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This paper presents the results of a study on the perceived challenge of e-learning with special reference to the National Program for Technology Enhanced Learning (NPTEL) offered by the Indian Institutes of Technology (IITs) and Indian Institute of Science (IISc)jointly. The programme has been used to model learner requirement and expectations through technology enhanced and online learning worldwide. Survey data collected from across India is used to identify the predominant sections of users that feel "e-learning is challenging" and hence aren't able to engage fully in the e-learning process. Such findings will also have direct bearing on future design of all online learning processes worldwide through Massive Open Online Courses (MOOCs). An attempt is also made to identify the causes of this perception and corroborate the same with an analysis of the survey data. Finally, along with the results of the analysis, some suggestions for NPTEL and other online content providers worldwide, following the movement by UNESCO to create Open Educational Resources (OERs), are also given to help them chart their future courses of action. On the user side, some of these suggestions may also be helpful for overcoming this perception by addressing the roots of similar problems.

This paper studies and evaluates Technology Enhanced learning, with particular reference to the National Program for Technology Enhanced Learning (NPTEL) a portal dedicated to technical e-content across different Engineering Colleges of India. Based on a comprehensive survey conducted across the Engineering Colleges with over 5161 respondents, predominantly from western India, this study is a quantitative analysis of the findings and preferences articulated by students and faculty members. The questions pertain to the use, quality and relevance of e-content, such as NPTEL, used by students. Questions related to faculty quality, need for online educational services, content, technologies, pedagogies, research and extension are also posed to the sample. The responses of 5161 respondents are compared and analyzed across their current profile and opinion statements on NPTEL regarding whether NPTEL leads to enrichment, whether NPTEL can supplement classroom teaching and their preferred language for lecture content. The results and findings of the paper can be of use for further modifications of NPTEL for phase II.

In recent decades, there has been a manifold increase in the scope of technical knowledge, leading to a heavy demand for technical education. NPTEL is an Indian portal dedicated to technical e-content. This paper studies the effect of NPTEL on students of eight engineering colleges of Gujarat using the cluster analysis method. It brings out the variations in perceptions and preferences of students using NPTEL. These preferences, inter-alia, relate to use of local language, enrichment of knowledge, passing of examination, employability, educational services, community based extension work and research options among others. Interestingly, a near clear agreement emerges in need for a comprehensive online study program with examination and certification. The need to incorporate features of experiential learning in terms of carrying out actual live research, extension, teaching and working with the local community and industry are also clearly emerging.

Indian economy is growing at a fast pace presently. Sustaining this growth requires technically trained professionals in large number. It requires providing education and training to population in increasing number. The technological advancement can be of great help in this regard. This paper studies and evaluates Technology Enhanced learning, with particular reference to NPTEL -- a portal dedicated to technical e-content -- across eight different Engineering Colleges of India located in Gujarat. Based on a comprehensive survey conducted across the Engineering Colleges with over 850 respondents, this study is a quantitative analysis of the findings and preferences articulated by students and faculty members. The questions pertain to the use and features of e content such as NPTEL used by students. Questions related to faculty quality, need for online educational services, content, technologies, pedagogies, research and extension are also posed to the sample. The responses of 287 NPTEL users out of the 875 respondents are compared across gender, institution, income level and such other factors. The responses are also tested for hypothesis analyses and other analysis such as factor analysis etc. The results and findings of the paper can be of use for further modifications and modeling of NPTEL for phase II.