Paper Title
DISCIPLINE AND YEAR-BASED VARIATIONS IN ENGINEERING STUDENTS' PERCEPTIONS OF ONLINE LEARNING: A MULTI-CONSTRUCT ANALYSIS

Abstract
The digital transformation of engineering education invariably changes student learning experiences through online platforms, laboratories, and digital assessments. This research investigates engineering students' perceptions of online learning within five constructs: perceived usefulness (PU), perceived ease of use (PEU), perceived quality (PQ), perceived self-efficacy (PSE), and perceived influence of drivers (PID). A quantitative approach used Partial Least Squares Structural Equation Modeling (PLS-SEM) alongside two-way ANOVA and General Linear Model (GLM) to analyze responses from a multi-discipline, multi-year cohort of 4034 engineering students from Kerala, India. Findings reveal that perceived usefulness decreases in subsequent years, and perceived quality and self-efficacy vary between fields. The analyses indicate that online education works well for fundamental disciplines and that hybrid paradigms best serve hands-on elements. This study provides suggestions for improving Digital Learning in engineering education. Keywords - Digital Pedagogy, Hybrid Learning, Online Learning, Technology Acceptance