Analyzing the Nexus of Institutional and Individual Factors on Students' Willingness for Online Learning among Universities Students

Abstract

The reasons why students choose online learning at educational institutions are investigated in this qualitative and inductive study. The researchers used a triangulation strategy that comprised documentation, participant observation, and semi-structured interviews with undergraduate and graduate students from three different universities to guarantee the results were accurate and reliable. By examining the information gathered from various techniques, the research aims to provide insightful insights into the decision-making process of students who choose to learn online.  Grounded theory was used in our study to manually examine the data and create three categories: empirical themes, theoretical concepts and theoretical dimensions. Our research looked at the aspects that contribute to the climate of online learning and how they affect students' desire to utilize it. One of our most important findings was that both institutional and individual variables affect students' willingness to utilize online learning. In addition, online learning has been important, individual factors that are computer anxiety, student engagement and subjective norms becoming important factors to influence student’s willingness. Students understand themselves as having benefitted from online learning and they believe this benefit extending beyond their students lives. Respondents were in view that online learning has certain boundaries so students develop their competencies and avoid challenges that would prevent them from using online learning like computer anxiety. Furthermore, the impact of online learning is not only predicated upon the students' willingness to take an active role, but also greatly affected by institutional factors. These factors include the attributes of the system, including the level of design and user-friendliness of the online platform, as well as the technical and equipment readiness of the institution.