Effect of Age, Gender and Discipline on E-Learning Readiness of Faculty Members of Higher Education Institutions

The COVID-19 pandemic is redefining the practices of higher education in an unprecedented way. E-learning can guarantee the right to higher education during the pandemic to the students of higher education and hence its adoption in teaching learning is now inevitable. The readiness of higher education faculty members towards E-learning is explored in this paper. The paper also presents about the impact of demographic factors (Age, Gender and Discipline) as predictors variables and the influence of their interaction on the criterion variable i.e., E-learning readiness. A self-developed inventory was used to collect the data about E-learning readiness of faculty members. Seven research hypotheses were framed and tested using 4 X 2 X 3 Factorial Design ANOVA. The findings revealed that there is a need to improve the E-learning readiness of faculty members of higher education. Also, it was discovered that there is no significant difference in the mean scores of E-learning readiness of faculty members with respect to their Age, Gender and Discipline to which they belong. Further it is also observed that the second order interaction effect among the Age, Gender and Discipline has a significant influence on E-learning readiness of faculty members of higher education.