Assessing attitudes,readiness and motivation of students towards e-learning: A qualitative case study in Uttar Pradesh,India

Abstract

This paper investigates postgraduate students’ attitudes, preparedness, and willingness to embrace e-learning at three institutes in Uttar Pradesh, India-MJP Rohilkhand University, AMU Aligarh, and IFTM University. The study is based on the growing popularity of e-learning after COVID-19 and the goal of the study is to determine how students regard and use digital learning materials. A qualitative case study methodology was used, involving 45 postgraduate students from various fields through semi-structured interviews. Thematic analysis was performed in order to reveal the main-patterns of attitude, technological readiness, motivation, and perception of challenge in e-learning. Results show that although for the vast majority of students positive attitude towards e-learning is found because of its flexibility and accessibility, there are still important problems, for example, in technical matters and lack of interaction with professors. Levels of motivation were greater at AMU Aligarh because students valued the reduction in e-learning time, but lower at the two other universities as a result of self-discipline challenges. Technological readiness varied, with students from more rural areas facing greater challenges in accessing reliable internet and devices. The research highlights the importance of better digitalization of infrastructures, dynamic e-learning spaces and selective support in order to maximize student immersion and learning results. Research provides to the wider literature in e-learning an answer to the specific gap in different educational settings in India.

Keywords

E-learning digital learning e-learning readiness motivation for e-learning e-learning challenges education technology online learning adoption

Introduction

The shift from a traditional classroom-based teaching approach to modern e-learning approach has become a trend around the world in recent times, especially after the advent of COVID-19. E-learning or electronic learning through different digital platforms, offers the advantages like flexibility and accessibility, which enables learners to access the educational content anytime, from any locations. Despite these obvious advantages, such as flexibility, self-paced learning, and wide accessibility, e-learning also presents challenges, particularly in regions where digital literacy and internet access are inconsistent (Munastiwi, 2014). Recent studies have been focused on how students’ attitude, motivation and willingness-to-learn relate to their general experience with e-learning environments. This scenario poses several challenges in developing countries like India resulting from heterogeneity in technology infrastructure, different socio-economic backgrounds, and students’ preparedness towards technology.

According to the National Education Policy of India (NEP) 2020 ‘New technologies involving artificial intelligence, machine learning, block chains, smart boards, handheld computing devices, adaptive computer testing for student development, and other educational software and hardware will change what students learn in the classroom as well as how they learn, and thus these areas will require extensive research both on the technological and educational fronts’ (Government of India, 2020). Integrating technology in education is a pivotal move towards transforming India’s educational landscape. However, the question remains: are students ready to embrace this change, and what motivational factors influence their engagement with e-learning?

Research data suggest that students’ perceptions of e-learning are influenced by several of the constructs for instance technological readiness, self-management, teaching interactions, and course design (Essam and Al-Ammary, 2013). The importance of motivation should not be underestimated, since it directly influences students’ willingness to participate in e-learning activities (Rajasankar and Nagarajan, 2017). A case study conducted at the Arab Open University revealed that motivation, alongside social interaction, plays a crucial role in the successful adoption of e-learning (Essam and Al-Ammary, 2013). Further, students’ self-motivation and attitudes have significant effects on their performance of e-learning courses, and it is pointed out as a manner of designing motivational strategies to promote student engagement. It was also found that usefulness, motivation and attitude factors have a significant relationship with the student engagement in e-learning (Chang et al., 2022; Dubey et al., 2023).

The study conducted by Nurwijayanti and Widyastuti (2020) on informatics engineering students highlights the role of perception in influencing the motivation of students. The study concluded that while students perceived e-learning as a valuable tool, their motivation remained relatively low, suggesting that other external factors might be influencing their learning experiences. These results are very important as they indicate that student motivation is not based only on the design of the platform but also on personal and context ones.

In moving to the focus of this study, the state of Uttar Pradesh in India provides a diverse educational landscape. Uttar Pradesh is the most populated state of India, and home to prestigious institutions such as Aligarh Muslim University (AMU), MJP Rohilkhand University, and IFTM University, which have incorporated e-learning platforms into their curriculum, particularly during and after the COVID-19 pandemic. These universities represent a microcosm of the wider Indian system of higher education, providing the perfect case study for investigating students’ attitudes and preparedness for e-learning.

One of the core objectives of this study is to assess the attitudes, readiness, and motivation of postgraduate students at these three universities towards e-learning. The nature of these elements is critical to the degree to which student involvement with e-learning platforms determines the success of academic performance. A positive attitude and readiness to adopt e-learning can lead to enhanced learning experiences, while a lack of motivation or readiness could result in disengagement and poor academic performance (Eom, 2019). Furthermore, the significance of this study lies in its potential to guide universities in tailoring e-learning programs to better suit students’ needs, thereby improving overall educational outcomes in the region.

Results from various studies indicate that although e-learning provides a large number of advantages (e.g., flexibility and accessibility), its effectiveness is largely determined by students’ motivation and preparedness. For example, Rajasankar and Nagarajan (2017) found that motivation plays an essential role in the effectiveness of e-learning in colleges. Similarly, Jovi et al. (2017) also pointed out that e-learning effectiveness, ease of use, and content design are critical determinants of students’ attitude towards e-learning. The present studies suggest that although technology provides the framework, the human factor—students’ attitudes, readiness, and motivation to learn—is also crucial for e-learning success.

In conclusion, this research aims to explore and analyze the attitudes, readiness, and motivation of postgraduate students from MJP Rohilkhand University, AMU Aligarh, and IFTM University toward e-learning. Focusing on these three institutions, the research aims to make a contribution to a better understanding of how postgraduate students in Uttar Pradesh perceive e-learning and what drives their engagement. The significance of this research lies in its ability to provide actionable insights that can help improve the design and implementation of e-learning platforms in the region, ensuring that students are not only ready but also motivated to participate in digital education.

Review of scholarly works

Student attitudes, readiness and motivation towards e-learning has been accumulating much attention for the last decade, especially with the advent of digital learning platforms, in education institutions across the world. Motivation is pointed out as a significant factor affecting students’ involvement in e-learning by Essam and Al-Ammary (2013), while social interaction is also found to affect the use of online learning tools. Their study, conducted at the Arab Open University, shows that motivation, together with inter-personal interaction, is strongly related to increase students' engagement in e-learning. The indirect effect of the instructor’s interaction in the form of motivation was also observed, which highlights the role of social dynamics during the learning process.

Prakasha et al. (2022) investigated university students’ attitudes towards e-learning and how these attitudes affect their academic achievements. Their findings show that female students exhibit a more positive attitude towards e-learning compared to their male counterparts, who demonstrate an avoidance attitude. Shahzad et al. (2020) also found that female learners in higher education achieved higher scores in examination as compared to the male students in the online learning setting. This gender disparity in e-learning attitudes could be linked to differences in digital literacy and access to resources, which can vary by demographic factors. The authors also highlighted the significance of addressing these disparities to improve overall engagement and performance in online learning environments.

The research conducted by Oye et al. (2012) investigates the effects of e-learning on students’ academic achievement, especially at the level of tertiary education. Their findings indicate that positive perceptions of e-learning usefulness are crucial in fostering students' intention to adopt and use these platforms. They also found that institutions that emphasize the academic benefits of e-learning tend to have higher levels of student performance. This underscores the importance of creating an enabling environment where students not only have access to e-learning tools but also understand their benefits in enhancing academic outcomes.

In a recent research, Singh et al. (2024) investigated the influence of e-learning on the higher education students of China, United States, Malaysia, and India by reviewing 53 studies conducted from November 2012 to April 2023, from different databases such as- Web of Science, Elsevier, Springer Link, Taylor & Francis, Scopus, and ProQuest. They concluded that e-learning technologies impacted positively the academic achievement, student satisfaction, and their collaborative working. This highlights the need to provide an environment in which students have access not only to e-learning technologies, but also are aware of their potential to improve academic performance.

The concept of e-learning readiness has been also one of the key themes of research.Ouma and Awuor (2013) addressed this issue within Kenyan secondary schools, who observed that teachers’ and students' computer literacy, perception of the technology, as well as approaches to the learner or learner strategies, are critical determinants of the effectiveness of e-learning implementation. While the study highlighted a readiness to embrace e-learning, it also revealed that further training is necessary to enhance both teachers’ and students' technical capacities. This finding is particularly relevant in developing countries where infrastructure and digital literacy can pose challenges to successful e-learning adoption.

Asif et al. (2023) investigated the influence of academic self-efficacy and e-learning acceptance on students’ academic achievement. Their study found that students who possess higher levels of self-efficacy are more likely to succeed in an e-learning environment. This aligns with the broader understanding that self-directed learning skills are essential in digital learning contexts. The researchers also emphasized the importance of providing students with adequate support and resources to foster both self-efficacy and motivation in e-learning environments.

Another significant study by Cirak et al. (2022) also reported a significant positive correlation between e-learning readiness and achievement goal orientations. This study demonstrated that students who are more prepared for self-directed learning in e-learning platforms tend to have higher academic achievements. It proposes that e-learning readiness is not just about access to technology but also involves psychological preparedness and a clear understanding of the goals and benefits associated with digital learning.

Siregar (2022) examined the factors that influence e-learning readiness and student satisfaction in higher education institutions during the COVID-19 pandemic. The research results are that technological competence and motivation have a considerable impact on e-learning readiness and also on user satisfaction. It also revealed that e-learning readiness plays a mediating role between these factors and student satisfaction, suggesting that institutions need to focus not only on providing technical infrastructure but also on fostering the necessary digital skills among students to enhance their learning experiences.

Finally, the study by Mabrur and Suwartono (2021) investigated the readiness of junior high school students to engage in e-learning in the context of the COVID-19 pandemic. Their findings indicate that while there was significant positive feedback on students’ readiness, some students remained unsure about their ability to adapt to online learning environments. This points to the need for improved accessibility and support systems to ensure that all students, regardless of their background, are adequately prepared for the transition to e-learning.

Despite the growing body of research on e-learning attitudes, readiness, and motivation, there remains a gap in understanding how these factors interact within the context of postgraduate students from different socio-economic and educational backgrounds, particularly in India. The majority of research takes place in developed countries or in specific higher education institutions, overlooking the diverse educational landscape of regions like Uttar Pradesh, India. This study addresses this gap by focusing on three universities in Uttar Pradesh—MJP Rohilkhand University, AMU Aligarh, and IFTM University—to assess students’ attitudes, readiness, and motivation towards e-learning. The findings of this study will provide valuable insights into the specific needs and challenges faced by students in this region, offering recommendations for improving e-learning implementation.

Research methodology

A qualitative research design was adopted in this study to assess postgraduate students’ attitudes, readiness, and motivation towards e-learning. A case study approach was employed, focusing on three universities located in Uttar Pradesh- MJP Rohilkhand University Bareilly, Aligarh Muslim University Aligarh, and IFTM University Moradabad. Data collection was performed via semi structured interviews, allowing for in-depth exploration of participants' perceptions and experiences with e-learning. This method was preferred due to its flexibility in probing individual opinions and obtaining nuanced insights.

The target population for the study consisted of postgraduate students pursuing master’s degree in various disciplines, such as Business administration (MBA), Commerce, Education, Social sciences and information technology. Purposive sampling approach was applied to ensure that the sample included students with strong experience in using e-learning platforms. Each university contributed 15 students, resulting in a total sample size of 45 participants.

The data collection was done through a process which involved conducting semi-structured interviews with the selected 45 postgraduate students across the three universities. Each interview was conducted in person, or via video calls, depending on the availability of the participants, and lasted approximately 30 to 45 minutes. Interviews were audio-recorded and with the consent of participants, later transcribed to be analyzed. The interview questions were designed to explore key dimensions of e-learning, including technological readiness, motivation, adaptability, and overall experiences with online learning platforms.

The Table 1 includes the Data Collection Details of the participants.

Table 1.

Data collection details.

Name of the university	Name of the program/discipline	Sample size	Interview duration	Method of interview	Location
MJP Rohilkhand University	MCom, MBA, IT	15	30–45 minutes	In-person & video call	Bareilly, Uttar Pradesh
AMU Aligarh	MCom, MBA, education	15	30–45 minutes	In-person & video call	Aligarh, Uttar Pradesh
IFTM University	MCom, MBA, social sciences	15	30–45 minutes	In-person & video call	Moradabad, Uttar Pradesh

Data extracted from the semi-structured interviews were analyzed using thematic analysis, a widely accepted approach in qualitative research to identify, examine, and present patterns (themes) within data. Thematic analysis was used to identify the major themes of students’ attitudes, readiness and motivation for e-learning.

In order to ensure the reliability and validity of the data collected, triangulation was employed by cross-verifying the interview findings with existing literature on e-learning attitudes and readiness. Member checking was also conducted, where participants were provided with the transcriptions to confirm the accuracy of the recorded responses.

In summary, the data collection process for this study utilized semi-structured interviews with 45 students from three universities. The thematic analysis method provided in-depth insight into the student’s e-learning experience, attitudes and level of readiness and contributed to a deep and thorough study of the research topic. The data generated from this qualitative approach is the foundation on which the results and implications are built in the following section.

Results and analysis

This section presents the results of the thematic analysis of semi-structured interview data collected from 45 postgraduate students from the three universities in Uttar Pradesh. Results are categorized into several key themes concerning students’ attitudes, readiness and motivation for e-learning. These themes are supported by the frequency of their occurrence in the interviews, which is displayed in the tables below.

Table 2 indicates the attitudes of postgraduate students towards e-learning. The results also provide an interpretation of the findings, based on the thematic patterns identified during the analysis. The data show that the majority of students of the three universities have a positive attitude towards e-learning, approximately 60% of the respondents described favourably. Nonetheless, a small proportion of each institution felt neutral or negative for reasons mainly related to technical constraints and the lack of interaction with instructors. These results suggest that although e-learning is in general well-accepted, issues related with infrastructure and pedagogy should be addressed by the universities to optimize the overall acceptance.

Table 2.

Attitudes towards e-learning.

Name of the university	Positive attitude	Neutral attitude	Negative attitude	Total responses
MJP Rohilkhand University	9	3	3	15
AMU Aligarh	10	2	3	15
IFTM University	8	4	3	15

The Table 3 below represents the Technological readiness of postgraduate students. Technological readiness of postgraduate students varied across the three universities. AMU Aligarh showed the highest level of technological readiness, with most students reporting generally comfort in the use of e-learning tools. On the other hand, the students of IFTM University, and MJP Rohilkhand University reported moderate to low levels of readiness, with some respondents indicating the lack of internet connectivity and lack of access to proper devices as impediments. These results highlight the need of providing technical assistance and resources to students in areas with limited digital infrastructure.

Table 3.

Technological readiness of postgraduate students.

Name of the university	High readiness	Moderate readiness	Low readiness	Total responses
MJP Rohilkhand University	7	5	3	15
AMU Aligarh	8	6	1	15
IFTM University	6	6	3	15

The Motivation of postgraduate students to engage in e-learning is shown in the Table 4 below. It is clear that motivation levels varied significantly across the institutions. AMU Aligarh students demonstrated higher motivation to engage with e-learning platforms, while students at IFTM University and MJP Rohilkhand University showed moderate motivation. Factors contributing to lower motivation included the perceived lack of interaction with instructors and peers, as well as difficulties in maintaining self-discipline in an online learning environment. These findings suggest that enhancing motivation may require better engagement strategies and support systems.

Table 4.

Motivation of postgraduate students to engage in e-learning.

Name of the university	Highly motivated	Moderately motivated	Low motivation	Total responses
MJP Rohilkhand University	6	6	3	15
AMU Aligarh	9	4	2	15
IFTM University	5	7	3	15

Perceived challenges by postgraduate students in e-Learning are reported in the Table 5. The most common challenges reported were technical issues, with 21 out of 45 students citing problems related to internet connectivity and device compatibility. Moreover, an significant majority of students indicated that they lacked the interaction with faculty and classmates, which they felt negatively impacted their learning experience. Self-discipline and motivation problems were also described, especially by the students who were less experienced using self-directed learning in an online environment. These findings highlight the important issues that must be addressed in order to enhance the overall e-learning experience.

Table 5.

Perceived challenges in e-learning.

University	Technical issues	Lack of interaction	Self-discipline issues	Other challenges	Total responses
MJP Rohilkhand University	7	3	4	1	15
AMU Aligarh	6	5	2	2	15
IFTM University	8	4	2	1	15

Table 6 describes the benefits of e-learning reported by postgraduate students of the three universities. The postgraduate students described a number of benefits of e-learning, with flexibility being the most commonly mentioned advantage. Many students appreciated the ability to access learning materials at their own pace, as well as the convenience of attending classes from home. These findings suggest that despite some challenges, e-learning provides significant benefits that could enhance the learning experience if technical and pedagogical barriers are addressed.

Table 6.

Benefits of e-learning.

University	Flexibility	Self-paced learning	Accessibility	Total responses
MJP Rohilkhand University	10	8	7	15
AMU Aligarh	12	9	8	15
IFTM University	9	8	6	15

General readiness for e-learning among the postgraduate students is shown in the following Table 7. It is evident that the General readiness for e-learning varied across the three universities, with AMU Aligarh students showing the highest level of readiness, followed by MJP Rohilkhand University and IFTM University. Readiness was defined by factors such as student’s access to devices, familiarity with e-learning platforms, and a positive attitude towards online learning. These results suggest that while most students are ready to engage with e-learning, targeted interventions are required to ensure that those who are less prepared are adequately supported.

Table 7.

General readiness for e-learning.

Name of the university	Ready	Somewhat ready	Not ready	Total responses
MJP Rohilkhand University	8	5	2	15
AMU Aligarh	10	4	1	15
IFTM University	7	6	2	15

Table 8 below enlists the student quotes on their e-learning experiences, along with interpretations. This table contains some of the verbatim quotes taken by the interviewer in the investigated thematic areas. The quotes give us a better insight into what students encounter in their personal experiences and attitudes toward e-learning. These quotes represent the wide spectrum of experiences that students are having with e-learning. Positive attitudes are often associated with the usability and accessibility of online courses, whereas problems are the areas for which there are lack of interactions, and technological issues. Motivated learners often welcome the time-saving component of e-learning, although many of them wish for more organized interaction between themselves and their instructors and peers. Self-discipline is recognised as a high-priority area of weakness for students, in terms of time management and retention. These findings suggest that while e-learning has clear advantages, addressing these challenges is essential to improving overall student satisfaction and learning outcomes.

Table 8.

Student quotes on e-learning experiences.

Theme	Name of the university	Quote from student	Interpretation
Positive attitude	AMU Aligarh	“E-learning gives me the flexibility to study at my own pace, which I find very helpful as I can balance my other commitments”	Flexibility is highly valued by students, as it allows them to manage their schedules more effectively alongside their studies
Negative attitude	MJP Rohilkhand University	“It feels like I’m just watching videos without real interaction. Sometimes, I feel disconnected from my professors”	Lack of interaction is a significant concern, contributing to feelings of disengagement and isolation
Technological readiness	IFTM University	“We don’t have reliable internet in my area. It’s hard to keep up with the classes, and sometimes I miss important lectures”	Poor internet access is a barrier to e-learning, especially in regions with inadequate digital infrastructure
Motivation	AMU Aligarh	“I’m motivated to continue using e-learning because it saves time, but I do miss the face-to-face discussions with my classmates”	Students recognize the efficiency of e-learning but also miss the collaborative and interactive elements of in-person learning
Challenges	IFTM University	“Sometimes it’s hard to stay disciplined with online classes because there’s no one pushing you to stay on track”	Self-discipline is a challenge for many students in an online learning environment, requiring new skills to manage their time
Benefits	MJP Rohilkhand University	“The best part about e-learning is that I can revisit the recorded lectures whenever I need to. It’s really helpful for revision”	The ability to revisit recorded content is appreciated by students, aiding in comprehension and review of material
General readiness	AMU Aligarh	“I was already familiar with most online tools, so the transition to e-learning was easy for me. I feel prepared for it”	Students with prior experience using digital tools report higher readiness for e-learning, contributing to a smoother transition

Discussion

The results of this study offer a comprehensive understanding of postgraduate students’ attitudes, readiness, and motivation towards e-learning at three universities in Uttar Pradesh: MJP Rohilkhand University, AMU Aligarh, and IFTM University. Thematic analysis of the semi-structured interviews provided valuable insights into the varied experiences and perceptions of students, and the findings were discussed in the context of existing literature to assess how they contribute to filling the identified literature gap.

Comparison of results with literature

The first major theme that emerged from the analysis was students’ attitudes towards e-learning. The results revealed that around 60% of the postgraduate students exhibited positive attitudes towards e-learning, which aligns with previous studies that highlighted the growing acceptance of online learning platforms. Jovi et al. (2017) also noted that e-learning usefulness and usability are critical factors to be considered in determining positive student attitude. The results of this study concur that notion, because a number of students valued the freedom and ability to access provided by e-learning, in order to balance their academic obligations with various other commitments. However, a significant minority among student expressed neutral or negative attitudes, which were primarily driven by concerns regarding technical challenges and a perceived lack of interaction with instructors. This is consistent with the works of Essam and Al-Ammary (2013), Bond and Bedenlier (2019), and Hollister et al. (2022), on how student-instructor interaction has an indirect effect on motivation via its relationship to the learning experience of students. Hollister et al. (2022) also highlighted that a number of students reported struggle in connecting to their instructors and peers, thus managing the pace of coursework. In the present study, students who lacked sufficient interaction with their instructors felt less engaged, highlighting a critical area for improvement. These findings suggest that although these e-learning platforms are mostly appreciated, there is a need for enhanced pedagogy for encouraging better interaction and communication between the students and the teacher.

The second theme, technological readiness revealed varied levels of readiness among the postgraduate students of three universities. While AMU Aligarh students reported high levels of readiness, students at MJP Rohilkhand University and IFTM University indicated moderate to low readiness, citing issues with internet connectivity and access to devices. Ouma and Awuor (2013) and Bizzo (2021) described related issues in their research in which they noted that insufficient infrastructure and digital skills were significant barriers to e-learning adoption. The present work confirms these findings, more so in areas lacking digital infrastructure. Advancement of technological readiness plays a crucial role for ensuring that all students are provided with equitable access to e-learning tools and resources, regardless of their geographical location or socioeconomic background.

The third theme focused on motivation to engage in e-learning. The results indicated that students from AMU Aligarh were more motivated than their counterparts at MJP Rohilkhand University and IFTM University. According to Rajasankar and Nagarajan (2017) and Elshareif and Mohamed (2021), motivation plays a crucial role in students’ engagement in e-learning environments. Dubey et al. (2023) also described that motivation, along with usefulness and attitude factors is related significantly to the student engagement in e-learning. This study supports these finding, with highly motivated students at AMU Aligarh attributing their motivation to the time-saving nature of e-learning and its ability to fit into their daily schedules. Yet, students with lower motivation expressed concern about maintaining self-motivation, that has also been reported as a challenge by Alkhawaja and Halim (2019), Nurwijayanti and Widyastuti (2020), and Meşe and Sevilen (2021) in their studies. This highlights the importance of organized efforts to increase motivation and adherence to e-learning settings.

The results also highlight several challenges students faced with e-learning, with technical issues being the most commonly reported. As described by the researchers (Munastiwi, 2014; Ahmed and Zaini, 2022; Ahmad et al., 2023; Nouraey and Al-Badi, 2023), lack of technology and infrastructure along with internet connectivity was significant obstacle to the effective e-learning. Other prominent challenges reported were lack of interaction with teachers, digital divide, and availability of trained faculty. This paper also identified that internet access and technical issues as main barriers to successful e-learning. These issues lead to learning disengagement and reduced motivation in certain students, suggesting that technical and pedagogical interventions are required in order to enhance the e-learning experience.

Despite the challenges, students recognized several benefits of e-learning, particularly its flexibility and self-paced learning. These findings echo the results of Oye et al. (2012), Abuhassna et al. (2020), Oguguo et al. (2020), Elcullada Encarnacion et al. (2021), Al Rawashdeh et al. (2021), and Li (2022), who reported the several benefits of e-learning. These studies recognized that positive attitudes toward e-learning environment were important predictors of students’ intentions to engage with online tools. The ability to study at their own pace, and to access learning resources whenever they wanted was much valued by learners, particularly those whose time was split between academic and other factors of life. This agrees with the postulate that e-learning platforms can offer considerable benefits for learners, assuming that technical and interactional issues are solved.

Final theme was general readiness for e-learning where postgraduate students of AMU Aligarh reported the highest levels of readiness, followed by MJP Rohilkhand University and IFTM University. This preparedness was closely related to students’ ability to use devices and prior experience with e-learning applications and digital literacy skills, which is in line with Eze et al. (2020), Wagiran et al. (2022), Alyoussef (2023), and Asif et al. (2023). The students with previous experience with digital tools and online learning reported smoother transition to e-learning, whereas the students with no such skills experienced difficulties while doing this. That means e-learning readiness is not solely dependent on the availability of infrastructure but also on students’ familiarity with the digital learning environment. Efforts to improve digital literacy could significantly enhance e-learning readiness in regions where students are less prepared.

Implications of the findings

The findings of this study have several important implications for the development of e-learning in higher education across Uttar Pradesh and for policymakers. Initially, positive feelings towards e-learning show that in general, students are willing to accept digital learning environments, as long as appropriate technical and educational infrastructures are provided. Studies have shown that the equipment capabilities, user satisfaction, and motivation are affecting factors for the e-learning readiness among the students in higher education (Ghazali, 2022; Jafar et al., 2023; Wagiran et al., 2022). Universities must continue to invest in improving the digital infrastructure, with a specific attention to the rural and underserved areas where students face barriers to accessing e-learning resources.

Second, the variations in technological readiness between the three universities indicate that digital inequality remains significant challenge in India. Alam et al. (2023) and Reyes-Millán et al. (2023) have reported that lack of infrastructure and technology, lack of continuous support, digital gap, and shortage of quality e-learning resources as the key issues for the successful e-learning. These findings are consistent with other researches (Barikzai et al., 2024; Kumar, 2024; Thapa et al., 2021). Policymakers must prioritize the implementation of policies that provide students with affordable access to devices and high-speed internet, particularly in regions with limited infrastructure. Without addressing these issues, e-learning will continue to be inaccessible for many students, thus deepening the existing educational inequalities.

Thirdly, the findings related to student motivation highlight the importance of more interactive and engaging e-learning environments. Recently in a study by Masalimova et al. (2024) has reported lack of social interaction as a disadvantage for the success of e-learning. According to Essam and Al-Ammary (2013) and Hollister et al. (2022) social interaction plays a critical role towards encouraging students to participate in e-learning. Marty-Dugas et al. (2024) also highlighted that the instructor enthusiasm is important for increasing learner’s engagement and motivation in online learning. Universities should explore innovative approaches to enhance interaction between students and instructors, such as live discussions, collaborative group projects, virtual office hours. These approaches can be utilized to bridge the gap between traditional classroom learning with online education and maintain students’ motivation and engagement throughout their e-learning experience.

Finally, the challenges related to self-discipline suggest that students require additional support in managing their time and maintaining focus in an online environment. Universities should also consider providing resources like time management workshops, study guides, and virtual tutoring sessions to help students develops the skills they need to succeed in e-learning. By addressing these challenges, universities can create a more supportive and conducive environment for online learning, leading to better student outcomes.

Filling the literature gap

This study addresses the gap identified in the literature regarding the interaction between attitudes, readiness, and motivation towards e-learning in the context of students from diverse socio-economic and educational backgrounds in India. While previous studies have concentrated mainly on developed countries (Alhabeeb and Rowley, 2017; Berestova et al., 2022; Kotryakhov et al., 2019; Masalimova et al., 2024; Uyar, 2023), or particular institutions, (Al Arif et al., 2024; Alyoussef, 2023; Bubou and Job, 2020; Dehghan et al., 2022; Choudhury, 2023; Marsevani, 2021; Salehudin et al., 2023; Yilmaz, 2017), this study provides valuable insight into the experience of Uttar Pradesh students with a more comprehensive understanding of the unique challenges and opportunities associated with e-learning in this region. By exploring the perspectives of the postgraduate students at three different universities, this work contributes to the broader literature on e-learning readiness and motivation, offering recommendations for improving the implementation of e-learning in similar contexts.

Significance of the study

The significance of this study lies in its potential to inform policy and practice in higher education, especially where digital infrastructure is nascent. Results provide practical implications for looking to improve the e-learning experiences for students from a variety of contexts by universities and policy makers. By addressing the challenges that have been presented in this particular study, such as technical barriers and lack of interaction, universities can design more inclusive and efficient e-learning environments, that are able to cater to the needs of all students, regardless of their socio-economic background or geographic location.

The findings of this research provide a deeper understanding into the factors affecting students’ attitude, readiness, and motivation at e-learning in Uttar Pradesh. Not only to the academic discourse of e-learning pedagogy, these results can be used to formulate methodological and technical suggestions for improving online learning environments in various educational frameworks.

Conclusion

The results of this work provide evidence-based information on attitudes, readiness, and motivation of postgraduate students of MJP Rohilkhand University, AMU Aligarh, and IFTM University on e-learning. A significant portion of the students held a positive attitude towards e-learning, primarily driven by the flexibility and convenience it offers. This aligns with the broader understanding that online learning platforms allow students to balance their academic and personal lives more effectively.

However, a significant number of students expressed concerns, particularly related to a lack of interaction with instructors and technical difficulties, such as unreliable internet connections. These challenges impacted the overall learning experience, with some students reporting a sense of disengagement and isolation.

The variation in technological readiness among the three universities was another key finding. While AMU Aligarh students demonstrated a higher level of readiness, largely due to better access to devices and prior experience with online platforms, students at MJP Rohilkhand University and IFTM University reported moderate to low levels of readiness. This highlights the digital divide that exists within the educational institutions in regions like Uttar Pradesh where students who come from particularly remote areas face challenges in accessing e-learning resources. Addressing these infrastructural gaps is essential for ensuring that all students have equal opportunities to succeed in an increasingly digital landscape of education today.

Motivation emerged as one of the most significant contributors to the postgraduate students’ engagement to the e-learning. AMU Aligarh students showed higher motivation, which correlated with their appreciation of the time-saving quality of e-learning. On the contrary, students at MJP Rohilkhand University and IFTM University, reported lower motivation, often citing difficulties in maintaining motivation and self-discipline, and being less motivated to continue the online course. This observation highlights the need for fostering motivational factors through interactive and engaging e-learning environments that allow the student to feel connected to their teachers.

The challenges identified by students, especially in technical aspects and self-discipline, are great impediments to the successful implementation of e-learning. While the flexibility and self-paced nature of e-learning were seen as major advantages, many students struggled to manage their time and stay on track without the structure of traditional classroom settings. The lack of real-time interaction with the instructors and peers was another frequently voiced problem, implying the requirement for more innovative approaches in order to increase the engagement and communication within online learning settings.

The present study makes a contribution to the broader literature in e-learning by addressing the gap in exposure to the patterns of attitudes, readiness, and motivation for e-learning in students from a diverse socio-economic and educational backgrounds in India. The findings highlight the need for targeted interventions, both in terms of improving digital infrastructure and enhancing pedagogical approaches, to ensure that all students, regardless of their geographic location or access to resources, can benefit from e-learning.

From the perspective of broader implications, the study suggests that universities and policymakers need to focus efforts to address the digital divide, and ensure that all students have access to the necessary tools and competences to succeed in a digital learning experience. In addition, enhancing student engagement through interactive and collaborative e-learning platforms is a key factor to foster intrinsic motivation and improving learning outcomes. By addressing these challenges, universities can create more inclusive and effective e-learning environments that can cater to the diverse needs of their student populations.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Ethical statement

ORCID iD

Pradeep Kumar

Author Biographies

Pradeep Kumar is Assistant professor in Education at Maulana Azad National Urdu University, India. In addition to his academic responsibilities, he is also pursuing a doctoral degree at IFTM University. He has published works in refereed journals. He is also associated as reviewer with reputed journals like Education and Information Technologies, Journal of Learning for Development, Technology Knowledge and Learning. He is working on a funded project ‘Effectiveness of ICT Self-Concept, Attitude towards ICT, and ICT Competencies on the Academic achievement of Postgraduate Students'. His research area include e-learning, Education technology, ICT in education and Distance learning.

M.P. Pandey is Professor of Education and Vice Chancellor at IFTM Moradabad.

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