
cultural patterns ingrained in their
teaching practices over the years Online training provides a flexible
(Darling-Hammond, 2017). Despite and accessible platform for teachers,
recognizing the importance of teacher educators, and other learners to acquire
training for technology integration in the necessary skills and competencies
the classroom, the implementation at their own pace and convenience.
and management of such interventions Therefore, online training can serve
have been uneven. To address this as a catalyst for improved pedagogy
challenge, it is crucial to prioritize and enhanced learning outcomes. By
ongoing professional development identifying the strengths and limitations
programs and support teachers with of such a self-learning strategy, this
strategies like mentoring, collaboration, research can inform the development
and communities of practice (Zhao et of more targeted and effective training
al., 2002). By empowering teachers with programs that align with the needs of
the necessary skills, they can effectively teachers, educators, and other learners.
leverage technology to solve real Ultimately, the goal is to create an
classroom problems, enhance students’ educational ecosystem where ET and ICT
learning experiences, and advance their are seamlessly integrated, enriching the
competencies (Levin & Wadmany, 2006). teaching and learning experiences and
preparing learners for the challenges
Integrating technology in education and opportunities of the digital age and
and cultivating effective pedagogical future skills.
techniques further enhance teacher
effectiveness (Hattie, 2009; Ertmer, Need for Online Capacity Building on
2005). Policymakers and educational ET/ ICT
institutions shall invest in evidence-
based teacher capacity-building According to Fazekas and Burns
programs to empower a skilled (2012), as cited in the OECD Report,
and motivated educator workforce, capacity building refers to the process
contributing significantly to the nation’s of learning and knowledge production
educational excellence (Marzano et among various stakeholders in the
education sector. Teachers, the main

conveyors of knowledge, play a vital education, undoubtedly changing
role in shaping students’ intellectual the entire educational process. As a
development. Therefore, providing result, if teachers want to effectively
suitable training and professional employ cutting-edge techniques and
development opportunities is essential technology for aspiring teachers, they
for their physical, emotional, and mental must possess a positive attitude in
well-being (UNESCO ICT Framework addition to a sufficient understanding
for Teachers, 2011). Research has of and experience with ICT tools and
shown a positive link between teacher equipment (Beri & Sharma, 2019). Gupta
professional development and student & Singh (2018) have pointed out that
achievement in various subjects and a significant number of teachers and
grade levels (Darling-Hammond et al., students lack the necessary competency
2017). to effectively utilize e-learning tools. This
deficiency can hinder the full realization
The COVID-19 epidemic has affected of the potential benefits of ICT in
practically every nation. India had education. Gupta’s study (2019) further
difficulties as a result of the unexpected emphasizes that providing teachers with
transition to online education, much appropriate training in using e-learning
like many other nations globally tools and incorporating ICT components
(Dadhe & Patil, 2021). The use of ICT in into their teaching practices can lead to
educational settings has the potential to a substantial positive impact on their
enhance instruction, performance, and knowledge and skills development.
learning (Yadav, 2023). Teachers need to
be technologically proficient and have a Due to the explosion of emerging
strong understanding of pedagogy to technologies, the world is changing
engage students in ways that help them rapidly. The world is witnessing these
acquire the necessary information, changes, along with developing nations
skills, and attitudes (Mishra et al., 2019). like Indonesia, China, and India, among
Technology-based pedagogy integration others. The developing nations must
is an important step in establishing adopt these reforms one at a time to
ICT capability for education to fulfill improve the value of education and
demands (Byungura et al., 2016). A improve the setting for learning and
dedicated teacher attempts to advance instruction in the classroom (Sudha,
Continuous Professional Development 2019). A majority of the investigations
(CPD). The need for professional found a favorable correlation between
development stems from teachers’ teachers’ usage of ICT and their attitudes
passion for their profession and the toward the use of ICT resources
ingrained belief that they are lifelong (Mukherjee & Maity, 2019). Numerous
learners (Shankar, 2022). ICT must be changes are being made to the Indian
significantly integrated into educational educational system. The use of ICT
settings (Pandey et al., 2022). in teaching and learning has begun
to become unavoidable. Rashtriya
The government of India has Madhyamik Shiksha Abhiyan (RMSA),
urged educational institutions to an initiative of the Indian government,
undertake online education using established the ICT program in all
ICT amid the pandemic emergency schools (Sudha, 2018).
(Subaveerapandiyan & Nandhakumar,
2021). ICT has changed the globe When investigating strategies to develop
more than any other contemporary teacher competencies in ICT integration,
technology. ICTs have had a Lim (2007) introduced the concept of
significant impact on the sphere of MicroLESSONS. These MicroLESSONS

were implemented at the National the use of ICT?
Institute of Education in Singapore,
offering a structured 12-lesson module 2. What are the perceived benefits and
to engage pre-service teachers. By challenges of using online training
focusing on constructing multimedia as a strategy for CPD?
packages aligned with constructivist
3. What are the enablers of online
principles, MicroLESSONS aimed to
training as a strategy for CPD?
enhance pre-service teachers’ clarity
and understanding of instructional Methodology of the study
approaches. Moreover, these micro
lessons provided diverse examples of To study the efficacy of online training
how ICT could be effectively used in as a strategy for capacity building of
classrooms to support student learning. teachers, a series of online training was
conducted, and the feedback of the
Self-learning is anticipated to take its learners and their performance in the
rightful position in pedagogical theory post-training assessment was studied.
and practice. There is a considerable
surge in interest in self-learning For this study, a quasi-experimental
concerns connected to technology, the design was adopted. Seven online
fast proliferation of information, and training packages were developed with
the adoption of a competency-based slide presentations. Each training was
strategy in specialized instruction conducted for 5 hours spread across
and professional development five days in online mode through a
(Kenesbekova et al., 2019). Particularly YouTube channel as a live program and
in light of the Covid-19 epidemic, online also simulcast through PMeVidya DTH
learning platforms have taken on an TV channels across the country for wider
entirely novel position in education reach. After the five days (one hour each
(Dilling & Vogler, 2023). Teachers may per day) of training, the recorded videos
manage their classes more effectively and slide presentations were uploaded
by taking advantage of online training and provided to the learners as self-
that will improve their knowledge and learning resources. At the end of each
abilities (Almutairi, 2022). training, the post-training assessment
was conducted to study the impact of
Research Questions training programs organized in seven
cycles for the acquisition of knowledge
This research investigates the role of
in the concerned area. The reaction of
online training as a strategy for capacity
the learners towards each training was
building of teachers and teacher
also measured and analyzed through a
educators in the use of ET and ICT. The
feedback mechanism.
primary research questions guiding this
study are as follows: The purposive sampling technique
was adopted for the selection of the
1. Can online training be a strategy
sample, as the learners participated on
for the Continuous Professional
a voluntary basis. The sample selected
Development (CPD) of teachers on
for the study is given in Table-1 below:

Table-1: Training-wise Selection of Participants
S.No Titles of the Trainings No. of States/ UTs No. of

participated Participants
1 Open Educational Resources (OER) 18 4,564
and Licenses
2 Digital Tools for Teaching, Learning 12 68,219
and Assessment of Specific
Subjects
3 Game-Based Learning 32 8,230
4 Digital Pedagogy 36 23,889
5 Multimedia Resources for 12 51,135

Teaching, Learning, and
Assessment
6 Virtual Labs for Teaching, Learning, 36 34978
and Assessment
7 Let’s be a Cyber Warrior 9 6005
Total no of participants included in the study 1,97,020
Insights on Participation in the regarding this training was shared

Online Training officially with the states/ UTs and
autonomous organizations and through
Seven trainings of five days each were the social media handles of CIET-NCERT,
identified randomly for this study. The but participation in the training was
data were analyzed to understand the voluntary.
participation trend. The information
Table-2: Training-wise Participation
S.No Titles of the Trainings No. of State State

States/ UTs with max. with min.
participated participation participation
1 Open Educational 18 Arunachal Bihar

Resources (OER) and Pradesh
Licenses
2 Digital Tools for 12 Karnataka Nagaland
Teaching, Learning and
Assessment of Specific
Subjects
3 Game-Based Learning 32 Jharkhand Ladakh
4 Digital Pedagogy 36 Odisha Dadra and
Nagar Haveli,
Daman & Diu

5 Multimedia Resources 12 Karnataka Mizoram
for Teaching, Learning,
and Assessment
6 Virtual Labs for 36 Uttar Pradesh Ladakh
Teaching, Learning,
and Assessment
7 Let’s be a Cyber 9 Bihar Andaman
Warrior & Nicobar
Islands,
Manipur,
Sikkim
Insights from the data related to It may be logically reasoned that

participation reveal the following: in the state of Karnataka, a large
number of teachers have undergone
The data entered in Table-2 shows the training on ICT-Basics as part of the
overall registration of participants in implementation of the ICT Curriculum
seven trainings. The data reveals that by CIET-NCERT. Also, Subject Teacher
the representation of participants from Forums (STF) have been created for
36 states/ UTs was witnessed only in one the use and integration of technology,
training, i.e., Virtual Labs for Teaching, and the teachers of Karnataka are
Learning, and Assessment. However, very active in social media groups. So
the data further shows that in training the information disseminated through
on cyber safety, participants from 9 multiple modes might have contributed
states/ UTs only participated. to a higher number of participants
from the Karnataka state. In the case
From the data given in Table-1, it is
of Andaman Nicobar Islands, Manipur,
evident that the maximum number of
and Sikkim, lack of advocacy, less
participants were found to be in training
internet penetration, etc., might have
on “Digital Tools for Teaching, Learning,
contributed to low enrolment. Though
and Assessment of Specific Subjects,”
registration in this training was not a
i.e., 68219. At the same time, the overall
mandatory requirement, learners have
minimum participation was found to
registered themselves keeping in view
be in the training “Open Educational
their needs and interest. This shows the
Resources (OER) and Licenses,” which
motivation of the learners to join such
could attract about 4564 participants.
online courses. However, the reasons
The data entered in Table-2 reveals that for variation in the training need to be
across all the seven pieces of training, further studied. Such research may
the state from which the maximum support in effective implementation of
participation was reported was this training.,
Karnataka which was 37,924 in training
Also, data collected through the
“Digital Tools for Teaching, Learning,
feedback mechanism shows that
and Assessment of Specific Subjects.”
around 97 per cent of the learners have
On the other hand, it may be seen from
reported that they are interested in
the data that the minimum participation
joining online courses because of the
across the seven training sessions was
following reasons:
from the states like Andaman & Nicobar
Islands, Manipur, and Sikkim in training • Training is free
“Let’s be a Cyber Warrior.”

• No travel involved provided as self-learning materials
encouraged them to learn at their own
• Topics included in the training are pace and appear in the post-training
the latest areas of knowledge and assessment for obtaining a successful
coming under their interest areas. participation certificate.
From the data, it was evident that Analysis and Interpretation of
around 63 per cent of the participants Performance in the Post-Training
who missed the live sessions used the Assessment
recorded videos provided on ciet.nic.
in website for self-learning. Also, the The data entered in Table-3 shows the
participants were of the opinion that no of registration in each training and
the access to the recording of all seven the number of participants in the post-
trainings and presentations that were training assessment.
Table-3: Participation in Post-Training Assessment
S.No. Name of the training No of No of Participation in

programme Registration Post-Training Assessment
1 Open Educational Resources 4,564 2,890
(OER) and Licenses
2 Digital Tools for Teaching, 68,219 16,336
Learning and Assessment of
Specific Subjects
3 Game Based Learning 8,230 5,698
4 Digital Pedagogy 23,889 7,824
5 Multimedia Resources for 51,135 22,631
Teaching, Learning and
Assessment
6 Virtual Labs for Teaching, 34,978 17,120
Learning and Assessment
7 Let’s be a Cyber Warrior 6005 6,281
Total 1,97,020 78,780
The data presented in Table-3 shows people who participated in the quiz was
that the total number of registrations more than the people who registered
across all seven trainings was 1,97,020; in the post-training assessment, i.e.,
however, the number of people who 6,281. One of the reasons which were
have participated in the post-training is commonly expressed by teachers
only 78,780, i.e., only 39.99 per cent of the regarding non-participation in the
registered participants. The maximum post-training assessment was a lack
registration was received from “Digital of awareness about the method of
Tools for Teaching, Learning, and certification in online training. Many
Assessment of Specific Subjects,” teachers and educators registered
i.e., 68,219; however, the number of and participated in the training, but
people who eventually participated they missed to understand or follow
in the post-training assessment was the assessment strategy. Hence, the
only 16,336. On the contrary, “Let’s be following initiatives were planned to be
a Cyber Warrior” training received only taken for further training:
6,005 registrations. Still, the number of

• Banners on missed sessions and • Details of the post-training
assessments are to be circulated assessment were elaborated on the
among the registered participants. event page
• Details of the post-training • N=1,97,020

assessment were announced during
every session.
Figure-1: Participation in Post-Training Assessment and Completion and
Performance
Looking at the scores obtained by the in the post-training assessment. This

participants, it can be seen from the indicates that the information delivered
data that out of 78780 participants during the training to the participants
who took the post-training assessment, was well comprehended and imbibed
82.86 per cent of the participants (i.e., by the majority of them.
65,283) scored 70 per cent and above
Figure-2: Percentage of Completion of the Training

Based on the chart above, the maximum the percentage of learners who scored
number of participants who scored 70 more than 70 per cent is above 70 per
per cent and above in the quiz were from cent. This indicates that online training
the “Let’s be a Cyber Warrior” training, was effective in knowledge acquisition.
i.e., 90.14 per cent. In almost all training,
Figure-3: Scores in Post-Training Assessment
Based on the chart given in Figure 3, development are needed to equip

it can be concluded from the results teachers with the knowledge and
that the majority of the participants skills required to navigate the digital
obtained scores between the range of landscape effectively and enhance the
26-30 and 21-25, i.e., nearly 60 per cent, overall quality of education. Based on
which shows that the online training is this research, it is observed that online
effective in developing the knowledge training has created an environment
of the learners in the use of ET & ICT. for teachers and other stakeholders in
education to learn, use and integrate
Conclusion technology in their self-interest. The
data further reveals that in almost all
In conclusion, the integration of ICT
states/ UTs, most participants have
in education is a transformative and
also showcased their understanding in
indispensable aspect of modern teaching
post-training assessment. Therefore,
and learning practices. To unlock the full
well-structured online training can
potential of ICT, it is essential to invest
educate the audience about the new-
in the capacity building of teachers,
age educational resources and tools
providing them with the necessary
to accomplish the teaching-learning
training, resources, and support.
objectives in school education. However,
Moreover, school administrations play
there is more scope to make the training
a key role in fostering a conducive
intensive and improve to scale up and
environment for ICT integration. As
cover every single school teacher in the
educational technology continues
country as envisioned in NEP-2020.
to evolve, continuous research and

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Review Article
Complex Networks, Communities, and Clustering: A survey

Biswajit Saha1, Amitabha Mandal2, Soumendu Bikas Tripathy3 & Debaprasad
Mukherjee4
1
Department of Computer Science & Engineering and Department of Information
Technology,
Dr. B. C. Roy Engineering College, Durgapur1, West Bengal
Email- sahabiswaji@gmail.com
2
Technology,
3
Camellia Institute of Engineering & Technology & Camellia Institute of Polytecnic,
BudBud, West Bengal,
4
Technology,
Email-mdebaprasad@gmail.com
Abstract
This paper is an extensive survey of literature on complex network communities and

clustering. Complex networks describe a wide variety of systems in nature and society,
especially systems composed of a large number of highly interconnected dynamical
entities. Complex networks, like real networks, can also have community structure.
There are several types of methods and algorithms for the detection and identification
of communities in complex networks. Several complex networks have the property of
clustering or network transitivity. Some of the important concepts in the field of complex
networks are small-world and scale-free networks, evolving networks, the relationship
between topology and the network’s robustness, degree distributions, clustering, network
correlations, random graph models, models of network growth, dynamical processes
on networks, etc. Some current areas of research on complex network communities
are those on community evolution, overlapping communities, communities in directed
networks, community characterization, and interpretation, etc. Many of the algorithms
or methods proposed for network community detection through clustering are modified
versions of or inspired by the concepts of minimum-cut-based algorithms, hierarchical
connectivity-based algorithms, the original Girvan–Newman algorithm, concepts of
modularity maximization, algorithms utilizing metrics from information and coding
theory, and clique based algorithms.
Keywords: Networks, Clustering, Communities, Hierarchy, Information, Modularity

Introduction large number of highly interconnected
dynamical entities. The Internet, social
Complex Networks networks, business networks, large
circuits, networks of chemicals linked
Complex networks describe a wide
by chemical reactions, transportation
variety of systems in nature and
networks, power networks, networks
society esp., systems composed of a
of citations of documents/ web pages,

etc, are some of the popularly cited common in real networks. Complex
examples of complex networks. Two networks have a community structure
of the many important questions in if the nodes of the networks can be
this field are: a) are there any unifying grouped into sets of nodes where each
principles underlying the topology set of nodes is densely connected, at
complex networks, and b) from the least internally. For non-overlapping
perspective of nonlinearity, how network communities, the complex
colossal networks of interacting and/or network should split into groups
communicating dynamical systems will of nodes with dense connections
behave collectively, given their individual internally but sparser connections
dynamics and coupling architecture. between the groups. Overlapping
network communities are also possible,
One of the intuitive approaches to and they are found in many real-world
capture the global properties of such complex networks, e.g., social networks.
complex systems is to model them An alternative way of expressing the
as graphs, where nodes represent network community concept, inclusive
the dynamical units, and links/edges of the overlapping and non-overlapping
represent the interactions between the issues, is that pairs of nodes are more
nodes. It has now been widely recognized likely to be connected if they are both
that the topology and evolution of real- members of the same community(ies)
world complex networks are controlled and less likely to be connected if
by various organizing principles of they are not members of the same
topology and dynamics. Researchers communities. The communities can
have been addressing structural and themselves also join together to form
topological issues of complex networks, meta-communities, and those meta-
e.g., a) characterization of the complex communities can join together, and so
interconnection architectures to on, in a hierarchical fashion. It is now
comprehend the unifying principles well accepted that the identification of
that are the foundations of real- the community structure of complex
world complex networks, and b) networks provides insight into the
constructing models to simulate the relationships between network function
growth and replicate the structural and topology.
properties of these complex networks.
Researchers have also addressed There are several types of methods
the complex networks’ dynamics, and algorithms for the detection and
e.g., characterization of the collective identification of communities in complex
behavior of large ensembles of networks. But, roughly, these methods
dynamical systems that interact through can be divided into 4 categories (not
complex interconnections topology. exclusive):
Some of the important concepts in the
field of complex networks are small- a) node-centric (algorithms utilizing
world and scale-free networks, evolving the information that each node in a
networks, the relationship between group satisfies certain properties), b)
topology and the network’s robustness, group-centric (algorithms utilizing the
degree distributions, clustering, connections within a group as a whole,
network correlations, random graph i.e., the group as a single entity satisfies
models, models of network growth, certain properties without zooming
dynamical processes on networks, etc. into node-level), c) network-centric
[1-4]Network Communities (algorithms utilizing the process of the
partitioning of the whole network into
Community structures are quite several disjoint sets), and d) hierarchy-

centric (algorithms utilizing the processes of construction of hierarchical structures
of communities). There are other categories of algorithms/methods of community
detection in complex networks, but they are not being discussed here. The
optimal methods to detect network communities vary depending on applications,
complex networks, computational resources, etc. Some current lines of research
on complex network communities are those on community evolution, overlapping
communities, communities in directed networks, community characterization, and
interpretation, etc.[5-8].
Figure-1: Communities in Complex Networks [46], 2022
Figure-2: Communities in Complex Networks [47] 2018

Clustering and a very important category e)
subspace models e.g. in bi clustering/
Several complex networks have the co-clustering where clusters/network
property of clustering or network communities are modeled with respect
transitivity. It is the property that two to both cluster members and pertinent
vertices of the network that are both set of features of the nodes, g) graph-
adjacent to the same third vertex have based models e.g models/ algorithms
an increased probability of also being based on quasi-cliques- subset of nodes
adjacent to one another. Clustering in a graph/complex network, where
of network communities is the task of a significant fraction of node pairs in
grouping a set of nodes in such a way the subset are connected by edges,
that nodes in the same group (cluster) considered as cluster/ community
are more similar, in some measure(s), seeds for building up larger clusters or
to each other than to those in other communities.
groups (clusters), based on the above-
mentioned adjacency property. The Many of the algorithms or methods
choice or design of clustering algorithms proposed for network community
and their corresponding controlling detection through clustering are
functions, e.g., distance measure/ modified versions of or inspired by
norm, threshold/cut-offs for similarity/ the concepts of minimum-cut-based
dissimilarity measures, number of algorithms, hierarchical connectivity-
final expected stable clusters, degrees based algorithms, the original Girvan–
of randomization, criteria for cluster Newman algorithm, concepts of
partitioning or merging, etc., depending modularity maximization, algorithms
on the complex networks being utilizing metrics from information
clustered and the nature and function and coding theory, and clique based
of the communities to be identified algorithms [9-12].
in them. The clustering of network
communities can also be formulated as Research questions and topics in
a multi-objective optimization problem. complex network clustering and
community detection
The differences in the cluster/
community models and their properties The contemporary research questions
reflect the differences between and topics in this field are generative
the various clustering and network models, communities in time-evolving
community detection algorithms. networks, characterization, modeling
Some popular cluster/community and the analysis of communities, impact
models are a) connectivity models, of community structure and its dynamics
e.g. hierarchical clustering algorithms on networked systems, modularity and
create models utilizing distance-based the use of modularity maximization
interconnections between nodes or as the basis for community detection,
already existing communities, b) centroid stochastic strategies (that require little
models, e.g. models those characterize or no information about the network
clusters/ network communities by mean topology at the expense of their
vectors computed from set of properties performance), recovery of stochastic
of sets of nodes , c) distribution models models (finds the latent partition of
based on statistical distributions of networks nodes into the communities
the values features of the nodes in which are equal to or correlate with the
multidimensional space, d) density truth communities used for generation
models, based on density or sparseness of the given network), overlapping
of connections/ regions in data space, community structures, multilayer
community benchmarks, incremental

clustering, online/real time community represented as graph and developed an
finding, predicting community evolution, algorithm to obtain clusters in different
measuring the quality of the obtained scales. The algorithm consisted of
evolving communities, finding provably initially the network construction from
optimal algorithms, designing well- input data and, secondly, the hierarchical
controlled benchmark systems on which partitioning of the formed network. The
the proposed algorithms can be tested algorithm, although being completely
and compared, modular centrality using free of the computation of the physical
local and global strategies, taxonomy distances among input data, was found
of various community detection to constantly produce a connected
algorithms, and real-world applications graph with heavily linked nodes within
of networked systems. a community and sporadically linked
nodes among different communities.
Classification of Community The authors applied their algorithm to
Detection Clustering Algorithms in the problem of pixel clustering. Zhang
Complex Networks et al.[14] 2007, proposed a hierarchical
clustering approach, based on the
Community detection clustering
graph diffusion kernels of networks, to
algorithms in complex networks can be
reveal the community organization of
classified as hierarchy-based algorithms,
different levels of complex networks.
information-theoretic algorithms,
They verified the method on some
modularity-based algorithms, and some
networks with well-known community
other special categories.
structures and found that the algorithm
Hierarchy based algorithms is an effective one.
A hierarchical clustering method works Guang Xu et al.[15] 2012, proposed a

by means of grouping data into a tree new algorithm called Latent Community
of clusters. It starts by considering Discovery, for community detection in
every data point as a distinct cluster. complex social networks. Specifically,
Then, it executes the subsequent steps their algorithm divides the core actors
repeatedly. At first, the two clusters based on a hierarchical probabilistic
which can be closest together are model and a statistical topic model,
identified. Then, the two maximum which are normalized by the network
comparable clusters are merged. This arrangement in data. Their algorithm is
continues till all the clusters are merged. inspired by the Pareto Principle, which
In hierarchical clustering, the goal is to accounts for the uneven existence of
produce a hierarchical series of nested two different types of network actors,
clusters. A diagram called a Dendrogram esp. the core actors who typically occupy
(a tree-like diagram that statistics only a small share of the nodes but
the sequences of merges or splits) have a large influence on the complex
graphically represents the hierarchy. It network. They tested their algorithm on
is an inverted tree that depicts the order three large social networks and found its
in which factors are merged (bottom-up performance competitive to the existing
view), or clusters are broken up (top- popular algorithms for this category of
down view).Hierarchy-based algorithms problems.
are one of the main types of community
de Oliveira et al. [16], 2008 propose
detection clustering algorithms in
a clustering algorithm based on
complex networks.
graph theoretic representations and
Silva et al. [13] 2007 utilized the concept community discovery in complex
of topological orders among input data networks. Initially, they represent

the input data as a network and then theoretic measures are Entropy and
divide the network into sub-networks its variation. Entropy is a measure of
to create data groups. In the first stage, uncertainty about a stochastic event or,
each of the nodes has a randomly in other words, it measures the amount
assigned initial angle. This initial angle of missing information related to an
is gradually modified according to event. The idea of information gave rise
agreement with the neighbors’ angle. to other measures of information like
Ultimately the network reaches a steady Mutual information, conditional mutual
state. In this state, the nodes in the information, divergency, entropy, cross-
same cluster have comparable angles. entropy, joint entropy, and conditional
This process is repeated and results entropy. There are two important issues
in a hierarchical and graded divisive in clustering: a) how the similarity (or
clustering. Simulations by the authors dissimilarity) between objects or clusters
demonstrate that this algorithm has in the dataset can be measured, and b)
the potential to find clusters in different finding out the criterion function that
forms, compactness, and proportions. is to be optimized. In both these cases,
The algorithm also has the capability information theoretic measures are
to generate clusters with diverse used in information theoretic clustering.
refinement grades. Furthermore, the Using the essentials of information
proposed algorithm is also robust and theory as a clustering criterion takes
efficient. advantage of the underlying statistical
information that the data carries.
Malzer, C., & Baum, M. [17] 2020, in
their research, demonstrated the Information theoretic algorithms are
combination of DBSCAN* and HDBSCAN another major type of community
clusters due to the application of an detection clustering algorithms in
extra threshold value. They also showed complex networks. Cravino et al.
the potential benefits of this hybrid [19] 2012, employed the overlapping
approach when clustering data having community arrangement of a linkage of
various types of densities are used. tags/labels to improve text clustering.
Their approach is beneficial in cases Based on a small data set of news
where a low minimum cluster size is clips/ excerpts, the authors construct
required, and avoiding an abundance of a network of co-occurrence of user-
micro-clusters in high-density regions defined labels of metadata fields
is required. Campello et al. [18] 2020, in news excerpts. They describe a
in their review article, discussed the weighted cosine similarity closeness
statistical notion of density-based measure, which takes into account both
clusters, classic algorithms for deriving the excerpt vectors and the tag vectors.
a flat partitioning of density-based Thereafter, they compute the tag weight
clusters, methods for hierarchical using the correlated tags that exist in
density-based clustering, and methods the discovered community and then
for semi-supervised clustering. They use the ensuing vectors, together with a
concluded with various open challenges novel distance metric to identify socially
associated with density-based biased document clusters.
clustering.
Yang et al. [20] 2006, proposed an
Information theoretic algorithms unsupervised graphical clustering
algorithm for finding community in
Information Theory involves the complex networks by determining
quantification of information in a the dissimilarity between nodes and
dataset with the help of several statistical incorporating them into a dissimilarity
measures. The most used information-

distance matrix, which when sorted methodology, i.e., the partitioning of
according to the scores, becomes the nodes of a network. A network with
equivalent to an intensity image. The n nodes is associated with the set of n
clusters are indicated by dark blocks of time series, and the weight of the link,
pixels along the main diagonal. which quantifies the similarity between
the two corresponding time series, is
It is now acknowledged that trust in defined according to a metric based on
electronic commerce has become one of symbolic time series analysis. Thereafter,
the most significant concerns in online probing for network clusters leads to
applications, with consumers searching the identification of groups of nodes
for the best trustworthy of goods and (i.e., Time series) with strong similarity.
service providers and looking for ways The authors verify the algorithm on US
of confirming which service providers and Italian stock exchange time series
are the most trusted. Zhang et al. [21] data, and the steadiness of the clusters
2012, have studied the critical problem over time is seen to be satisfactory
of trust network and trust community and better than those achieved using
clustering for the analysis of the user’s the minimal spanning tree and the
most trusted relationship for electronic hierarchical tree-based algorithms.
commerce applications. In their model, Piccardi and Calatroni [24] 2010 studied
the nodes represent the various subjects the same problem in its full generality,
involved in the trust, the connections according to the same methodology, in
denote relationships, and the weight of previous work and found satisfactory
the links indicates the strength of the results.
relationships. Initially, the algorithm
constructs a trust network having the Though community detection in social
weight value of links. Subsequently, networks is usually based on graph
the clustering properties of the clustering employing the structural
relationship according to the weights information, i.e., linkage structure or
and the path lengths are analyzed. node topology, for group identification,
Finally, the algorithm categorizes the but Huang and Yang [25] 2012, used
most trusted subjects for a user to the the semantic information present
same cluster. Two metrics, i.e., direct in the posts of social media to find
trust information degree and global hidden communities in these media.
trust information degree, are utilized They incorporated the assumption
to assess trust relationships among that content issued by users may
the subjects. This principle also gives express relations between users/
an efficient shortest-path algorithm to entities. This method is suitable for
construct trust networks. All the above detecting communities in networks
information generated is incorporated that continuously evolve, e.g., social
into the clustering algorithm based on networks.
the coefficient and path length for the
e-commerce trust network community. Liu et al. [26] 2008 applied the concept
of network community clustering to an
Zhang and Zhong [22] 2013, dealt important biomedical problem known
with this problem by considering the as functional analysis of protein cavities.
aspects of the small-world nature of It is known that the functions of a protein
trust communities and the metric local are chiefly determined by its structure,
trust recommendation degree. Piccardi and surface cavities i.e. pockets or clefts,
et al. [23] 2011, analyzed the issue of are generally considered as possibly
clustering of financial time series based active sites where the protein carries
on the network community analysis out its functions. The authors proposed

a feasible solution to the problem of to the similarity between document
functional assignment by protein cavity pairs calculated by the cosine function.
clustering, i.e., geometrical clustering Then the algorithm searches for the
based on the geometrical community dense sets and applies it to cluster
structure of pocket similarity networks. text documents represented by the
Firstly, they introduce a pocket similarity vector space model. ZHANG et al. [29]
network to methodically describe 2013, dealt with the issue of trust in
structural correspondence among e-commerce based on social networks
pockets. The pockets are connected if using the metric of trust information
they have structural similarity beyond degree based on mutual information
a certain threshold. Thereafter, the between subjects. They incorporated
surface pockets are clustered into their previously developed metrics,
structurally related pocket groups via direct trust information degree, and
a graded process. The authors then global trust information degree, to
reference these small pocket groups build trust relations among subjects.
as structural patterns which represent Clustering coefficients and global trust
similar functions in different proteins. information degree were adopted to
Their experimental results show that construct trust communities. Guan-yu
identified pocket groups are biologically [30] 2011 has developed an algorithm
meaningful in terms of their functional (named Mapping Vertex into Vector
features. algorithm) which converts all vertices
in a network into vectors and finds the
Rui and FengMing [27] 2011 proposed communities in large-scale complex
an algorithm to construct a distributed networks through clustering, based
trust network in information sharing on the similarity between these vertex
and exchange channels e.g., instant vectors.
messengers, file-sharing tools, etc. But,
it is well known that the formation of You-yuan et al. [31] 2009, addressed the
the communities is a self-organizing and problem of web services clustering with
evolving autonomous phenomenon, the help of the detection of community
being regulated primarily through structure in complex networks. They
internal and member dynamics of the did this by proposing an algorithm in
community. For example, users join which the words are denoted by nodes,
communities based on their interests. and the edge weights of the network
These kinds of network communities are computed from the words’ co-
are highly vulnerable to the spreading appearances. The authors applied the
of malicious software, pilfering of users’ Newmann’s algorithm to this network
information, and attack by malicious and extracted the clusters of words.
users. Thus, to form safe and reliable Thus service clustering was achieved
communities, the authors present an by using the relationship between the
algorithm by incorporating the trust words and the services, and that too
value of nodes computed based on with acceptable levels of precision and
their past behaviors and constructing accuracy, as claimed by the authors.
the communities based on similarity in
trust values. Modularity based community
detection
XIE et al. [28] 2011 propose a new
algorithm for detecting community A network that has been effectively
structures in weighted complex divided into communities has fewer
networks. The method constructs a edges between communities than one
weighted complex network with respect might anticipate. Simply some careful
observers would assert that this proves

there is substantial community structure measurement of incoming/outgoing
if the number of edges between two flows for each cluster or district-metered
groups is only what can be predicted area allows for a quantification of water
based on accidental chance. On the losses. The authors use the community
other hand, it is reasonable to assume detection approach developed in the
that something interesting is occurring if complex network theory to identify
the number of edges between groups is clusters or district-metered areas
significantly less than what is predicted in water distribution systems. The
by chance, or equivalently if the number method aims to find solutions satisfying
within groups is significantly larger. the constraints of maximization of
Utilizing the concept of modularity, it is modularity and the reduction of the
possible to quantify the idea that actual number of communities. The authors
community structure in a network relates claim that the method is adequately
to a statistically notable arrangement scalable.
of edges. Modularity is the number of
edges lying within groups minus the Sharma and Purohit [34] 2013, have also
predicted number in an analogous applied the spectral clustering algorithm
network with edges distributed at for tracking community formation in
random, up to a multiplicative constant. complex social networks. Zhuhadar
Positive values of modularity indicate et al. [35] 2012, have proposed the
the likelihood of a community structure design of a visual recommender system
and are either positive or negative. As to recommend learning resources
a result, one can specifically search for to cyber learners within the same
community structure by looking for community, by using a community
network divisions that have positive, and detection algorithm on the large-scale
preferably high, values of modularity. complex networks of cyber learners
and learning resources, based on
Modularity-based community detection Web Usage data of the subjects. Their
is another major type of community algorithm uses a heuristic that initially
detection clustering algorithm in accomplishes clustering by force-based
complex networks. Liu and Li [32] visualization algorithm. Subsequently,
2011, developed a novel metric the algorithm utilizes the information
representation, the co-neighbor on network modularity to choose good
modularity matrix, to assess the quality decompositions from those found using
of community/clustering identification, visualization algorithms.
by which the problem of community
detection is transformed into that of a Yu and Ding [36] 2010 applied modularity
problem of clustering of eigenvectors clustering objective function for network
in Euclidean space. Thereafter, the community discovery. They have shown
network community architecture is that a normalized form modularity
identified with a spectral clustering clustering is equivalent to the prevalent
algorithm. One major advantage of this normalized cut spectral clustering. They
algorithm is that it is free from the noise then use this information to interpret
generated by the initial mean points of and solve the modularity clustering
clustering e.g., in the k-means category problem and further corroborate the
of algorithms. algorithm on some data collections.
Scibetta et al. [33] 2013, addressed the Singh et al. [37] 2020 presented a
strategy of a division of the network comprehensive analysis of the dynamic
into clusters or district-metered areas community detection algorithms
for the detection of water losses from in terms of computation time and
water distribution networks since the accuracy. In order to provide detailed

and extensive analysis, they tested Verma and Butenko [41] 2013, use
dynamic algorithms on small, medium, the clique relaxation concept of
and large real-world network datasets. k-community for network community
They provided some guidelines that identification. The clique relaxation of
may help to choose the best dynamic k-community is a connected subgraph
community detection algorithms for the such that endpoints of each edge have,
given complex dynamic networks based at the minimum, k shared neighbors
on the analysis results and network within the subgraph. An important
properties. Hu et al. [38] 2020 presented aspect of this method is that it does not
a new algorithm based on spectral use any previous information about the
clustering to detect the communities. organization of the network. By defining
Experiments demonstrated that the a cluster as a k-community, the proposed
proposed algorithm exceeded other algorithm aims to provide a clustering
state-of-the-art community detection of a network into k-communities with
algorithms among several real-world varying values of k.
networks from diverse domains and
synthetic networks. The proposed Lu et al. [42] 2013 proposed a novel
algorithm provided a high-quality and Network Community Structure
accurate performance in a wide range Clustering Algorithm Based on Genetic
of data sets. Al-Andoli et al. [39] 2021 Theory. Their work puts forward
proposed an original deep auto encoder the idea of applying a clustering
with Particle Swarm Optimization (PSO) ensemble-based genetic algorithm in
and continuation algorithms to reveal the domain of complex social network
community structures in complex mining. Their procedure introduces a
networks. Their work also proposed clustering ensemble into the crossover
various other methods to work in the operator and then utilizes the clustering
absence of continuation and to enable information of the parents to generate
premature convergence. new individuals. This seems to avoid the
problems that are triggered by merely
Other algorithms swapping strings between crossover
operators without consideration of their
It is popularly accepted that social contents. In population generation,
networks offer a dominant abstraction Markov random walk approach is used
of the organization and dynamics of to sustain the diversity of the entities
varied kinds of people or people-to- as well as the clustering accuracy. The
technology interaction and also endorse algorithm also uses a local searching
the use of collaborative technologies for mechanism in crossover operators to
partnerships among different groups. reduce the searching space and improve
It is also acknowledged that finding the speed of convergence.
subgroups within social networks
is important for understanding and Eagle et al. [43] 2012, demonstrate in
possibly influencing the formation what way using network community
and evolution of online communities. identifying methods can be used to
In this context, Sharma and Joshi [40] recognize sub-goals in problems in
address the issues of tracking online a logic tutor. Then those community
communities in large-scale complex structures can be utilized to produce
social networks. They infer the dynamics high-level hints among sub-goals. The
of the communities to a significant authors do this by presenting a new
extent from the online interactions of data structure, the Interaction Network,
the nodes by tracking the evolution of for representing interaction data from
known sub-communities over time. open problem-solving environment
tutors.
Complex networks in education in the physical and social sciences. They
also stated that research discovering
In their research article, Jacobson and student learning of complex systems,
Wilensky [44] 2006 stated the rationale which is conceptually challenging
for students to learn new scientific knowledge, may actually help in pushing
perspectives which are related to the boundaries of knowing the kinds
the study of complex systems. They of advanced knowledge that students
discussed various research carried are capable of learning. Additionally,
out on issues related to learning these they pointed out that conceptual
ideas. They also proposed a set of perspectives and methodologies from
research issues that are related to complex systems have the ability to
general design principles to create influence theory and research problems
environments and tools which will of fundamental importance to the
be helpful for the students to learn domain of learning sciences itself.
scientific ideas about complex physical
and social systems. They discussed five In their research article, Kunihiko et al.
design principles that have the potential [45] 2016, examined the improvement
to give promising learning sciences in collaborative work between faculty
research. The five design principles and staff in university settings and also
are a) to experience complex systems identified the strengths and weaknesses
phenomena; b) to make explicit the of the university by using both SWOT
complex systems framework; c) to analysis and complex network analysis.
encourage collaboration, discussion, Calculating multiple indices of a complex
and reflection; d) to construct theories, network and analyzing characteristics of
models and conduct experiments; the network may be further carried out
e) to learn trajectories towards deep in the future. This research work is an
understandings and explorations. In example of the application of complex
their research, they mentioned the networks in the domain of learning more
importance of mainstream students to particularly in university education.
actively learning about complex systems
Table-1: Classification of the algorithms
Sl no. Classification Reference of the paper

1 Hierarchy 13. Silva, T. C., & Zhao, L. (2007, October). Pixel
Based clustering by using complex network community
detection technique. In Seventh International
Conference on Intelligent Systems
Design and Applications (ISDA 2007) (pp. 925-932). IEEE.
14. Zhang, S., Ning, X. M., & Zhang, X. S. (2007).

Graph kernels, hierarchical clustering, and
network community structure: experiments and
comparative analysis. The European Physical Journal
B, 57(1), 67-74.
15. Xun, G., Yang, Y., Wang, L., & Liu, W. (2012,
December).
Latent community discovery with network
regularization for core actors clustering. In
Proceedings of COLING 2012: Posters (pp. 1351-1360).

16. de Oliveira, T. B., Zhao, L., Faceli, K., & de Carvalho,
A.
C. (2008, June). Data clustering based on complex

network
community detection. In 2008 IEEE Congress on

Evolutionary Computation (IEEE World Congress on
Computational Intelligence) (pp. 2121-2126). IEEE.
17. Malzer, C., & Baum, M. (2020, September). A hybrid

approach to hierarchical density based cluster
selection. In 2020 IEEE International Conference on
Multisensor Fusion and Integration for Intelligent
Systems (MFI) (pp. 223-228). IEEE.
18. Campello, R. J., Kröger, P., Sander, J., & Zimek,

A. (2020). Density-based clustering. Wiley
Interdisciplinary Reviews: Data Mining and Knowledge
Discovery, 10(2), e1343.
2 Information 19. Cravino, N., Devezas, J., & Figueira, Á. (2012, June).
Theoretic
Using the overlapping community structure of
a network of tags to improve text clustering. In
Proceedings of the 23rd ACM conference on Hypertext
and social media (pp. 239-244).
20. Yang, S., Luo, S., & Li, J. (2006, August). A novel
visual clustering algorithm for finding community
in complex network. In International Conference on
Advanced Data Mining and Applications (pp. 396-403).
Springer, Berlin, Heidelberg.
21. Zhang, S., Chen, J., Zhong, H., Fang, Z., & Shi, J.
(2012).
Trust network and trust community clustering

based on shortest path analysis for e-commerce.
International Journal of u-and e-Service, Science and
Technology, 5(2), 31-42.
22. Zhang, S., & Zhong, H. (2013). Trust network

and small world trust community clustering for
E-Commerce. Int. J. Hybrid Inf. Technol, 6, 1-14.
23. Piccardi, C., Calatroni, L., & Bertoni, F. (2011).

Clustering financial time series by network
community analysis. International Journal of Modern
Physics C, 22(01), 35-50.

24. Piccardi, C., & Calatroni, L. (2010, February).
Clustering time series by network community analysis.
In 2010
Complexity in Engineering (pp. 94-96). IEEE.
25. Huang, H. H., & Yang, H. C. (2012, August).

Semantic clustering-based community detection
in an evolving social network. In 2012 Sixth
International Conference on Genetic and Evolutionary
Computing (pp. 91-94). IEEE.
26. Liu, Z. P., Wu, L. Y., Wang, Y., Zhang, X. S., &
Chen, L. (2008). Protein cavity clustering based on
community structure of pocket similarity network.
International journal of bioinformatics research and
applications, 4(4), 445-460.
27. Zhu, R., & Liu, F. (2011, July). A clustering

algorithm of community in distributed network
based on trust. In 2011 Eighth international
conference on fuzzy systems and knowledge discovery
(FSKD) (Vol. 2, pp. 1070-1073). IEEE.
28. Xie, J., & Szymanski, B. K. (2011, June). Community

detection using a neighborhood strength driven
label propagation algorithm. In 2011 IEEE Network
Science Workshop (pp. 188-195). IEEE.
29. Zhang, S. Z., Fang, Z. X., Chen, J. G., & Shi, J. (2013).
Community clustering model for E-commerce

trust based on social network. Journal of ZheJiang
University (Engineering Science), 47(4), 656-661.
30. Wang, G. Y. (2011). Algorithm for Detecting

Community of Complex Network Based on
Clustering. Jisuanji Gongcheng/ Computer Engineering,
37(10).
31. Ou, Y. Y., Zhang, H. S., & Men, H. (2009). Web

Services clustering based on detecting community
structure in complex network. Journal of Application
Research of Computers, 6.
3 Modularity 32. Liu, J., & Li, L. (2011). Network community

Based detection based on co-neighbor modularity matrix
with spectral clustering. In Applied Mechanics and
Materials (Vol. 55, pp.
1237-1241). Trans Tech Publications Ltd.

33. Scibetta, M., Boano, F., Revelli, R., & Ridolfi, L. (2013).
Community detection as a tool for complex pipe
network clustering. EPL (Europhysics Letters), 103(4),
48001.
34. Sharma, S., & Purohit, G. (2013). A Novel

Framework For Tracking Online Community
Interaction In Social Network. International Journal
of Information Acquisition, 9(02), 1350011.
35. Zhuhadar, L., Yang, R., & Nasraoui, O. (2012,

December).
Toward the design of a recommender system:

visual clustering and detecting community
structure in a web usage network. In 2012 IEEE/WIC/
ACM International
Conferences on Web Intelligence and Intelligent Agent
Technology (Vol. 1, pp. 354-361). IEEE.
36. Yu, L., & Ding, C. (2010, July). Network community

discovery: Solving modularity clustering via
normalized cut. In Proceedings of the Eighth
Workshop on Mining and Learning with Graphs (pp.
34-36).
37. Singh, D. K., Haraty, R. A., Debnath, N. C., &

Choudhury, P. (2020, February). An analysis of
the dynamic community detection algorithms
in complex networks. In 2020 IEEE International
Conference on Industrial Technology (ICIT) (pp. 989-
994). IEEE.
38. Hu, F., Liu, J., Li, L., & Liang, J. (2020). Community
detection in complex networks using Node2vec
with spectral clustering. Physica A: Statistical
Mechanics and its Applications, 545, 123633.
39. Al-Andoli, M., Cheah, W. P., & Tan, S. C. (2021).

Deep autoencoder-based community detection
in complex networks with particle swarm
optimization and continuation algorithms. Journal
of Intelligent & Fuzzy Systems, 40(3), 4517-4533.
4 Other 40. Sharma, S., & Joshi, N. K. Enhancement of existing

clustering algorithm for tracking online community
in social network.

41. Verma, A., & Butenko, S. (2013). Network
clustering via clique relaxations: A community
based. Graph Partitioning and Graph Clustering,
588, 129.
42. Lu, N., Jin, Y., & Qin, L. (2013). Network Community
Structure Clustering Algorithm Based on the
Genetic Theory. Journal of Advances in Computer
Networks, 1(2).
43. Eagle, M., Johnson, M., & Barnes, T. (2012).
Interaction Networks: Generating High Level
Hints Based on Network Community Clustering.
International Educational Data Mining Society.
Summary and Conclusion transitivity. Many of the algorithms

or methods proposed for network
The topology and evolution of complex community detection through
real-world networks are controlled clustering are modified versions of or
by various organizing principles of inspired by the concepts of minimum-
topology and dynamics and happen to cut-based algorithms, hierarchical
be a major research area. Researchers connectivity-based algorithms, the
have been addressing structural and original Girvan–Newman algorithm,
topological issues of complex networks concepts of modularity maximization,
as well as complex networks’ dynamics algorithms utilizing metrics from
for quite some time. Some of the information and coding theory, and
important concepts that have evolved in clique based algorithms. Consequently,
the field of complex networks are small- Community Detection Clustering
world and scale-free networks, evolving Algorithms in Complex Networks can
networks, the relationship between be broadly classified into Hierarchy
topology and the network’s robustness, Based Algorithms and Theoretic
degree distributions, clustering, Information Algorithms. Moreover,
network correlations, random graph there has been a lot of research work
models, models of network growth, carried out by eminent researchers
dynamical processes on networks, etc. in the fields of both Hierarchy Based
Researchers apply several types of Algorithms and Theoretic Information
methods and algorithms for detecting Algorithms, as well as Modularity based
and identifying communities in complex community detection. Also, in the case
networks, which can be generally divided of social networks finding subgroups
into 4 categories. The optimal methods is important for understanding and
to detect network communities vary possibly influencing the formation and
depending on applications, complex evolution of online communities.
networks, computational resources,
etc. Some current lines of research on Researchers have inferred the dynamics
complex network communities are those of the communities to a significant
on community evolution, overlapping extent from the online interactions of
communities, communities in directed the nodes by tracking the evolution of
networks, community characterization, known sub-communities over time.
and interpretation, etc. Researchers have also used the clique
relaxation concept of k-community
Several complex networks have the for network community identification
property of clustering or network wherein by defining a cluster as a

k-community, the aim is to provide be utilized to produce high-level hints
a clustering of a network into k- among sub-goals.
communities with varying values of k.
Work has also been carried out based As can be seen, community detection in
on genetic theory, and a novel Network complex networks is an active research
Community Structure Clustering area. It has got real-life applications in
Algorithm has been proposed based on the fields of large-scale engineering,
it. Apart from these, significant research social media analysis, biomedical data
work has also been carried out based analysis, online education, business
on network community identifying and economics, etc. It is hoped that
methods that can be used to recognize this survey will be of great help to
sub-goals in problems in a logic tutor. the scientific community and senior
Then those community structures can researchers.
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Communications
Introduction to Artificial Intelligence: Current Developments,

Concerns and Possibilities for Education
Rejaul Karim Barbhuiya
Assistant Professor, Central Institute of Educational Technology, NCERT
Email: rejaul.ncert@nic.in
Abstract
Artificial Intelligence is shaping the world at a speed much faster than anticipated.
Machine learning models are extensively used in banking, e-commerce, healthcare,
weather forecasting, etc. ChatGPT is the latest entry in the bloc but the most engaging one
so far. The world is abuzz with concerns about AI/ML rendering people jobless. The who’s
who in the world of technology is warning of potential danger in the exponential growth
in learning capabilities of intelligent systems and the concerns related to privacy, ethics,
safety, and security. Educationists should also be equipped with the basic know-how of
AI and its related fields to have a considered opinion while adopting teaching-learning-
assessment. This article discusses the concept of Artificial Intelligence in Education (AIED)
and introduces the branches of AI, such as Machine Learning, Artificial Neural Networks,
and Deep Learning, as well as their working with examples that educators can relate
with. The article also highlights some of the ethical concerns associated with AI.
Keywords: Artificial Intelligence in Education (AIED), Machine Learning, Artificial

Neural Network, Deep Learning, Ethical concerns with AI.
Introduction to Artificial Intelligence 2014). AI techniques have evolved

over the years to carry out tasks that
Artificial Intelligence (AI) is the branch of require some intelligence. Today’s
computer science that studies how to advanced AI-based systems are similar
use computers to carry out intelligent to the human mind in certain ways
tasks that are otherwise done by humans but do not necessarily mimic human
(Huang et al., 2019). The term “Artificial behaviour, nor are they identical in all
Intelligence” was first proposed as early aspects. Different approaches to AI
as 1955 (McCarthy et al., 2006), with the research and their application areas
premise that if we can precisely describe include automated game playing,
the features of human intelligence or pattern recognition, data mining,
intellectual activities such as learning, expert systems, neural networks, and
reasoning, judgment, decision-making, the latest deep learning. In 1997, Deep
etc., then a machine can be made to Blue (Campbell et al., 2002) - an AI-
reproduce it (Wang, 2019). Therefore, based chess-playing software, defeated
early research in AI tried to decode how the then-world chess champion Garry
intelligence processes work in humans Kasparov. Other examples of AI-based
so that those could be reproduced or systems we often interact with are:
replicated through computers. This was
the trend till the twentieth century. But • Google map - predict traffic,
today’s AI systems are designed to work determine the best route, and
in complex domains and scenarios, estimate travel time.
irrespective of whether they follow a • Personalised recommendation
human-like approach or not (Floridi, - YouTube recommends videos

based on our search history, Netflix Flipkart recommends products
recommends movies/shows based based on shopping history, and
on past viewing data, Amazon/ many other parameters.
Figure-1: Relationship between AI, ML, ANN and DL
Many AI subdomains exist today, The remaining sections of this article

such as knowledge representation, introduce the basic concepts of Machine
reasoning, machine learning, computer Learning, Neural Networks, and Deep
vision, natural language processing, Learning from the perspective of a
artificial neural network, deep learning, common reader. It then discusses the
etc. Figure 1 shows the hierarchical possible use cases for AI in different
relationship between artificial aspects of education. The article also
intelligence, machine learning, neural highlights the concern around the
networks, and deep learning. unchecked growth in AI and its potential
implications.
The recent progress in the development
of artificial intelligence techniques is Machine Learning
making our life easier in many ways.
They are automating various tasks, Machine learning (ML) is the science of
bringing efficiency, reducing cost, teaching computers how to learn from
and playing a vital role in human experience. It is the branch of AI that
progress. There is a keen belief among aims to train computer algorithms with
educationists that AI can help improve lots of examples (data or situations)
the teaching-learning processes, too so that they learn during the training
(Chen et al., 2022; Luckin, 2017; Ouyang and, once trained, can generate results
& Jiao, 2021). Therefore, it is essential for for unknown data or situations. Also,
the education fraternity to have a basic ML models can continuously learn
understanding of artificial intelligence while being used and improve their
techniques to explore their possible use performance. Such a model takes a
cases (Lee & Perret, 2022; Chaudhry & large amount of data as input, processes
Kazim, 2022). them, and as output, either predicts an
upcoming result or classifies the given

data (Valiant, 1984). Today’s machine century. The Improvement in computing
learning techniques exhibit only a power and other advances in computer
limited range of intelligent behaviour, science have made it possible to
primarily in prediction, classification, utilise those statistical methods in ML
clustering, dimensionality reduction, algorithms. The learning techniques
etc. used in ML models are prominent in
three types (Figures 2 - 7), as detailed
The statistical techniques used in ML below.
themselves are not new. Instead, they
were formulated in the early 20th Supervised learning
Figure-2: Supervised learning-training process (Raj, 2023)
In the case of supervised machine However, we don’t know the relation

learning, we have a dataset in which between these input parameters and
both the input and output are known the output. The machine is trained with
(called labelled), but the relation a large set of labelled data to find the
(mapping) between input and output is output for an unknown input value
not exclusively defined. after training. In our case, if we feed the
machine with another student’s input
As an example, we have data about values, it should be able to predict the
student attendance, family details, student’s performance in the upcoming
performance in periodic tests, etc., final examination. This kind of learning
as input and also the performance technique is used for classification and
in the annual examination as output. regression problems.
Figure-3: Example of supervised learning (Raj, 2023)

Unsupervised learning
Figure-4: Unsupervised learning-training process (Raj, 2023)
In the case of unsupervised machine Hinton, 2015).

learning, we have a dataset in which
only the input values are known, but For example, we have data about various
the output and the relation between learners and their learning behaviours
input-output are not known beforehand using an e-learning platform like DIKSHA
(called unlabelled). The machine is (NCERT, 2023). We can input these data
trained with a large set of unlabelled into an unsupervised machine learning
data, and during this process, it learns to model, and it can segregate the learners
categorise similar datasets into groups into different categories based on
(also called clusters). Once trained, specific parameters in the given data.
the output is the decision about which Such clusters can help us learn many
cluster the given input best fits into. interesting facts about how learners use
Human learning is largely unsupervised an e-learning platform, and accordingly,
as we are not exclusively taught we can either improve the features of
everything in life. Instead, we observe the platform or its contents or both. This
the world and discover the structure kind of learning technique is used for
and phenomena that occur (LeCun & clustering and dimensionality reduction
problems.
Figure-5: Example of unsupervised learning (Raj, 2023)

Semi-supervised learning
Figure-6: semi-supervised learning-training process (Raj, 2023)
In the real world, most data collected the input data are labelled while the
are unlabelled, meaning the output is others are not. The model is trained
unknown a priori. It is costly to manually with this small labelled data and then
level such data as it is time-consuming applied to unlabelled data. This process
and needs domain expertise. As the is repeated, and the model starts
name suggests, only a tiny portion of improving its output.
Figure-7: Example of semi-supervised learning (Raj, 2023)
Supervised learning provides accurate counselling should ideally be done

output, but having a vast dataset with based on the performance across
labelled output is costly. Unsupervised the years and the student’s interest,
learning doesn’t require any labelled aptitude, attitude, etc. To conduct career
output, but the accuracy is less. Semi- counselling at the end of schooling, it
supervised learning takes advantage may be easy to collect such data about
of both these techniques. Hence, using learners from the school records and
semi-supervised learning, only a small through a questionnaire to be filled
sample of data is human labelled, and out by the student. But it requires the
the rest of the unlabelled data are given expertise and time of a counsellor
to the model for labelling. to analyse all such data and suggest
appropriate choices for the learner.
For example, a student’s career

Machine learning can be used in many networks, when the neurons get
areas of education, such as predicting excited (or activated), they send signals
student performance (Anozie & Junker, called neurotransmitters to other
2006); assessing and grading students neurons connected to them. These
(Luckin et al., 2016), improving retention neurotransmitters change the electric
(Đambić et al., 2016); assisting teachers potentials of the receiver neurons.
in assessment and other tasks (Celar et When the electrical potentials cross a
al., 2015). limit called threshold, those neurons get
excited, and they in turn, send signals
Artificial Neural Network (ANN) further to the neurons connected to
them. In a nutshell, a neuron takes input,
Our brain has many interconnected
processes it, and sends the output to
neurons, which can be considered
the other connected neurons.
a neural network. In such neural
Figure-8: A biological neuron (image source: Wikipedia)
This functioning of the biological neural a major subfield called Artificial Neural
network has been inspiring computer Networks (ANN). The basic element
science researchers since the 1940s of ANN is also called a neuron or unit.
(Yadav & Kumar, 2015; Pitts, 1943). An artificial neural network is created
Attempts to write algorithms that by arranging the neurons and their
mimic the interconnected structure interconnections into layers called a)
of neurons in computer-based data the input layer, b) the output layer, and
processing have led to the creation of c) one or more hidden layers.
Figure-9: A single layer ANN (image source: Wikipedia)

Deep Learning Natural Language Processing
All neural networks must be trained Humans communicate with each other
with large datasets as they learn during in many ways - speaking, listening,
training and ultimately become capable writing (text, image, graphics), making
of producing near-accurate results. gestures, and using sign language.
Deep learning adds multiple hidden Communication between people
layers in the artificial neural network reading or writing in different languages
(LeCun & Hinton, 2015). These additional (natural languages) is difficult as one
layers in deep learning models make it may not know the other’s language.
possible for them to generate results The vast knowledge base available
with more accuracy than single-layer in the electronic or print format is
neural networks. But deep learning often created in the languages that
models require to be trained with large are most spoken. These are often not
datasets for hundreds of hours. Earlier, accessible to people who do not know
getting access to very large datasets those languages. It is a tedious and
and their storage took a lot of effort. expensive task to translate between
The processing of large datasets with languages manually. Digital computers
traditional computer processors wasn’t are binary machines that do not readily
easy either. However, with so many process natural languages. There
people using social media, doing online have been efforts to use computers to
shopping, and creating and sharing process natural languages. However,
content through the Internet means understanding natural language is not
the easy creation of enormous datasets easy for computers. This is because
quickly. This is one of the reasons why human languages are ambiguous and
deep learning is gaining popularity and have imprecise characteristics, such as:
attention.
• The meaning of a word can vary
The training phase of any deep learning depending on the context of use.
model is very resource intensive and • Use of different alphabets at
time-consuming in the case of massive different positions of a word to
datasets. The multiple layers in deep signify plurality.
learning models mean they require
more computing power. The availability • Pronunciation of two or more words
of cloud computing resources (compute can be the same, yet their spelling
and storage) and the emergence can be different.
of a new set of processors called • Slang words and other culture-
Graphics Processing Units (GPU) has specific words can have different
made it possible to develop and train meanings.
deep learning models. Compared to
The branch of AI that deals with
traditional CPUs, GPUs are cheaper,
communication between humans
faster, and capable of real parallel
and computers in natural languages
processing.
is called Natural Language Processing
Deep learning-based models are (NLP) (Eisenstein, 2018). NLP uses
extensively used in speech recognition AI techniques such as machine
(Siri, Alexa, Google Voice, etc.), computer learning and deep learning (called
vision (face detection, autonomous cars, Neural Machine Translation) to read,
robots), Natural language processing, understand, and make sense of human
fraud detection, image processing, etc. languages. Popular applications of NLP
include

• machine translation between Language Model
languages
It is a type of machine learning model
• real-time speech conversion that predicts the next word(s) in a
between natural languages, sequence that is most appropriate to fill
in a blank space in a sentence or phrase.
• conversion of speech to text and It relies upon statistical methods
vice versa, (probability distribution of different
• text summarisation, available words) and the context to
select the next term.
• grammar and spelling checking,
Language models constitute a
• email spam filtering, fundamental part of Natural Language
Processing (NLP) as they help machines
• Search by search engines based on understand, analyse, and generate
keywords given, human languages. The auto-complete
suggestions we see while typing in
• chatbots understand human query
smartphone work based on language
responding in natural languages,
models.
• personal digital assistants like Siri,
Generative Artificial Intelligence
Cortana, Alexa, OK Google,
The application of AI techniques to
• conversational agents such as
generate different kinds of texts, audio,
ChatGPT.
video, animation, 2D/3D images, and
The data (text or voice) must be even programming code snippets is
preprocessed to apply an AI-based called Generative AI.
algorithm for NLP. Following are some
A) ChatGPT
of the basic pre-processing activities in
NLP (Kibble, 2013): A chatbot developed by OpenAI,
ChatGPT (2023), has taken the world by
A. Tokenization - breaking down
storm. Within two months of its launch,
a sentence and its components
it has got 100 million users, which is
into individual words, numbers,
the fastest technology adoption in
punctuation marks, other symbols,
history. It can converse with users and
and characters. Each of these
generate articles, essays, poems, and
components is a token.
even programming codes. The output
B. Part of Speech (POS) tagging - generated is so impressive that some
categorises every token as a part people find it difficult to distinguish
of speech or into a grammatical between machine-produced output and
area, such as nouns, pronouns, those by humans.
adjectives, adverbs, etc.
Generative Pre-trained Transformer
C. Stemming and Lemmatization - (GPT) that powers the ChaGPT is a
identifying the root word for a set of language model trained with contents
words. For example, the root word (datasets) collected from billions of
for run, ran, and running is run. websites and web pages.
D. Stop word removal - words such as B) Other Examples of Generative AI

articles, prepositions, etc. which do
A. DALL-E 2 (2023) is another tool from
not add much value/information to
Open AI, the same organisation that
the text.

has come out with ChatGPT. DALL-E preferences and traits and are best
is a tool to generate art using AI. suited for a particular collaborative
They claim that based on input task. Such learners can be suggested
given in natural languages, the tool for collaborative work.
can generate images that appear
realistic. B. Monitor and manage student
discussion forums - Online courses
B. Alphacode (2023) from Deepmind having more than a few hundred
can generate professional-grade participants can lead to many
code in different programming discussions and questions in
languages. forums. AI-enabled chatbots can
answer some questions while
AI in Education (AIED) leaving the critical ones for the
teacher to respond to. AI can be
The purpose of bringing AI into
used to summarise or club similar
education is not to supplant the
questions, thus reducing the number
teacher. Researchers working in
of questions for the course tutor. AI-
Artificial Intelligence in Education (AIED)
powered sentiment analysis tools
must focus on areas where AI can
can analyse the discussion posts by
alleviate teachers of routine tasks or
students to flag likely dropout cases
achieve complex functions which are
or inappropriate posts such as
otherwise difficult. It is a well-known
racist or sexist remarks or any other
fact that each learner has a unique
emotional traits of a learner that
learning style, preferences, likes/
require a teacher’s intervention.
dislikes, varying prior knowledge, and
comes from different socio-economic C. Continuous and holistic assessment
backgrounds. AI can be used to - the importance of continuous
identify these individual traits to build assessment rather than a year/
and update a student model for each semester end test is well known.
learner. Such a student model can be A learner should not be assessed
used to carry out personalised tutoring merely based on the performance
by recommending appropriate content, in a high stake examination. Such
carrying out an adaptive assessment, assessment causes undue stress
predicting potential dropouts, and and anxiety and encourages
accordingly intervening, etc. (Kučak et learners to learn what is to be
al., 2018). The recent advances in NLP assessed rather than what is
in terms of powerful language models required. Easy accessibility of
are also relevant for education, mainly devices and the Internet has
in the areas of machine translation, provided learners multiple
speech recognition (for speech-to-text learning opportunities beyond the
and speech-to-speech conversion), classroom. Skills, competencies,
retrieval of information from the web and certificates earned by a learner
or a content repository, question- from different sources should be
answering, text summarisation, etc. acknowledged and duly recorded in
This subsection briefly explores some a student portfolio. It can be further
of the areas of education where AI can authenticated using blockchain
be of help (Holmes et al., 2002): technologies. This will help create a
robust, verified, and in-depth record
A. Support collaborative learning -
of a learner’s learning experiences,
AI can refer to individual student
which will be far more realistic
models and search for other
than a collection of certificates/
students having similar learning

degrees. AI can help in continuous science of learning.
and holistic assessment by asking
suitable questions based on the Concerns around the progress of AI
learner’s recent learning history.
As discussed earlier, the emergence
It can assess the learning gap and
of cloud computing services,
guide the learner to the appropriate
advancements in computer processing
learning resource, a tutorial or a
capabilities, affordable storage options,
practice test.
generation of huge online datasets,
D. Learning companion - an Intelligent etc., have led to exponential growth
Tutoring System (ITS) can be a great in the field of AI, particularly in deep
companion for both a learner and learning techniques. The recent success
a teacher as it can suggest the of deep learning has made AI a hot
relevant learning path; recommend topic attracting much public attention.
appropriate resources; assist in We are seeing an unprecedented level
solving a problem or clearing a of automation in various areas. It is
doubt; provide timely guidance and becoming difficult to predict the impact
feedback; continuously record the of AI in the near future in the areas of
learner’s interest and progress in work, healthcare, digital surveillance,
the student model (Barbhuiya et al., cyber warfare, etc. Educators struggle
2011). ChatGPT and voice assistants to determine the essential future skills
such as Siri, Alexa, Google Home, that today’s school-going learners
etc., can be used for some of these should be equipped with.
tasks.
AI has already started showing
E. Teaching assistant - AI is not going impressive results in certain domains.
to replace human teachers (Timms, Researchers are working hard to
2016). However, teachers must leverage AI in Healthcare (early
continuously adapt and evolve to detection of disease, targeted drug
leverage AI in automating some of delivery), weather forecasting, defense,
their work which otherwise takes legal matters, etc. However, there are
lots of time. These can include concerns about the implications of
checking the homework, managing unregulated research and innovation
attendance, compiling results, etc. in AI. Many big names in the world
of science and technology, including
F. Understanding how people learn Stephen Hawking, have warned about
- Educationists are still exploring possible existential threats to humanity
to understand the science of due to advancements in AI. Technology
learning. The cognitive science leaders like Elon Musk of Tesla, Apple
and neuroscience domains are still co-founder Steve Wozniak, Geoffrey
figuring out how we learn about Hinton from Google, and many others
something or someone, how we have already urged to make a pause in
recall (retrieve) someone we met the development of powerful artificial
years ago, or some incident that intelligence (AI) systems until their
happened long back, etc. With the alleged safety concerns are addressed
shift to online and digital learning, by deliberating and devising safety
we are generating lots of data protocols.
about learners’ behaviour and
performance during learning. Data AI models are data-hungry, and as a
mining and other AI-enabled data result, there is a tremendous interest
analytics techniques can be used to in collecting data, including our data.
analyse such data and advance the Consider big technology corporations

collecting data about our physical questions. Governments worldwide are
activities, medical conditions, and considering regulations and policies
personal and social life, including what to deal with the dangers and pitfalls
we eat, whom we meet, and what we of AI systems related to ethics, equity,
talk about. Such personal data can privacy, and humanity at large. The
be exploited and misused if they fall European Union (Hickman & Petrin,
into the wrong hands. In the context 2021) is taking the lead so far in
of education, people envisage having initiating serious attempts to regulate
AI for teaching-learning-assessment, AI and big technology companies. The
but constant monitoring of student aim is to break any potential monopoly
behaviours and achievements can and ensure the ethical and safe use of
result in severe and far-reaching ethical AI and related technologies.
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Book Review
Glocal Policy and Strategies for Blockchain: Building Ecosystems

and Sustainability
Gülsün Kurubacak (Anadolu Üniversitesi Açıköğretim Fakültesi, Turkey), Ramesh
Chander Sharma (Dr. B.R. Ambedkar University, Delhi, India), and Hakan Yıldırım
(Eskişehir Osmangazi University, Turkey)
Copyright: © 2023 |Pages: 335, DOI: 10.4018/978-1-6684-4153-4
ISBN13: 9781668441534| ISBN10: 1668441535| EISBN13: 9781668441558| ISBN13
Softcover: 9781668441541
Yash Paul Sharma

Assistant Professor in Zoology, Department of Education,
Central University of Kerala
Email- yashraina007@gmail.com
Blockchain is a technology that developed a blockchain-based
allows for the secure and transparent system called Blockcerts that allows
recording and sharing of data without students to receive and share digital
the need for a central authority academic credentials. The system is
or intermediary. It is essentially a based on the Bitcoin blockchain and
distributed ledger maintained and uses cryptographic keys to ensure
updated by a network of computers or the authenticity and integrity of the
nodes rather than a single entity. One credentials.
example of how blockchain technology
can be used in education is through the By using blockchain technology for
issuance and verification of academic credentialing, students can have
credentials, such as diplomas or greater control over their academic
degrees. Traditionally, these credentials records and more easily share their
are issued by universities or other achievements with potential employers
educational institutions and are often or other institutions. It also helps to
subject to fraud or misrepresentation. prevent fraud or misrepresentation, as
Blockchain technology can help to the credentials are verified and secured
address these issues by providing a through the blockchain ledger.
secure and tamper-proof way to store
The current book, “Glocal Policy and
and share academic credentials.
Strategies for Blockchain: Building
In a blockchain-based credentialing Ecosystems and Sustainability” under
system, a student’s academic review, focuses on the intersection
achievements would be recorded and of blockchain technology and policy,
verified on a blockchain ledger rather exploring how governments and other
than on a paper certificate or transcript. organizations can develop effective
The student would have full control strategies for integrating blockchain
over their credentials and would be able into their operations while addressing
to share them with potential employers the unique challenges posed by the
or other institutions in a secure and technology. There are eleven chapters
verifiable way. which are organised under different
sections.
For example, the Massachusetts
Institute of Technology (MIT) has The first chapter, “Blockchain: A Legal

Perspective,” examines the legal Industrial Markets,” discusses how the
perspective of blockchain technology demands and needs of consumers in
and discusses the opportunities, global markets have changed due to
risks, and challenges associated with cultural interaction and increased use of
its use. It follows a three-pronged the Internet for online shopping, leading
approach, discussing legal and to a rise in the demand for fast delivery
regulatory compliance issues, business and product diversity. The text also
applications, risks, and their mitigation, mentions how companies have started
as well as the potential for using the using online web pages in supplier
technology for the public good. selection and exploring the purchasing
processes in industrial markets and
The second chapter, “A Blockchain- the impact of digital transformation on
Based Tourism Industry: How Promising them.
Can It Be?”, discusses that Blockchain
technology has the potential to transform Chapter 5, “From Black to Green: Eco-
the tourism industry by improving trust, Friendly Learning With Blockchain
automating processes, and reducing Technology,” discusses the potential use
costs through its characteristics such of blockchain technology in education
as decentralization, disintermediation, systems and how it can be designed to
security, transparency, and create environmentally-friendly learning
immutability. However, the adoption environments. Despite concerns about
of blockchain in tourism is limited the energy consumption and emissions
due to several challenges, including a associated with blockchain, the authors
lack of awareness and expertise, high suggest that there is not enough data
energy consumption, and regulatory to support this claim. The chapter
frameworks for data management outlines a framework for integrating
and income taxation. Despite these green technologies and blockchain in
challenges, the potential benefits of education and presents suggestions
blockchain technology make it an for creating eco-friendly learning
essential area to watch in the future for environments.
the tourism industry.
The 6th chapter, “Blockchain: An
In the third chapter, “Strategic Exploratory Review of Applications in
Planning and Policy Framework Marketing,” explores the potential of
for Implementation of Blockchain blockchain technology and its strategic
Technology in Education in India,” benefits, including the ability to
the authors discuss the potential revolutionize existing business models
of blockchain technology in various and speed up processes while reducing
sectors, including education, and the transaction costs. It emphasizes the
Indian government’s initiatives toward importance of business professionals
its adoption. This chapter highlights the understanding the implications of
strategic planning and policy framework blockchain technology and integrating
for implementing the technology in India it into strategic initiatives. The chapter
and provides an overview of its current explains blockchain in the context
status and challenges in education. The of business strategies and provides
authors of this chapter aim to showcase examples of its applications.
the multidimensional use of blockchain
and its potential for future growth in In Chapter 7, “Augmenting Learner
India. Support Services with the Use of
Blockchain Technology”, the author
Chapter 4, “Investigation of Purchasing explores the potential applications of
Applications After Digital Change in Blockchain technology in managing

internal processes in education, Audit Functions in Cyber Security
specifically in Open and Distance Governance: Turkey’s Bank Sector
Learning systems and learner support Case”, discuss the growing concern
services in India. It discusses the over cyber-attacks in the banking
introduction and recent developments sector due to the increased use of
of Blockchain, as well as the strategies technology and digital transformation.
of the Indian government to adopt it, It emphasizes the need for validation of
while also addressing the challenges of cybersecurity governance mechanisms
implementation and the implications to ensure financial transactions occur
of using Blockchain technology in within acceptable risk levels. The
education. article proposes exploring blockchain
technology as a potential solution
Chapter 8, “Get Ready for Blockchain for implementing continuous audit
Technology: A Probe Into Its Potential methods in cybersecurity governance.
for Indian Schools”, is about how
blockchain technology could potentially The last chapter of this book, “The
improve schooling in India by Impact of Blockchain Technology on
providing enhanced digital accuracy, Accounting, Auditing, and Assurance
openness, cost-saving operations, and Practices: Turkey Case”, reviews national
a constructivist learning paradigm. and international literature to examine
The author proposes a Framework the impact of blockchain technology
for Blockchain Implementation (FBI) on accounting, auditing, and assurance
in school operations to contribute to practices. The advantages and
the effective implementation of the disadvantages of blockchain technology
technology. The article is desk research are evaluated, and it is concluded that
that reviews existing literature and blockchain has a significant effect on
evaluates the potential of blockchain these practices.
technology in Indian schools.
To sum up, the book is an excellent
Chapter 9 looks into the “Potential resource that focuses on exploring the
of the Internet of Things (IoT) intersection of blockchain technology
and Blockchain Technology in the and policy. The book covers a range
Collaboration and Integration of the of topics, including the potential
Retail Supply Chain” and reports that applications of blockchain in both the
the use of Industry 4.0 technologies in public and private sectors, legal and
supply chain management has become regulatory compliance issues, business
a popular topic due to their ability applications and risks, and the potential
to enhance efficiency, performance, for using blockchain technology for the
and sustainability. However, the retail public good. The book also examines
industry is facing challenges related the impact of blockchain technology
to collaboration and integration, and on accounting, auditing, and assurance
this study uses a literature review to practices. The book aims to provide
explore the potential of technologies insights into effective strategies for
such as IoT and blockchain to address integrating blockchain technology
these challenges. The study identifies into organizations while addressing
various characteristics, themes, and the unique challenges posed by the
potential solutions for collaboration and technology. This book can be a useful
integration in the retail supply chain and resource for policymakers, business
provides recommendations for small leaders, academics, researchers, and
and medium-sized enterprises. anyone interested in understanding
the potential impact of blockchain
The authors of Chapter 10, “Internal

technology on various industries and gain a deeper understanding of this
its associated legal and regulatory emerging technology. Additionally, the
issues. The book covers a broad book’s examination of the impact of
range of topics related to blockchain blockchain technology on accounting,
technology, including its applications, auditing, and assurance practices could
challenges, and opportunities in be particularly useful for professionals
different sectors, making it a valuable working in these fields.
resource for individuals seeking to

List of Reviewers who Reviewed Manuscripts submitted for January & July
2023 Issues of the Indian Journal of Educational Technology
S.No. Reviewers
1 Prof. D.R. Goel
Retd. Professor, CIET, NCERT and MSU Baroda
2 Prof. Satish Kumar Yadav
Retd. Professor, Department of Teacher Education
National Council of Educational Research and Training, New Delhi
3 Prof. Madhulika Patel
Retd. Professor, Department of Teacher Education
4 Prof. Hemant Lata Sharma
Retd. Head & Dean, Faculty of Education, Department of Education
M.D. University, Haryana
5 Dr. Chitra Sohani
Retd. Associate Professor, SNDT college of education, Pune
6 Prof. K. Srinivas
Head ICT & Project Management Unit, NIEPA , Sri Aurobindo Marg
New Delhi
7 Prof. Brinda Bazeley
Professor, Department of Education, North Eastern Hill University,
Shillong, Meghalaya
8 Prof. Nirod Kumar Dash
Professor, School of Education, IGNOU, Maidan Garhi, New Delhi
9 Prof. Manoj K. Saxena
Head & Dean (Education), Campus Director
Central University of Himachal Pradesh, Dharamshala (HP)
10 Prof. Kaushal Kishore
Professor, Department of Educational Studies, Jamia Milia Islamia
New Delhi
11 Prof. Harjeet Kaur Bhatia
Professor, Department of Educational Studies, Faculty of Education,
12 Prof. Asheesh Srivastava
Professor, Head & Dean
Department of Educational Studies, School of Education,
Mahatma Gandhi Central University, Motihari, East Champaran, Bihar
13 Prof. Ramesh Babu,
Professor
Regional Institute of Education, National Council of Educational
Research and Training, Bhopal, Madhya Pradesh
14 Prof. Laxmidhar Behera
Professor, Department of Education
Research and Training, Bhubaneswar, Odisha

15 Prof. Ratnamala Arya
Professor
Research and Training, Bhopal, Madhya Pradesh
16 Prof. Karanam Pushpanadham
Offg. Head, Dept. of Educational Administration
Co-ordinator, UGC-DSA Program, Professor of Educational
Administration, Faculty of Education and Psychology
The M.S.University of Baroda, Vadodara, Gujarat
17 Prof. Ashutoshh K Wazalwar
Professor, Department of Education in Science and Mathematics
18 Prof. Shipra Vaidya
Professor of Commerce
Department of Education in Social Sciences
19 Prof. P. Adam Paul
CTE, Darbhanga
Maulana Azad National Urdu University, Bihar
20 Prof. Vandana Punia
Dean, Faculty of Education
Human Resource Development Centre
Guru Jambheshwar University of Science &Technology, Hisar
21 Prof. Jessy Abraham
IASE, Faculty of Education
22 Prof. S.P.Malhtora
National Fellow, NIEPA, New Delhi
23 Prof. Renu Nanda
Head, P.G.Department of Education
Convener Board of Studies in Education and Teacher Education
University of Jammu, Jammu & Kashmir
24 Prof. Nishith Dubey
Prof. & Head DTVE&R
NITTTR Bhopal, Madhya Pradesh
25 Prof. Calvin Sophistus King
Senior Professor
Dr. Mahalingam College of Engineering and Technology, Tamil Nadu
26 Prof. B.L. Gupta
Professor
NITTTR, Bhopal, Madhya Pradesh

27 Prof. Pramod Kumar
Professor, Department of English Journalism
Dean Students Welfare
HoD, Outreach & Placements
Course Director, Urdu Journalism (Additional Charge)
Editor, 'Sanchar Madhyam'
Indian Institute of Mass Communication
JNU New Campus, Aruna Asaf Ali Marg, New Delhi
28 Prof. T G Amuthavalli
Professor, Dept of Education
Sri Padmavati Mahila Visvavidyalayam, Tirupati, Andhra Pradesh
29 Prof. Hemant Kumar Khandai
Professor in Education,
Barkatullaha University ,Bhopal, Madhya Pradesh
30 Prof. Prabhat K. Mishra
Professor, Department of Educational Psychology and Foundations of
Education, National Council of Educational Research and Training,
New Delhi
31 Prof. Nasrin Mujeeb
Chairperson, Department of Education
Aligarh Muslim University, Aligarh, Uttar Pradesh
32 Prof. Anuj Kumar Vaksha
School of Law and Legal Studies
Guru Gobind Singh Indraprastha University, New Delhi
33 Prof. Eqbal Hussain
Dean, Faculty of Law
Jamia Milia Islamia, New Delhi
34 Prof. Ved Prakash
Former Chairman, University Grants Commission,
Ministry of Human Resource Development,
Government of India, New Delhi
35 Prof. Sunita Malhotra
Prof. of Chemistry, School of Sciences
IGNOU Maidan Garhi, New Delhi
36 Prof. Vinay Kumar Singh
Department of Education of Groups with Special Needs
37 Prof. Ranjana Arora
Professor and Head, Central Institute of Educational Technology
38 Prof. Vandana Saxena
Professor , CIE, Department of Education
University of Delhi, New Delhi

39 Prof. Subhas Chandra Roy
Professor of Education
Member, Eastern Regional Committee, NCTE
Former Head & Dean of Instructions
North East Regional Institute of Education , NCERT
Shillong, Umiam, Ri Bhoi, Meghalaya
40 Dr. Ramesh Chander Sharma
Associate Professor, School of Global Affairs,
Dr. B.R. Ambedkar University Delhi, New Delhi
41 Dr. Vinod Kumar Kanvaria
Associate Professor, Department of Education
42 Dr. Toolika Wadhwa
Associate Professor, Department of Education
Shyama Prasad Mukherji College for Women, University of Delhi, New
Delhi
43 Dr. Nidhi bansal
Associate professor, Atma Ram Sanatan Dharma College,
44 Dr. Sanjay Kumar Pandagale
Associate Professor in Education,
Regional Institute of Education,
National Council of Educational Research and Training,
Shyamla Hills, Bhopal, Madhya Pradesh
45 Dr. Alok Kumar Upadhyay
Associate Professor & Head, Department of Special Education
All India Institute of Speech and Hearing, Mysuru, Karnataka
46 Dr. Rajni Bansal
Associate Professor, Chitkara Business School,
Chitkara University, Rajpura, Punjab
47 Dr. Shivarama Rao K
Associate Professor
Dept. of Library & Information Science
Hon. Director (Centre for S R Ranganathan Library Studies)
School of Mathematics, Computers & Information Science
Shahpur Parisar
Central University of Himachal Pradesh (CUHP)
Shahpur, Dist. Kangra, Himachal Pradesh
48 Dr. Manpreet singh Manna
Associate Professor, Electrical & Instrumentation Engineering
Department
Sant Longowal Institute of Engineering and Technology, Punjab
49 Dr. Sankar Prasad Mohanty
Associate Professor and Head
P.G. Department of Education
Rama Devi Women's University, Bhubaneswar, Odisha

50 Dr. Bharti Kaushik
Associate Professor, Media Production Division
Central Institute of Educational Technology,
51 Dr. K.Thiyagu, Ph.D.
Assistant Professor, Department of Education,
Saraswathi Building, Central University of Kerala,
Tejaswini Hills, Periye (Po), Kasaragod, Kerala
52 Dr. Biju K, CUT
Assistant Professor, Department of Education,
School of Education and Training, Central University of Tamil Nadu,
Tamil Nadu
53 Dr. Deepty Gupta
Assistant professor
Inter-University Centre for Teacher Education, Varanasi, Uttar Pradesh
54 Dr. Sumathi
Assistant Professor
Kristujayanti College, Bengaluru, Karnataka
55 Dr. Ved Prakash Arya
Assistant Professor, Regional Institute of Education
National Council of Educational Research and Training, Ajmer,
Rajasthan
56 Dr. Pinkal Chaudhary
Assistant Professor, Department of Education (CIE),
57 Dr. Rejaul Karim Barbhuiya, Ph.D.
Assistant Professor (Computer Science)
Central Institute of Educational Technology
National Council of Education Research and Training, New Delhi
58 Dr. Priya. M
Assistant Professor (SS), Department of Human Development
School of Home Science
Avinashilingam Institute for Home Science and Higher Education for
Women, Coimbatore, Tamil Nadu
59 Dr. Md Musa Ali
Assistant Professor, Department of Educational Studies Faculty of
Education, Jamia Millia Islamia, New Delhi
60 Dr. Aerum Khan
Assistant Professor in Education
IASE, Department of Teacher Training & Non-formal Education
Faculty of Education, Jamia Millia Islamia, New Delhi
61 Dr.Mohd. Mamur Ali
Assistant Professor
Department of Teacher Training and Non-formal Education (IASE)

62 Dr. Rakesh Kumar
Assistant Professor, Department of Education
63 Dr. Krishna Kant Tripathi,
Mizoram University, Aizawl, Mizoram
64 Dr. Deepa Awasthi
Assistant Professor
A.N.D Teachers Training PG College, Sitapur, Uttar Pradesh
65 Dr. S. Amutha
Assistant Professor (SG), Department of Educational Technology
Bharathidasan University, Tiruchirappalli, Tamil Nadu
66 Dr. Kiran Lata Dangwal
University of Lucknow, Uttar Pradesh
67 Dr. M. Mirunalini
Assistant Professor, Department of Educational Technology
Bharathidasan University, Tamil Nadu
68 Dr.G.Hema
Periyar University, Tamilnadu
69 Dr. Subhash Misra
Babasaheb Bimrao Ambedkar University, Lucknow, Uttar Pradesh
70 Dr. Sibu G. Netto
Assistant Professor, School of Pedagogical Sciences
Mahatma Gandhi University, Priyadarsini Hills, Kottayam, Kerala
71 Dr. Shafiq Khan Yusuf Khan Pathan
Assistant Professor, Department of Psychology
Vasantrao Naik Government Institute of Arts and Social Science,
Maharashtra
72 Dr. Hina H. Khan
Assistant Professor & Head, P.G.T. Department of Psychology
R.T.M. Nagpur University, Maharashtra
73 Dr. Ruchi Dubey
University of Allahabad, Uttar Pradesh
74 Dr. Aneek lal barman
Assistant professor, Department of Education
Dimoria College, Khetri, Kamrup (M), Assam
75 Dr. Pratik Upadhyaya
K. N. Govt. PG College, Gyanpur, Bhadohi, Uttar Pradesh
76 Dr.Mary Vineetha Thomas
Assistant Professor, School of Education
Central University of Kerala, Tejaswini Hills, Periye, Kasargod, Kerala

77 Dr. Mrutyunjay Mishra
Associate professor, Department of Hearing Impairment,
Faculty of Special Education, Dr. Shakuntala Mishra National
Rehabilitation University Lucknow, Uttar Pradesh
78 Shabbir Ahmad
College of Teacher Education Bhopal, Maulana Azad National Urdu
University, Hyderabad, Telangana
79 Dr. M.J. Senthil Kumar
Assistant Professor
Sri Kaliswari College, Sivakasi, Tamil Nadu
80 Dr. A. Zothansanga
Assistant Professor,Department of Mathematics,
81 Dr. Kannoth Vijayan
Assistant Professor, Department of Teacher Education
National Council of Education Research and Training, New Delhi
82 Dr. Prachi Ghildyal
Assistant Professor
North East Regional Institute of Education,
National Council of Educational Research and Training. Shillong,
Meghalaya
83 Dr. Mrityunjay Prabhakar
Assistant Professor, Drama and Theatre Art
Sangit Bhavan, Visva-Bharati University, Santiniketan, West Bengal
84 Dr. Farzana Shehla
(PDF ICSSR- Osmania University), Director Al Sidra Educational Services
Pvt.Ltd
85 Dr. Gargee Mitra
Head, Symbiosis Schools Central Directorate
Pune, Maharashtra
86 Dr. S. Prakash
Principal, Thiagarajar College of Preceptors
Madurai, Tamil Nadu
87 Dr. Sophia Sandeep Gaikwad
Head
Symbiosis Teaching Learning Resource Centre,
Symbiosis International, Pune, Maharashtra
88 Dr. Nidhi Singh
Academic Consultant, PM eVIDYA Cell
89 Dr. Abhay Kumar Shukla
Academic Consultant-English, PM eVIDYA Cell

90 Tanisha Yadav
Academic Consultant


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The Group of Twenty (G20) is the premier forum for international economic

cooperation. It plays an important role in shaping and strengthening global

Professor Amarendra P. Behera Prof. Shashi Prabha

Cover design and Layout design:

About the Journal i

Title/Type Author (s) Page(s)

Web-enabled student support services Amit Kumar Jain and 1-7

Effect of Online Learning Augmented Shivani and 8 - 23

A systematic literature review on Soniya Antony and 24 - 43

Awareness of Plagiarism among Student Subaveerapandiyan A 44 - 54

Deciphering the Reaction of M.Ed. Ashutosh Biswal and 55 - 66

Mobile Augmented Reality in Teaching Vijila Asokan and 67 - 74

Higher Education during and after Krishnan Chalil, 75 - 87

Inclusive Enrollment Policy, ICT and Mohmad Saleem 87 - 99

Pre-Service Teachers’ Perceptions about Anju V and Thiyagu K 115 - 132

Gender, Technology and Representation: Avishek Suman and 143 - 152

Open Educational Resources and Manoj K. Saxena and 153 - 162

Effectiveness of Blended Learning Gautam Kumar, 193 - 208

Attitude of teachers towards utilization Alpana Das, Jonali 209 - 225

Online Training as a Strategy for Angel Rathnabai S 237 - 247

Complex Networks, Communities, and Biswajit Saha, 248 - 265

Introduction to Artificial Intelligence: Rejaul Karim Barbhuiya 266 - 277

List of Reviewers 282 - 289

The report recommends making tech-enabled learning more “inclusive, equitable,

Web-Enabled Student Support Services (WESSS) in Open and

Keywords: ODL, IGNOU, Online Support Services

Introduction distance learners, these services are

Indian Journal of Educational Technology 1

2 Indian Journal of Educational Technology

Figure-2: Acquired Source of IGNOU Online Services

Indian Journal of Educational Technology 3

4 Indian Journal of Educational Technology

Indian Journal of Educational Technology 5

Conclusion ODL emerged as an effective tool to

Moore, G.M. (1993). Theory of Transactional Distance. In D. Keegan, Theoretical Principles of

6 Indian Journal of Educational Technology

Indian Journal of Educational Technology 7

Effect of Online Learning Augmented Reality Programme

Keywords: NCERT-based Augmented Reality application, Student’s Achievement,

8 Indian Journal of Educational Technology

Indian Journal of Educational Technology 9

Source: frvir-02-647997-g001.jpg (510×184) (frontiersin.org)

Genesis of Augmented Reality in many areas, including scientific

Source: History-of-AR-a-brief-timeline.png (850×396) (researchgate.net)

10 Indian Journal of Educational Technology

Indian Journal of Educational Technology 11

Hypothesis Considering the specific design, an

12 Indian Journal of Educational Technology

The study sample comprised 48 A self-made science achievement

Indian Journal of Educational Technology 13

14 Indian Journal of Educational Technology

I. Preliminary/ Preparatory Phase: III. Implementation Phase:

In this phase, prior consent was Before the execution of a four-

Week Topic Learning objectives Learning Learning outcome

Indian Journal of Educational Technology 15

16 Indian Journal of Educational Technology

Variable Phase Group N Mean SD df ‘t’ Significance

Indian Journal of Educational Technology 17

It is depicted in figure 6 that there is gained academic achievement scores of

Variable Group N Mean SD “t” value Significance