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1 Volume 4 Issue 11 July 2017 International Journal of Informative & Futuristic Research A Study Of Attitude Towards e-learning of Novice Paper ID IJIFR/V4/ E11/ 059 Page No Subject Area Education Key Words Attitude, e-learning, Novice Teachers P. Gaayathri Assistant Professor Department of Computer Science Education, Nazareth College of Education for Women, Avadi, Chennai Abstract E-Learning is still new in India and needs to pick up if education is to have far reaching implications. Distance education has always been considered inferior to traditional education (i.e. teacher -mediated method of learning) in India. This requires a cultural shift. We have to change the mindset of people by educating them about the power of e- Learning. On line learning could also help bridge the gap between distance education and formal education. The aim of this study was to find out the attitude towards e-learning of teacher trainees in Thiruvallur district. The survey method was used for the study. The study involved 400 teacher trainees from 5 Educational colleges in Thiruvallur District. A standardized 5 point questionnaire called elearning attitude scale (Reliability 0.86) was used to collect data. Descriptive and Differential Analysis were employed by using SPSS and interpretations were made. It was found that the level of attitude towards e-learning is positive among male novice teachers of age category above 23 who come from urban area. I. INTRODUCTION The education systems around the world are under increasing pressure to use the new information and communication technology (ICT) to enhance the knowledge and skills of the students in the ensuring years of the 21st century. The 1998 UNESCO world education report insisted on implementing the ICT immediately in higher education, to pave way for quality education. Designing and implementing emerging new technologies in higher education will enable us to escape from conventional methods if teaching and learning. The ICT permeates every aspects of higher education the conduct of instruction, research and service. As college and universities respond to today's This work is published under Attribution-NonCommercial-ShareAlike 4.0 International License Copyright IJIFR

2 workforce and demographics needs are challenged, they begin to re-examine their assumptions about the teaching by faculty and learning of students and how knowledge is acquired and retained. By implementing innovative activities through the use of advanced technologies, travailing learning impediments can be eliminated. The ICT stimulates the learners to acquire quality through teamwork, time management, selfmanagement, self-management, adaptability, analytical thinking, global consciousness, basic communication, problem solving and guided instruction. On its basis various methods and techniques are developed and constructed in order to achieve predetermined teaching objectives. When the teaching objectives are determined, then educational technology seeks to achieve them. It creates conditions by interpreting the input during the teaching process. It selects and applies the appropriate strategy for achieving the teaching objectives. Looking at the output or abilities of the pupils, it is evaluated whether the teaching objectives have been achieved or not. If not, the changes are brought about in the teaching strategies so that the teaching objectives may be achieved. Attitudes are associated with almost every learning activity. An attitude is an internal state, which affects our tendency to respond in a certain way (Gagne 1977). We generally have a positive or negative emotional reaction to any learning situation. That emotional reaction will influence our attitudes about what we have learned. Our attitudes influence how we respond with respect to our knowledge and skills. Any computer application will have some influence on student attitudes. If the program is designed to adapt to an individual needs, then the student will experience success and have a positive emotional reaction. If the program is too easy or too difficult, the students will become bored of frustrated, which leads to negative attitudes. If appropriate gaming elements are incorporated in the application, then students will be motivated to continue to interact with the program. When students have a choice, they will engage in those learning activities, which are enjoyable and relevant to their interests. An innovative application of computer in the teaching and learning process is e-learning may be network-based, intranet-based or Internet based, which includes text, video, audio, animation and virtual environments. e-learning provides faster learning at reduced costs, increased access to learning, and clear accountability for all participants for all participants in the learning process. India is currently the fourth largest economy in the world that is attracting global demand for its information technology and software services. However India suffers from telecommunication infrastructure bottlenecks like lack of bandwidth, low lease-based lines, high cost of software and slow servicing, which create hurdles in the growth of information technology in India. Although e- learning is being used in the corporate sector in India for providing in -service-training yet we have a long way to go. Gurukul online is the first educational portal for information technology industry in India. e-learning portals like Zed unit. NIIT'S net varsity and Aptech's online varsity also came to the fore about a few years ago. Institutions like IGNOU are doing well in this field. In fact a major e-learning initiative in this direction is the Sheplhakarma project that provides the schools with the essential 8342

3 five C's computer, content, connectivity, coaching and models of commercial sustainability. e-learning is still new in India and needs to pick up if education is to have far reaching implications. Distance education has always been considered inferior to traditional education (i.e. teacher -mediated method of learning) in India. This requires a cultural shift. We have to change the mindset of people by educating them about the power of e-learning. On line learning could also help bridge the gap between distance education and formal education. II. OPERATIONAL DEFINITION OF KEY TERMS Attitude In this study attitude refers to individual feeling for or against something. In other words the degree of feeling of favorableness or not towards some objects, person, groups and ideas is called attitude. e-learning In this study e-learning refers to the attitude towards the uses of electronic material for educational and other information purposes to improve their knowledge. Novice Teachers In this study Novice Teachers refer to those who are studying B.Ed. course in Educational colleges in Thiruvallur District. III. REVIEW OF RELATED LITERATURE This survey of literature has assisted the investigator to have a clear perceptive idea about the problem chosen for the present study. The investigator reviewed 36 studies related to e-learning out of which 13 are Indian and 23 are foreign studies. The literature brought out the fact that attitude towards e-learning play a vital role in the learning and teaching process of novice teachers. It also enabled the investigator to formulate relevant hypotheses for the study. Further, based on this survey a suitable research design for the investigation was evolved and as well planned procedure adopted. IV. NEED FOR THE STUDY As we know, the teaching-learning technology has progressed from classroom lectures to seminars to videodiscs and CD-ROMS to web based training and wireless communication through various learning objects. Learning objects includes CD, electronic books, and electronic journals; audiovisual aids etc. Technology continues to move forward. The development in computer technology has resulted in e-learning. E- learning is considered a more effective way of teaching to a large group of students, thereby providing consistency in educational quality. Now the opportunity made available through e-learning are both significant and numerous. So that the investigator have selected the topic "A Study of Attitude towards e-learning of Novice Teachers in Thiruvallur District". 8343

4 V. OBJECTIVES OF THE STUDY 1) To study the attitude towards e-learning of teacher trainees. 2) To study whether there is any significant difference in the overall attitude towards e-learning of Teacher trainees based on their age. 3) To study whether there is any significant difference in the overall attitude towards e-learning of Teacher trainees based on their sex. 4) To study whether there is any significant difference in the overall attitude towards e-learning of Teacher trainees based on their optional group. 5) To study whether there is any significant difference in the overall attitude towards e-learning of Teacher trainees based on their locality. 6) To study whether there is any significant difference in the overall attitude towards e-learning of Teacher trainees based on Parent s occupation. 7) To study whether there is any significant difference in the overall attitude towards e-learning of Teacher trainees based on their personal computer. VI. HYPOTHESES OF THE STUDY 1) In the overall attitude towards e-learning there is no significant difference between teacher trainees belonging to different groups based on age. 2) In the overall attitude towards e-learning there is no significant difference between teacher trainees belonging to different groups based on sex. 3) In the overall attitude towards e-learning there is no significant difference between teacher trainees belonging to different groups based on optional groups 4) In the overall attitude towards e-learning there is no significant difference between teacher trainees belonging to different groups based on locality. 5) In the overall attitude towards e-learning there is no significant difference between teacher trainees belonging to different groups based on Parent s occupation. 6) In the overall attitude towards e-learning there is no significant difference between teacher trainees belonging to different groups based on their personal computer. VII. METHOD OF STUDY In the present study, Survey method is adopted. The study has focused on the data collected through 5 point Rating Scales whereas the tool was constructed by the investigator and standardized by experts after the pilot study. In order to establish reliability for the tool Attitude towards e-learning Rating Scale, Cronbache Alpha Coefficient was calculated. It was calculated to be 0.86 The intrinsic Validity Coefficient was established by taking square root of reliability coefficient, which is equal to 0.92 Thus, from the two coefficients, it may be inferred that this tool s internal consistency is good. For this study, the investigator selected 5 B.Ed colleges, in which 200 male and 200 female students studying B.Ed with optional groups were the sample. 8344

5 Novice teachers are selected irrespective of their caste, creed, religion, status and community. The Attitude towards e-learning Scale was administered to those novice teachers after availing prior permission from the respective heads and shown keen interest in filling this questionnaire. The collected data was classified, organized and analyzed for testing the hypothesis formulated in the present study by using SPSS (Statistical Package for Social Science) software. VIII. LIMITATIONS OF THE STUDY Geographically, sample area selected was Thiruvallur district of Tamil Nadu state. Due to time limit, the investigator could not survey all Novice teachers of Thiruvallur district and restricted her research study only to B.Ed trainee teachers. IX. STATISTICAL TECHNIQUES USED FOR DATA ANALYSIS In the present study, the following statistical techniques were used, Descriptive Analysis (Mean, Standard Deviation) and Differential Analysis (t-values) Table 1: Test of Significance of Difference in Attitude towards e-learning among Novice Teachers N Mean SD Entire Sample Novice teachers have favourable attitude towards e-learning. The above hypothesis was tested using mean scores of attitude towards e-learning among Novice teachers. Table shows the attitude towards e-learning among the Novice teachers. The mean score is found to be greater than 50% and consequently the hypothesis is to be accepted therefore novice teachers have favourable attitude towards e-learning Table 2: Test of Significance of Difference in Attitude towards e-learning among Novice Teachers with respect to their Age. Age N M SD SEd M1-M2 df t < , * >= P<0.05 The null hypothesis There is no significant difference in attitude towards e-learning among Novice teachers with respect to their age is tested. The t value is greater than the critical value 1.96 at 0.05 level and hence it is significant, consequently the Null hypothesis is to be rejected and it can be said that there is a significant difference in attitude towards e-learning among the Novice teachers with respect to their age. Table 3: Test of Significance of Difference in Attitude towards e-learning among Novice Teachers with respect to their Sex. Sex N M SD SEd M1-M2 df t Male ** Female P<0.01 The null hypothesis There is no significant difference in attitude towards e-learning among Novice teachers with respect to their sex is tested. The t value is greater than 8345

6 the critical value at 0.01 level and hence it is significant, consequently the Null hypothesis is to be rejected and it can be said that there is a significant difference in attitude towards e-learning among the Novice teachers with respect to their sex. Table 4: Test of Significance of Difference in Attitude towards e-learning among Novice Teachers with respect to their Optional Group. Group N M SD SEd M1-M2 df t Arts Science P>0.05 The null hypothesis There is no significant difference in attitude towards e-learning among Novice teachers with respect to their optional group is tested. The t value is less than the critical value 1.96 at 0.05 level and hence it is not significant, consequently the Null hypothesis is to be accepted and it can be said that there is no significant difference in attitude towards e-learning among the Novice teachers with respect to their optional group. Table 5: Test of Significance of Difference in Attitude towards e-learning among Novice Teachers with respect to their Location. Location N M SD SEd M1-M2 df t Urban Rural P>0.05 The null hypothesis There is no significant difference in attitude towards e-learning among Novice teachers with respect to their location is tested. The t value is less than the critical value 1.96 at 0.05 level and hence it is not significant, consequently the Null hypothesis is to be accepted and it can be said that there is no significant difference in attitude towards e-learning among the Novice teachers with respect to their location. Table 6: Test of Significance of Difference in Attitude towards e-learning among Novice Teachers with respect to their Parent s Occupation. P.Occupation N M SD SEd M1-M2 df t Government Private P>0.05 The null hypothesis There is no significant difference in attitude towards e-learning among Novice teachers with respect to their Parent s Occupation is tested. The t value is less than the critical value 1.96 at 0.05 level and hence it is not significant, consequently the Null hypothesis is to be accepted and it can be said that there is no significant difference in attitude towards e- Learning among the Novice teachers with respect to their Parent s Occupation. Table 6: Test of Significance of Difference in Attitude towards e-learning among Novice Teachers with respect to Owning a PC at home or Not. PC at N M SD SEd M1-M2 df t home Yes No P>0.05 The null hypothesis There is no significant difference in attitude towards e-learning among Novice teachers with respect to Owning a PC at home or Not is tested. The t value is less than the critical value 1.96 at 0.05 level and hence it is not significant, consequently the Null 8346

7 hypothesis is to be accepted and it can be said that there is no significant difference in attitude towards e-learning among the Novice teachers with respect to Owning a PC at home or Not.. X. FINDINGS Findings of the study based on descriptive and differential analysis of the data related to overall attitude towards e-learning 1. The mean and SD of overall attitude towards e-learning were &8.6 respectively. 2. The overall attitude towards e-learning mean score was more (76.35) for age category >=23 than age <23 (73.43) 3. The overall attitude towards e-learning mean score was more (76.25) for male than female (71.61) 4. The overall attitude towards e-learning mean score was more (75.06) for Arts group than Science group (73.78) 5. The overall attitude towards e-learning mean score was more (75.23) for Urban trainees than Rural trainees (72.32) 6. The overall attitude towards e-learning mean score was more (74.59) for parent employed in private organization than government sectors (73.40) 7. The overall attitude towards e-learning mean score was (74.39) for trainees not having PC at home than owning PC at home (73.96) 8. There is a significant difference between age group below 23 and above 23 of Novice teachers attitude towards e-learning at 0.05 level where age category above 23 is better than age category below There is a significant difference between male and female trainees attitude towards e-learning at 0.01 level where male trainees are better than female trainees. 10. There is no significant difference between the Arts and Science group trainees attitude towards e-learning even at 0.05 level. 11. There is a significant difference between the Urban and Rural trainees attitude towards e-learning at 0.05 level where Urban trainees are better than Rural trainees. 12. There is no significant difference between the trainees of parents employed private and parents employed government in attitude towards e-learning even at 0.05 level. 13. There is no significant difference between the trainees owning PC and trainees not owning PC at home even at 0.05 level. XI. EDUCATIONAL IMPLICATIONS OF THE STUDY 1. The e-learning may be extended from school to home. The school curriculum and exercises are stored in a website, which can be downloaded by students at home allowing them to complete homework and exercises and receive immediate feedback, as exercises are marked by the software program. 2. Student-Teacher communication may be enhanced via classroom website as well. 8347

8 3. For student-student communication, a website with or chat options or with electronic conferencing, social media can encourage communication skill and build teamwork for group learning and collaborative learning. 4. We can utilize the classroom website as a communication tool to connect the classroom to others across the globe, thereby building a global learning community. XII. CONCLUSION It may be concluded that on the basis of findings, the novice teachers have had better attitude towards attitude towards e-learning. Age, Sex, Optional group, Locality, Parents occupation and Owning a PC at home brought slight differences in the attitude. Ultimately it is said that, Male novice teachers of age category above 23 who come from Urban area have had better attitude towards e-learning in Thiruvallur district. XIII. REFERENCES [1] AMUTHAVALLI and ZUNEETHA BAI (2011) in their paper on The Problems of B.Ed Trainees in Learning Educational Technology discussed the problems of B.Ed Trainees in learning Educational Technology. [2] KALAIMADI (2010) in her paper on ICT for Capacity Building Programs in Teacher Training Institutions discussed the role of ICT in building the capacity of student-teachers in Teacher Training Institutions. QUSTIONNAIRE Attitude towards e-learning Dear student kindly share your valuable responses by putting tick a ( ) mark in the appropriate column. S. No ITEMS Strongly Agree Agree Neutral Disagree Strongly disagree 1. e-learning makes learning easy 2. e-learning makes teaching-learning more interactive 3. e-learning is more effective than all other methods 4. e-learning can improve students learning skills 5. e-learning material becomes an indispensable tool 6. e-learning can improve communication skills 7. e-learning create more job opportunities 8. e-learning play vital role in education 9. e-learning is the innovative application 10. e-learning allows you to learn any where 11. e-learning allows you to learn at any time 12. e-learning can be CD-ROM based, network based. 13. It can include Text, VDO, ADO, VR and animation 8348

9 14. It can be a very rich learning environment 15. It is self-paced and hands on training 16. e-learning is learning on internet time. 17. e-learning can suffer from many of the pitfalls as class room training 18. e-learning uses the power of networks 19. e-learning provides faster learning 20. e-learning is inexpensive 21. e-learning can replace a teacher 22. e-learning provides a consistence message 23. It can be updated early and quickly 24. It can lead to increased retention and a stronger grasp on the subject 25. It can be easily managed for large group of learners. 26 On line e-learning sessions are especially easy to keep upto-date 27 e-learning provision for downloading and storage in electronic forms 28 e-learning creates interaction that engages the more attention 29 e-learning provides immediate feedback 30 e-learning courses can build in immediate feedback to correct misunderstood materials. 31 e-learning is dynamic 32 e-learning operates in real time 33 e-learning is collaborative 34 e-learning is comprehensive 35 e-learning provides learning events from many sources. 36 e-learning material is used for preparing assignment 37 e-learning is used for preparing seminar papers 38 e-learning is used for preparing a paper for publication in a journal 39 e-learning is used for writing the project report/dissertation 40. e-learning is used for preparing the examination TO CITE THIS PAPER Gaayathri, P. (2017) :: A Study Of Attitude Towards e-learning of Novice Teachers in Thiruvallur District International Journal of Informative & Futuristic Research (ISSN: ), Vol. (4) No. (11), July 2017, pp , Paper ID: IJIFR/V4/E11/059. Available online through