Purpose

The study has identified the factors among students that can enable or inhibit students from using online learning platforms. Students enrolled at different levels, diversified streams and separate courses were surveyed for the investigation. The study also highlights the significant hitches faced in using or adopting e-learning.

Design/methodology/approach

Responses were collected from Indian students on a seven-point Likert-type scale using a structured questionnaire around the updated Technology Readiness Index's four dimensions. Adapted dimensions were evolved to identify the people's propensity to accept and reject the new technology.

Findings

The result of the survey highlights the students' positive attitude towards the e-learning approach. The diffusion of e-learning platforms occupies them with a feeling of optimism and innovativeness. However, discomfort in using the newly penetrated e-learning platforms was also found. Furthermore, no significant variances concerning the different demographics were detected.

Research limitations/implications

The cross-sectional research approach was used for the investigation. However, it is evident that with the use and experience of technology, an increase in its acceptance follows. Thus, a longitudinal research approach should explore the differences between students' earlier and later involvement after experiencing the platform. A cross-country investigation is also needed to measure the technological biases among students.

Practical implications

With advancements in technology, the chances of diffusion of e-learning in traditional classrooms have risen. However, to encourage the student's engagement towards e-learning, the platform needs to be student and teacher-friendly. This study serves the purpose of exploring the determinants that will guide educational institutes and developers of online platforms in achieving excellence in enhancement and engagement among students.

Originality/value

The investigation adds to recognize the acceptance of e-learning among students by exploring its determinants using the Technology Readiness Index 2.0. The study has also explored the differences in readiness to use e-learning on differences in enrolment level, institute type and courses.

中文翻译：

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技术准备就绪对采用电子学习的影响

目的

该研究确定了学生中可以使学生无法使用在线学习平台的因素。调查了不同级别，不同类别和不同课程的学生，以进行调查。该研究还强调了在使用或采用电子学习过程中面临的重大障碍。

设计/方法/方法

使用围绕更新的技术就绪指数的四个维度的结构化问卷，以七点李克特型量表从印度学生那里收集了答案。为了适应人们接受和拒绝新技术的倾向，对尺寸进行了改进。

发现

调查结果突出了学生对电子学习方法的积极态度。电子学习平台的普及使他们充满了乐观和创新的感觉。但是，也发现使用新近渗透的电子学习平台时感到不舒服。此外，未发现有关不同人口统计学的显着差异。

研究局限/意义

横断面研究方法用于调查。但是，很明显，随着技术的使用和经验，其接受度随之增加。因此，纵向研究方法应探索体验平台后学生早期参与和后期参与之间的差异。还需要进行跨国调查以衡量学生中的技术偏见。

实际影响

随着技术的进步，在传统教室中传播电子学习的机会增加了。但是，为了鼓励学生参与电子学习，该平台必须对学生和老师友好。这项研究的目的是探索决定因素，这些决定因素将指导教育机构和在线平台开发人员在提高学生的参与度和参与度方面取得卓越成就。

创意/价值

该调查通过使用技术就绪指数2.0探索电子学习的决定因素，从而进一步认识到学生对电子学习的接受。该研究还就入学水平，机构类型和课程方面的差异，探讨了使用电子学习的准备程度的差异。