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The purpose of this study is to recommend the university authorities to build better teaching-learning environment for its students to use variables and multiple note-taking methods in class for best results fundamental in each method.

The study is a case study that follows a ‘problem-driven’ approach concerned specifically with providing practical solutions to real-world problems. A sample size of 320 respondents was obtained, in which 300 were university students selected from the first, second and third years of study and 20 were professors.

This case study made it very obvious to all that mobile phone note-taking is a regular practice among students at Bankura University. At the same time, the study also reveals that the practice does not significantly differ based on students’ sex.

Based on the findings, the study recommends for the need to educate students on the importance of paper and pencil note-taking method so that they do not fall prey to such risks. A befitting environment should be created so that students can use various methods of note-taking in classrooms avoiding their negative impacts.

It has a wide implication in the modern age where cutting-edge technologies are shaping our course actions every day. We cannot keep ourselves from this technological association and our mobile phones have become our friend, philosopher and guide. In this scenario, this study bears a big implication in itself.

This study is based on the authors’ ground study and is purely original and unique in the true sense.

Coronavirus disease 2019 (COVID-19) pandemic has led education institutions to move all face-to-face (F2F) courses online across the globe. The purpose of this study was to investigate Indian students’ perception of readiness for this sudden shift and at the same time, report a possible approach of good institutional governance to respond to such an unprecedented crisis.

This study followed a mixed approach combining both quantitative (e.g. survey) and qualitative (e.g. interview) methods. A survey was distributed among 100 purposively selected students out of which 50 were college students and 50 were from secondary schools following heterogeneous purposive sampling techniques. In total, 30 participants were interviewed as per a set interview protocol. Data were analyzed descriptively and inferentially based on several demographic differences.

Findings revealed that students were neither satisfied nor ready for this sudden shift toward online education rather they felt fear, uncertainties, and several challenges owing to a deep digital divide to adapt to this unprecedented shift. They were found absorbed in memories of F2F mode before the COVID outbreak and take this online shift as a temporary adjustment owing to respond to the pandemic finding no possible alternate.

This study contributes and extends corporate governance literature by offering new evidence of perception differences between the company and customers as well. Education providers often assume that students desire online courses for their convenience and believe it equivalent to or better than F2F courses. This study challenges these managerial perceptions by examining students’ studies empirically and the findings will help regulators and policymakers to change accordingly.

Presently the whole world has been experiencing a pandemic threat of coronavirus diesease 2019 (COVID-19) and at the same time facing unprecedented changes in everything including education. E-learning has evolved as the only alternative of knowledge transmission even in third world nations, and e-assessment has been playing an increasingly important role in this digital transformation of education. But how far and of what depth it has made its place among students' minds need to be studied to leverage its full potential to transform students' learning needs. This study reports an investigation made in this direction.

An online survey consisting of 40 questions in Google Forms was conducted to collect primary data on students' perception of e-assessment among 200 Indian students pursuing higher education from several geographical locations. The quantitative methodological approach was followed. The data were analyzed descriptively and inferentially.

The results were analyzed based on the model of acceptance and usage of e-assessment (MAUE), and findings revealed that students' overall perception toward e-assessment was of moderate level and this perception varies depending on their gender, academic level, nature of the stream of study and their economic condition. Of the eight domains investigated, students showed better perception in the perceived usefulness, perceived ease of use, compatibility, subjective norms and self-efficacy domains, while they cut a sorry figure in domains like awareness, resource facilitation and information technology (IT) support. It became evident from their responses that COVID was instrumental in enhancing their interest in e-assessment.

The implication of this study lies in strengthening e-assessment by attending to the factors as noted in the MAUE in India and alike developing nations having huge space left for e-learning to reach a boom.

This is an empirical investigation conducted in India on the state of students' perception of the e-assessment in the backdrop of the COVID-19 outbreak. To do this work, the authors conducted online surveys, and the write-up of the findings focus on the survey data only.

The coronavirus (COVID-19) pandemic led education institutions to move all face-to-face (F2F) courses online. The situation is unique in that teachers and students can make a direct comparison of their courses before (F2F) and after COVID-19 (online). This study aims to analyze teachers’ viewpoints for this unprecedented change.

The study followed a mixed-method approach within an ex post facto survey research design. Research tools were distributed among 200 Indian secondary school teachers following a heterogeneous purposive sampling technique. As the study was conducted during the pandemic backdrop researchers used Google forms and telephonic interviews to collect data.

Teachers viewed positively to this shift from F2F to online teaching-learning (OTL). They were found to have an overall moderate level of online teaching efficacy and where good efficacy prevails there found minimal concern for infrastructure, an attitude showing least concern for “what is not” and more concerned with “what they can do with what is having.” A statistically significant effect of teacher efficacy was found on their perception of OTL infrastructure that supports this strong conviction among few teachers. Statistical analysis revealed for every 1 standard unit increase in self-efficacy, the perceived OTL infrastructure was to be increased by 0.997 standard units which support the strong correlation between the two chosen cognitive variables (r = 0.8). Besides, teachers were not found as a homogeneous group concerning their reported readiness for online teaching yet, different subgroups of teachers exist which may require different approaches for support and counseling.

The paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. An exclusive analysis of teachers’ views of their efficacy and perceived OTL infrastructure. At the same time, path-breaking in analyzing the chemistry between the two variables which will help improving apposite culture, practice and understanding of the digital pedagogy securing quality OTL in the long run.

This study aims to investigate Indian mainstream secondary school teachers’ awareness and attitude toward assistive technology (AT) and its implementation level in an inclusive setting.

The study followed a descriptive survey method within the cross-sectional research design, and the selected approach consisted of a mixture of quantitative (e.g. questionnaire surveys) and qualitative (e.g. interviews) methods. A survey was distributed among 150 teachers from 15 secondary schools following the stratified random sampling technique. Collected data were analyzed descriptively and inferentially.

Findings revealed that teachers’ awareness of AT was not up to the satisfactory level yet they showed an overall positive attitude toward it. Regarding teachers’ knowledge, professional support or institutional support, almost everywhere the inadequacy was obvious. These schools were running with a poor resource pool of assistive products along with a squat implementation level. Hence special needs students did not get required supports from schools as they deserved which had been hampering the overall inclusive atmosphere. Lack of suitable policies, adequate awareness and financial limitations were evolved as major barriers in the implementation of AT in these schools. Further, statistical analysis revealed a surprising output that male teachers showed slightly higher awareness level regarding AT than their female counterparts but in respect of attitude they were found overpowered by the females. Teachers of urban schools also exhibited slightly better awareness and attitude toward AT than those of rural schools.

The study has a high research value for not only having a scarcity of past studies on this topic but also in developing the inclusive education concept in India by enhancing the use of AT for making the process effective and efficient so far as the academic achievements of students with special needs is concerned. The survey can also serve as a source for academic planners in the country by getting information on the current state of resources, both human and material, and thus by making suitable measures for optimum use of available resources.

The write up of this paper was very difficult, as there were almost no previous studies done on this topic in the past in India, and we had to face an acute shortage of related literature. So, this study would prove to be a good addition in this respect for future researchers.

This is the reporting of an original research conducted in India. To do this study, the authors conducted intensive surveys, interviews and observations. The write up of the findings focuses mainly on the survey and interview data. This type of the study is exclusive in the Indian context and can help Indian policymakers and many other similar developing countries on the globe.

This study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe. Studies revealed that MOOCs had been getting extensive attention by educational circles in India, but whether its acceptability is limited only among learning communities of country’s top-notch universities like Indian Institute of Science (IISc), Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), and among Central Universities; or it has attracted equally the learners of State Universities spreading across every nook and corner of this huge country is yet to be studied. These State Universities virtually uphold the country’s higher education sector by catering learning ambitions of largest number of students. The present study investigated the penetration of MOOCs among students and teachers of State Universities in India.

A qualitative survey was conducted taking 10 reputed State Universities and 480 respondents (400 were students, and 80 were teachers) as samples. Semi-structured in-depth interviews were also conducted among 25 respondent students and teachers. Descriptive statistics, such as frequency and percentages, as well as inferential statistics, such as Likert scale and analysis of variance, were employed in analyzing the study.

The findings revealed that MOOCs have been successful in meeting the learning goals of the learners and teachers of these State Universities complementing their traditional learning environment at universities and by providing them a constant scope for re-skill and up-skill; still, participation in MOOCs is low, especially among females due to lack of awareness, inadequate infrastructure, and resultant poor completion rate.

The current study is going to be helpful to the Indian policy makers and all concerned in creating a healthy atmosphere for making MOOCs accessible to students and thereby leveraging its potential to increase the quality of higher education across country as it exhibits a clear picture of the current state of its penetration, problems and possibilities among teachers and students of State Universities that conforms the largest section of Indian intelligentsia. The findings can be used to compare perceptions of students' and teachers' from other developing countries also.

This study is the reporting of an original survey conducted in India and the write up is based on the analysis and findings of the survey results.

Self-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.

The study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.

Findings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.

This paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.