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The purpose of this paper is to make a strong case for investing in information and communication technologies (ICT) for building up of quality human resource capital for economic upliftment of India. An attempt has been made to explore the possibilities of online learning (OL)/e‐learning towards building up of quality human resources in higher education for a developing nation like India. A comprehensive environmental scanning of various e‐learning experiments, tools, projects to facilitate e‐learning or various institutional level efforts has been carried out. The paper also seeks to highlight the options available with traditional institutes for deploying ICT and for implementing e‐learning.

The paper is a descriptive account of the contemporary situation in India with regard to education especially e‐learning and draws on a variety of secondary sources both published and unpublished.

Argues that the development of e‐learning has been limited and reasons out why. The challenges of traditional face‐to‐face education vis‐à‐vis e‐learning in India are enlisted and suggestions for management of the e‐learning process by institutes which intend to venture into e‐learning are enumerated. The paper advocates the urgency for the traditional institutions to put an impetus on investment in ICT for providing e‐instruction for delivery of knowledge by riding the information super highway.

Presents a review of literature developed from secondary sources.

Models of e‐learning that exclude any face‐to‐face contact may have limited prospects, but blended learning offers significant potential both on and off campus and should be pursued if the benefits of e‐learning are to be fully realized.

This paper provides a useful overview of a scenario of OL/e‐learning in India's higher education; and, from this summary of the present situation, goes on to suggest possible ways to transform the “digital divide” into “digital opportunities”.

The primary purpose of this research paper is to understand the role of national cultural dimensions on e‐learning practices in India. India is considered a major player in the world economy today. US multinationals are significantly increasing their presence in India and understanding cultural preferences will help global companies transition better.

This conceptual paper uses the national cultural dimensions of the global leadership and organizational behavior effectiveness project, which is identified as the most topical theoretical framework on culture. The national cultural scores are used to develop hypotheses for specific cultural dimensions. Examples from the literature are also used to strengthen the proposed hypotheses.

This research proposes that national cultural dimensions of power distance, uncertainty avoidance, in‐group collectivism, and future‐orientation influence e‐learning practices. This study distinguishes between synchronous and asynchronous methods of e‐learning and the role of culture on the same. Future research can definitely empirically test the hypotheses proposed.

This study provides strategic implications for multinationals with a guide sheet identifying the role of the various cultural dimensions on e‐learning. The suggested strategies can be implemented by multinationals in other countries with similar national cultural dimensions also.

This research also proposes a theoretical e‐learning model identifying the impact of national cultural dimensions on e‐learning practices. This research also provides practitioners a strategic implications model that could be implemented for e‐learning initiatives in multinationals.

Emergence of coronavirus disease 2019 (COVID-19) forced the world-wide education system to adopt online mode immediately. There are two main objectives of the paper: the first one is to know the acceptability of online mode of examination and learning amongst students by analysing the various aspects like difficulty, mental pressure, study pattern, etc. and the second one is to know the role of gender in adopting online education.

An online survey is conducted amongst the students of Graphic Era Hill University, Dehradun, India. Stratified sampling method has been used to select the students. First, a simple statistical analysis of the responses is conducted, and then chi-square test of independence has been used to know the dependency of various aspects on gender.

The two main findings of the present study are as follows: first, the online examinations were accepted with ease and low pressure in comparison to regular examination and second, the gender has a significant role in adopting online education with the observations that female students were more adoptable with online education in terms of assignments, study patterns and comfort. The present work also focuses on the challenges of online education like Internet connectivity, class interactions, etc.

The present work was carried out during the initial time of pandemic in India when the focus was to continue the academic process by utilizing all the available resources in the absence of well-defined standards of online education.

The findings of the paper can be used for making strategies for online education across the world.

The findings of the paper have shown that gender plays a significant role in adoptability of online education in Indian context.

The present work is conducted amid the environment of COVID-19. It reflects the analysis of students' responses towards the acceptability of online education under the difficult conditions developed due to the pandemic and subsequent lockdown.

The growth of internet, cloud technology, and mobile usage in the present scenario has spread in every aspect of human life. The usage of e-learning (electronic-learning) has been stretching wings in every sector and creating many opportunities. The education market has significantly developed over the past few years and e-learning has emerged as a major contributor toward the development of the education sector. The purpose of this paper is to study the perception of students of different universities in Uttar Pradesh and National Capital Region (India) toward e-learning usage.

With the help of exploratory factor analysis followed by confirmatory factor analysis, factors of e-learning were explored through a survey of 298 students involved in the e-learning process.

Six factors were explored and validated. These six factors are: supportive factors, system quality, learners’ perspective, instructor perspective, information quality, and service quality.

Policymakers and future researchers need to focus on the facilitation of e-learning in rural and urban areas of India.

Results will be useful in the implementation of e-learning applications.

E‐learning is emerging as a potential delivery medium for education and training. This is evident from the increasing number of educational institutions and organizations adopting e‐learning. In India, there has been an upsurge in the number of students going for management education. But, before management institutes embark on this e‐learning journey, it is important to assess student readiness for this medium. The purpose of this paper is to examine the awareness levels, degree of familiarity and readiness to accept e‐learning environment.

Exploratory study and personal interviews were conducted to design the instrument which was administered to 240 students pursuing management education at the Indian Institute of Management, Ahmedabad (IIM‐A), which is a premier business school in India. A total of 154 duly filled questionnaires were used for data analysis. Factor analysis, cluster analysis and chi‐square test were carried out to meet the objectives of the study.

Factor analysis resulted in identification of five factors which were given names. Further, two clusters were identified among the respondents. To examine if the cluster profile varied in demographic variables, a chi‐square test showed that none of the demographic variables are statistically related to the clusters.

The sample was comprised of students of a business school and therefore it may not be representative of all students studying business management. Second, since the sample comprised only 17 female students, generalization of results is difficult.

The research holds relevance, as an assessment of prior exposure to technology and comfort level, attitude, behavior and motivation may determine the e‐learners’ readiness to adopt or not adopt this medium.

The paper brings forth student readiness for e‐learning as a medium of education in India. This may serve as a guide to those business schools which have started delivering management education or plan to deliver online education in future.

The present study was carried out to explore the concept of e-learning and to study the e-learning courses run by institutions/universities at the national and international level. The paper aims to discuss these issues.

A survey method of research has been adopted for the present study. A total 23 universities that are running 89 LIS courses through e-learning methods have been examined for the current study.

It is observed that a total of 23 universities are running e-learning programmes for LISc at Master's degree level, certificate level and bachelor's degree level. Most of the universities run short-term e-learning courses for LIS education and are using Moodle software. All the 23 universities are using Web 2.0 tools for information communication and dissemination.

This study will be a help to the students as well as faculty of library and information science to develop the e-learning model in their respective departments. Students will learn what e-learning courses are being run by various institutions in view of the technology, content and facilities provided by particular institutions.

Those institutions that have not developed any e-learning programmes, after viewing this paper, will be able to understand the e-learning courses of LIS education.

No similar studies have been carried out before.

This study aims to identify the most significant factors that influence acceptance of e-learning in India. As e-learning has gained popularity in the wake of the COVID-19 pandemic and continues to be one of the most sustainable methods of education, it is pertinent to examine learners' perception towards its acceptance. There is limited literature available on this subject in India, especially factoring in impact of the pandemic.

This study empirically analyses data of 331 adult e-learners in India, who have enrolled for one of the following e-learning formats: higher education, private coaching, test preparation, re-skilling and online certifications, corporate training and hobby and language-related learning. Their perception is examined on the basis of a model developed using the Unified Theory of Acceptance and Use of Technology model. Data are analysed through structural equation modelling using SPSS and AMOS statistical tools.

The result of the study shows that Infrastructure Dependability, Effectiveness of Design and Content of Courses and Student's Competency with Computers are the top three factors impacting e-learning acceptance in India.

This study makes several theoretical contributions. Additionally, research findings and recommendations will facilitate education providers, corporates in the education industry and policymakers to focus on the significant areas for enhancing the acceptance of e-learning.

This study identifies and confirms important factors that influence e-learning acceptance and suggests opportunities for further in-depth research and analysis.

This paper will try to uncover how e-learning is giving a new shape to the education industry. Also, it will encompass the students' perspective and experience of e-learning.

The present study employed interpretative phenomenological analysis (IPA) to intensely scrutinize the lived-in experiences of the participants. In the present study, the respondents were selected from Delhi NCR of India. Semi-structured interviews were conducted to collect the primary data to understand the student's perspectives on the impact of information and communications technology (ICT) in education industry.

The findings have been grouped under two sections referred to as “themes,” which include “drivers for e-learning adoption” and “inhibitors which restrict the adoption of e-learning.”

At present, India does not have a big market for e-learning, but there is huge potential in the country. The present study may be helpful for the educational institutions in India and in similar developing countries in understanding the students' perspectives on e-learning adoption. The educational institutions may improve their systems accordingly so that they can not only retain the students of their own countries but also attract students from other countries for further education.

E-learning can be employed to give users quick access to ideas and experiences from a wide range of people, communities, and the cultures to increase the tangibility.

The study will be useful to the policymakers in the higher education sector of developing nations like India, in understanding the students' mindsets. This study makes a contribution to the growing literature on e-learning, where the researchers have determined the relative importance of various motivating and inhibiting factors which influence the adoption of e-learning. Additionally, the study has used IPA as the methodology to determine the factors, which is a novel contribution.

The purpose of this study is to analyze the combined effect of eight factors – performance expectancy (PE), effort expectancy (EE), hedonic motivation (HM), system quality (SQ), information quality (IQ), service quality (SEQ), digital literacy (DL) and computer anxiety (CA) on learners’ behavioral intention (BI) toward the adoption of e-learning in higher education institutions (HEIs) in India.

The study used factors from two theoretical models, the extended Unified Theory of Acceptance and Use of Technology and the DeLone and McLean Information Systems Success model. The study also considered DL and CA as additional factors because they could affect a learner’s intention in a developing country like India. Data were collected from three HEIs in Southern India and analyzed using fuzzy qualitative and comparative analysis (fsQCA).

The results of the study emphasize the importance of considering both individual and technological factors in e-learning adoption and provide evidence for the significance of integrating multiple theories in understanding the complex relationship between factors and learners’ BI. Four different configurations of the eight factors: EE*HM*SQ*IQ*SEQ*DL*∼CA; PE*EE*HM*SQ*IQ*DL*CA; PE*EE*HM*IQ*SEQ*DL*CA; and PE*EE*SQ*IQ*SEQ*DL*CA found to be sufficient to cause learners’ BI to use e-learning.

This study explores the complex relationship between different factors and learners’ intention to adopt e-learning using the fsQCA method. These findings may need further validation in HEIs across different geographical locations.

This study provides practical insights for HEIs in India and other developing countries on how different factors combine and interact to determine e-learning adoption in multiple contexts.

Using fsQCA as a novel and rigorous method, this study uncovers the complex and nonlinear causal relationships among various factors that affect e-learning adoption. This study provides a holistic and contextualized understanding of e-learning adoption in a developing country’s scenario. This study can inform educators and policymakers on how to design and implement effective e-learning strategies that suit different learner profiles and contexts.

The primary purpose of this research paper is to evaluate e-learning among employees of Information Technology (IT) companies based in Hyderabad, India.

A survey was undertaken among the employees from different IT companies based in Hyderabad, India, to gauge the perception towards e-learning. The participants were selected randomly. The evaluation is based on a few factors: convenience, usefulness, course content, quality, effectiveness and benefits for employees and organizations. The responses were recorded online through a structured questionnaire. In total, 237 responses have been collected for this present study, of which 227 questionnaires were used for analysis.

The surveyed employees perceived that e-learning helped them enhance their workplace competency in a flexible but effective manner. The e-learning also empowered the learners and ultimately contributed to the enhancement of organizational performance in some ways.

Limitation of the study – by examining the pris study was confined to employees working with IT companies based in Hyderabad City, India. The data is collected online, and there may be some insufficient responses. Implications of the study – the study results show a deep insight into the critical aspects of e-learning as a tool for employee training for the benefit of employees and organizational development. The surveyed respondents from the IT sector at Hyderabad perceived that keys to successful e-learning programs should give due consideration towards availability of internet bandwidth, making the course more interactive, providing more choices to the learners and user-friendly and personalized learning experience. The study also shows that the e-learning programs primarily benefit the employees as well as the organization in a manner, namely, improved productivity, helping to achieve business objectives of the firm, growth and advancement to the employees and enhancing the job-related knowledge. The study also discovered that e-learning improves employees’ opportunities for professional growth and advancement inside and outside the organization by assisting them in learning new skills and enhancing job-related information.

The internet penetration in recent years, as well as post-Covid-19, has given rise to online learning in the education and corporate sectors. The emergence of online or e-learning has been gaining ground in the corporate world by replacing the existing face-to-face or physical training model because of the cost factor and flexible learning to the learners. E-learning improves the learner’s ability to adapt to the company’s constantly changing business environment, which in turn helps the company increase departmental productivity and, ultimately, achieve its overall business goals.

The e-learning also empowered the learners and ultimately contributed to the enhancement of organizational performance in some ways. The e-learning also empowers the learner to perform better at his workplace and at the same time moving on the social ladder as the learning makes him/her confident at the job market.

This study provides a valuable understanding of employee perceptions on the adoption and effectiveness of e-learning, which ultimately improves the benefits of the training and development department in realizing and enhancing the quality in corporate companies.