Psychometric Analysis of Students and Faculty towards Online and Offline Education

Abstract

The rapid advancement of technology and the unprecedented disruption caused by the COVID-19 pandemic have significantly altered the educational landscape, requiring a transition from traditional in-person instruction to digital platforms. This study examines the impact, effectiveness, and suitability of online versus offline learning among students and faculty in higher education. This study employs primary data collected through structured questionnaires from 230 students and 77 faculty members across diverse disciplines, utilizing ANOVA and regression analysis to evaluate variables such as age, gender, familiarity with digital platforms, course stream, and educational level. The results indicate significant differences in perceived suitability and comfort between online and offline learning methods. While offline learning was considered more acceptable and comfortable for both students and teachers, online learning showed greater adaptability among younger participants and those with advanced digital literacy. Faculty members indicated heightened challenges in delivering effective online training, especially regarding interaction and participation. The study revealed that acquaintance with conventional teaching methods positively influenced learning outcomes and comfort levels more than familiarity with online methods. The findings have substantial implications for educational policy, highlighting the need for blended learning models, targeted digital training for teachers, and enhancements to infrastructure to address the digital divide. This study advances the current literature on technology-mediated education and provides practical recommendations for institutions aiming to align innovation with pedagogical effectiveness.