STUDENTS’ PERCEPTION TOWARDS ONLINE LEARNING IN HIGHER EDUCATION: A STRUCTURAL EQUATION MODELING ANALYSIS

Background/ Objectives: The aim of this research is to investigate the relationships between course interaction, perceived learning, instructor behaviors, flexibility, attitude towards online learning and perceived satisfaction of students with respect to Online Teaching. Methods/Statistical analysis: The sample consisted of 795 Under graduate and Post graduate students of Higher education in Hyderabad, Telangana State, India. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) using SPSS AMOS 25.0 were used to analyse the casual relationships between course interaction, perceived learning, instructor behaviors, flexibility, attitude towards online learning and perceived satisfaction and to evaluate the hypotheses regarding relationships among model constructs. Findings: All the hypotheses developed within the study were positively confirmed, reinforcing the idea of the former research in this field. The study also reveals interesting implications in between course interaction, perceived learning, instructor behaviors, flexibility, attitude towards online learning and perceived satisfaction, useful to all the stakeholders of educational sector. Applications: Educational institutions would find this research helpful in better understanding the variables which impact the student's satisfaction towards online learning