The goal of the current study was to measure postgraduate students' attitudes toward online e-learning. Two hundred and thirteen (213) subjects were chosen using a stratified sample technique, with 95 male and 118 female postgraduate students between the ages of 20 to 27 serving as subjects. The subjects were drawn from Post Graduate Government, Sector-11, Chandigarh. They were further divided into four groups i.e. Group- A (seventy six (N=76) M.P.Ed., Male=31 and Female=45), Group-B (thirty three (N=33) M.A English, Male=13 and Female=20), Group-C (Seventy four (N=74) M.A history, Male=39 and Female=35) and Group-D (thirty (N=30) M.A Punjabi Male=12 and Female=18). An e-learning questionnaire created by Rani (2015) was used to gauge postgraduate students' attitudes toward e-learning. ANOVA, or one-way analysis of variance, was used to compare all of the groups. The Scheffe Post-hoc test was used to determine the direction and magnitude of the change when "P" values were deemed significant. A significance level of 0.05 was established. It is concluded that significant differences among male post graduate students on the sub variable e learning interest. When the mean values for all the classes were calculated, it was found that M.A. Punjabi students were more interested in e-learning than their counterparts who were M.P.Ed., M.A. Punjabi, M.A. History, and M.A. English. It is concluded that no significant differences among male post graduate students on the sub variable usefulness, ease of e-learning, e-learning confidence and variable attitude towards e-learning. The mean values of all the classes were compared, and it was found that M.A. Punjabi students had higher levels of interest in, ease of, confidence in, and variable attitude toward e-learning than their counterparts in M.P.Ed., M.A. History, and M.A. English. It was also found that M.P.Ed. students scored higher on the sub-variable usefulness than their counterparts. The sub-variables of e-learning interest, utility, convenience of use, e-learning confidence, and variable attitude toward e-learning were shown to be similar among female postgraduate students. When the mean values of all the classes were compared, it was found that M.P.Ed. students outperformed their counterparts in M.A. Punjabi, M.A. History, and M.A. English in terms of e-learning interest, utility, ease of use, confidence, and variable attitude.
