A cross-cultural comparison on students' perceptions towards online learning

Kaushal Kumar Bhagat, Chun Yen Chang

Research output: Contribution to journalArticle

Abstract

The aim of this study was to explore cross-country (Taiwan versus India) differences in students' perceptions of online leaning by gender. The self-reported instrument, POSTOL (Perception of Students towards Online Learning), was conducted to the students from Taiwan and India. Of the total 441 respondents, there were 233 students from India and 208 from Taiwan. A 2×2 between-subjects multivariate analysis of variance was employed on the four dimensions of the POSTOL scale. This scale consists of four dimensions: instructor characteristics, social presence, instructional design, and trust. Results showed that there were significant differences, between India and Taiwan, in the perception of students towards online learning. However, there was no significant interaction effect of country by gender. Findings indicated that culture did influence students' perceptions towards online learning. There is a need to raise awareness about factors that may affect online learning experience and to provide guidance and for practice and future work.

LanguageEnglish
Pages987-995
Number of pages9
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume14
Issue number3
DOIs
Publication statusPublished - 2018 Jan 1

Fingerprint

intercultural comparison
Online Learning
Taiwan
India
Students
Student Learning
learning
student
Instructional Design
Multivariate Analysis of Variance
Interaction Effects
Guidance
gender
Analysis of variance (ANOVA)
analysis of variance
multivariate analysis
instructor
Perception
interaction

Keywords

  • Cross-country
  • Gender
  • Online learning
  • Perception

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Cite this

A cross-cultural comparison on students' perceptions towards online learning. / Bhagat, Kaushal Kumar; Chang, Chun Yen.

In: Eurasia Journal of Mathematics, Science and Technology Education, Vol. 14, No. 3, 01.01.2018, p. 987-995.

Research output: Contribution to journalArticle

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