ONLINE LEARNING IN VIRTUAL CLASSES - THE LEARNERS’ VIEWS - A PERSPECTIVE STUDY OF VIRTUAL SESSIONS

Abstract

The purpose of the present study is to examine the role of universitytrainers and learners in online learning through virtual process. It also catches the dissimilarities of curiosity levels, concentration levels, self-analysis, self-esteem, and self-compassion among university students during the virtual sessions. The statistical analysiswith the help of a questionnaire is used to know howthevarious roles are played by the learners in virtual classes. The sample of the study consisted of 645B.tech students of an Engineering student. In order to collect the data, all the views of various branches’ learners have been taken into consideration. Among them some of the views such as curiositylevels, self-esteem levels, and self-compassion levels, concentrate levels, are scaled down throughquestionnaires are used. Stepwise analysis was conducted, and results are shown accordingly. The model exploredthatphysical sessions are preferable than online classes by 51% of the learners, whereas self-esteem levels are high during online sessions which is 45.6 % of the learnersagreed and self-compassion level is 60.6% ,whereas test anxietylevel is 52.3 %, anxiety level for attending exams is 58,2%, and high self-compassion level is 60.6% , Procrastination level is 53.4%,confidence in answering questions is in  online classes  is 58.%,and finally concentration levels of learners during the absence of theteacher is 28.3%respectively.