**4.3 Student's motivation**

Indicators on the learning motivation factor are attempting positively to given assignment, acting rationally and preferring to have discussions in studying the courses before starting during conduction of the course [5, 6].

### **4.4 Student's learning style**

The indicators of the learning style factor are showing easiness in understanding the material by seeing, reading or writing before the starting of online classes, understanding the material after hearing lecturers' explanations, after discussion with friends, preferring to discussion about the material with their peers. Understanding independently after doing problem solving exercises. Students take help of a wide range of learning resources to understand the course and to have further discussion with the instructor, friends even after the lectures. Unless the

instructors and students team up in developing materials for easier understanding, the learning outcomes will be affected [5, 6].

#### **4.5 Student's learning hours**

For applying Carroll's theory related to learning hours, relatively normal distribution of student's academic performance was noticed by Bloom following non-specific instruction, which resulted in conventional practice of offering same instruction and as a result getting the normal distribution of learning results [11]. Providing enough learning hours to a batch of student, should lead to achievement of the same level of results. According to Bloom learning hour is the time a student dedicates only to school work, instead of the physical sense of time or the natural course of passing time [11, 12]. As said by Yen, there is never a considerable duration of time, which is an abstract that but is ever-present in a student's daily routine [13]. Usually students use their time in various ways, but often have difficulties in learning the concept of time. Considering the impracticability of a student getting the understanding of time by utilizing time, principle related to time concepts can be greatly abstract. Not only it is important to learn the concepts of time on the basis of how daily events are observed, the concept of time is also developed by matching the primacy of events in daily life. As the right understanding of time may not happen eliminating the person's capacity to clench and realize the physical time, also the inner time, the concept of time is established, just like any other concept, in a progressive rather than abrupt manner and matures as one grows older [14]. So, the instructor needs to realize students' progress stages concerning the concept of time, then only he can have a hold on the underscored of teaching materials [13, 15, 16]. The conceptual definition of learning hours has been framed from the literature: having the capacity to clench and realize the physical, as well as inner time, students are inspired by the teacher's instructional attitude that they find satisfying, acquires a correct idea of time and/or aptitude to dedicate extra hours on learning, as per his own or circumstantial needs [14]. There are two sides in the concept of learning hours as proposed by Lai, like: learning hours linked to student's interest and circumstantial interest, the first being an individual's emphasis, driven by own interest, on a basis of prerequisite knowledge combined with emotions, and the subsequent willingness to spend more time on learning eagerly [9]. The second one linked to student's choice to dedicate extra hours on learning based on enthusiasm of teacher related to the delivered lecture. Taking online classes in absence of their peers however may lack the enthusiasm attribute of the teacher and motivation to dedicate more time in reading and understanding affecting the learning outcomes. However in online classes the student has an opportunity to dedicate more time in studying as there will be no preparation or traveling to the institution.

#### **4.6 Active learning**

There are many reports about studies substantiating the advantages of active learning [17]. Active learning originates from any class activity involving students in doing things and thinking about the things they are doing" [18]. The fundamental thing in active learning is participation of student in activity and engaging them in the learning process. The major difference between active learning and traditional lectures is that, in the former method the student has to do some psychomotor activity in the laboratory or problem solving exercises whereas in the later information is passed from instructor to student [19]. For example, Freeman et al. [20] affirmed that the undergraduate science, engineering, technology and

mathematics students receiving active learning in laboratories have performed better than the students receiving traditional classes. In the online classes during pandemic has minimum active learning, may have affected to ILOs achievement to some extent.
