Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Kareem, Jacqueline; Venkatesh, Arathi; Abhaya, N.B. Title A name given to the resource FROM CLASSROOMS TO CLICKS: EXPLORING STUDENT ATTITUDES AND CHALLENGES IN THE SHIFT TO DIGITAL LEARNING IN HIGHER EDUCATION Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Journal of Information Technology Education: Research;Volume;24;Issue;;Article No.;31; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.28945/5633" target="_blank" rel="noreferrer noopener">https://doi.org/10.28945/5633</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105024793101?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105024793101?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Kareem J., Christ University, Karnataka, Bengaluru, India; Venkatesh A., Christ University, Karnataka, Bengaluru, India; Abhaya N.B., Christ University, Karnataka, Bengaluru, India Description An account of the resource Aim/Purpose This study is a cross-sectional survey that explores attitudes towards online classroom engagement, online assessments, exams, and challenges in digital learning. Background Educational institutions have adopted digital platforms with varying degrees of success. The COVID-19 pandemic has prompted researchers and academics to reflect on digital interventions and their impact on pedagogy, learning, and assessment. However, in the present circumstances, online teaching, learning, and assessment will require learners to bring their own ethics, unrestrained by external institutional rules. Methodology The sample consisted of 1,017 students in higher education across India. The researchers developed a tool, the Digital Learning Scale, which was built on three factors: attitude towards online classroom engagement, attitude towards online assessments, and challenges in digital learning. This tool was used to collect data. Contribution The study results prove the effect of online learning and online assessments in higher education institutions. Findings The significant findings of this study are: (1) approximately 50% of the students prefer that there should be a balance between online and offline teaching, learning and evaluation; (2) there is significant positive high correlation between the last online exam and last offline exam scores; (3) there is significant positive correlations between attitudes towards online class engagement, attitude towards online assessments and exams and challenges in digital learning; (4) 65% of the students agree that digital learning increases social isolation; (5) 55% of the students agree that incidence of cheating by the students in online exams is evident. Recommendations Educational institutions should invest in robust strategies to promote academic for Practitioners integrity, provide technical support, and offer training programs that equip students with the necessary digital skills for achieving successful learning outcomes. Impact on Society There is a pressing need to prioritise digital literacy and integrity initiatives. Future Research Five years post-pandemic, research should be conducted in higher education institutions on the impact of online learning. (2025), (Informing Science Institute). All rights reserved. Subject The topic of the resource digital learning; higher education; online assessments; online classroom engagement Publisher An entity responsible for making the resource available Informing Science Institute Relation A related resource ISSN: 15479714; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource All Open Access; Gold Open Access Format The file format, physical medium, or dimensions of the resource online