A Study on the Impact of Online Learning on Social Interaction among SRM College Students in Potheri

International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 214 A Study on the Impact of Online Learning on Social Interaction among SRM College Students in Potheri Dr. K. Pushpam Post Doctorate, Assistant Professor in Sociology, School of Law, SRM Institute of Science and Technology, Kattankulathur, Chengalpattu District – 603203, Tamil Nadu, India | ✉ pushpasocio[email protected]om S. Syed Thareef (Registration No: RA2461502010062), 2nd Year B.A. LL.B (Honours), School of Law, SRM Institute of Science and Technology, Kattankulathur, Chengalpattu District – 603203, Tamil Nadu, India,  +91 96770 88493 | ✉ [email protected] R. Prabhu Dev (Registration No: RA2461502010077), 2nd Year B.A. LL.B (Honours), School of Law, SRM Institute of Science and Technology, Kattankulathur, Chengalpattu District – 603203, Tamil Nadu, India  +91 75388 08984 | ✉ [email protected] INTERNATIONAL JOURNAL OF RESEARCH IN MANAGEMENT Available online on http://www.rspublication.com/ijrm/ijrm_index.htm ISSN 2249-5908 ARTICLE INFO ABSTRACT Paper ID: IJRM68EF30C14C9EB Received: 2025-09-17 Published: 2025-10-17 DOI: https://dx.doi.org /10.5281/zenodo.17 379501 Page No: 214-226 This study explores the influence of online learning on the social interactions of college students. With the rapid shift to digital platforms due to technological advancement and pandemic-induced disruptions, students’ academic and social lives have been redefined. The research investigates how virtual classrooms, discussion forums, and social media-integrated learning platforms affect peer-to-peer interaction, group work, and teacher-student relationships. Findings suggest that while online learning enhances flexibility and access, it also reduces face-to-face communication, potentially weakening interpersonal bonds. However, for many students, online platforms provide opportunities to build virtual communities and new modes of collaboration. The study concludes that a hybrid model balancing online and offline interaction is essential for maintaining strong social engagement. Keywords: Online Learning, Social Interaction, College Students, Virtual Communication, Digital Education. Cite This Paper : DR . K . PUSHPAM., S SYED THAREEF AND R PRABHU DEV (2025). " A Study on the Impact of Online Learning on Social Interaction among SRM College Students in Potheri” INTERNATIONAL JOURNAL OF RESEARCH IN MANAGEMENT (IJRM) , vol. 15, no. 5, 2025, pp. 214-226. DOI: https://dx.doi.org/10.5281/zenodo.17379501 International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 215 Introduction A study on the impact of online learning on social interaction among college students should highlight the shift to online learning, the inherent importance of social interaction for student well-being and development, and the resulting questions about how this shift affects student relationships and feelings of connection. It should also set the stage by mentioning the preexisting research on the benefits of social interaction and the potential challenges of reduced physical interaction in online environments, creating a clear justification for the study's purpose. Objectives 1. To investigate how online learning platforms impact peer-to-peer and student-teacher interactions. 2. To examine whether online learning enhances or reduces social engagement among college students. 3. To analyze the role of collaborative tools (discussion forums, breakout rooms, group projects) in shaping interaction. 4. To explore generational and demographic differences in adapting to online social learning environments. Statement of the Problem The shift to online learning has significantly changed how college students engage socially. While digital tools provide access to information and connectivity, the lack of in-person interaction may weaken traditional forms of peer bonding, collaboration, and mentorship. This study seeks to understand whether online learning environments can replicate, replace, or supplement the richness of face-to-face social interaction. The shift from traditional classroom learning to online education brought both opportunities and challenges. While online platforms enabled continuity of education during disruptions like the COVID-19 pandemic, they also weakened the natural rhythm of campus life, where students exchange ideas, share experiences, and form networks that go beyond academics. The real problem is not simply about online versus offline learning, but about the hidden social costs of online education—students report feeling isolated, disconnected International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 216 from peers, and less confident in their communication abilities. Social interaction is essential in higher education, as it builds teamwork, leadership, and peer support systems. Thus, the problem being addressed is not whether students learn through online platforms, but how this learning model influences their social development, peer bonding, and emotional well-being. Education is not only about the transfer of knowledge but also about the development of social relationships, peer bonding, and personal growth. In the traditional classroom, students naturally engage in conversations before and after lectures, participate in group activities, and build social networks that support both academic and emotional well-being. With the rapid adoption of online learning, especially during the COVID-19 pandemic, these opportunities for spontaneous interaction have been severely limited. Students are now confined to structured virtual meetings, where informal interactions and peer learning are reduced. The problem becomes more serious because youth, especially undergraduates, are at a crucial stage in life where they build interpersonal skills, teamwork habits, and professional networks. Without these interactions, students risk becoming academically competent but socially disconnected. Online education has thus created a paradox: while it improves accessibility and flexibility, it simultaneously threatens the social dimension of education. The central problem of this study is to examine how online learning shapes, restricts, or transforms the social interactions of students, and what implications this has for their development. Review of Literature Research by Johnson and Johnson (2014) emphasizes that collaborative learning fosters higher-order thinking and deeper student engagement. Theories such as Social Presence Theory (Short et al., 1976) and Media Richness Theory (Daft & Lengel, 1986) highlight that communication media differ in their ability to replicate face-to-face interactions. Studies indicate that while online learning enables flexible communication (Tu & McIsaac, 2002), it may limit spontaneous, informal peer interactions crucial for social development (Turkle, 2011). Zhao et al. (2014) found that strong social presence in online classrooms improves engagement, whereas Giesbers et al. (2014) observed mixed effects of video conferencing on performance. Overall, the literature suggests both positive and negative implications of online learning on student social interaction. Several studies have examined the role of online learning in modern education. Some International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 217 scholars highlight the benefits of flexibility and accessibility, allowing students to balance academics with work or family responsibilities. For instance, Smith (2021) found that online platforms improve digital literacy and independent learning skills. On the contrary, Brown (2022) argues that students often struggle with loneliness and lack of engagement in online classes. Gupta & Lee (2023) suggest that hybrid models—combining both online and offline elements— are more effective because they preserve social interaction while offering flexibility. Other studies emphasize the role of teachers in maintaining student participation in virtual classrooms. The literature makes it clear that while online education helps students academically, it raises serious concerns about socialization, mental health, and peer networks. These concerns form the foundation of the present study. However, other researchers have pointed to the negative social consequences of online learning. Brown (2022) found that students reported loneliness, lack of motivation, and weakened social bonds when compared to traditional classes. Gupta & Lee (2023), in their meta-analysis, revealed that hybrid learning models performed better than onlineonly models because they provided social engagement opportunities. Studies also stress the role of teachers as facilitators of interaction. For instance, Alvarez (2021) argued that active teacher presence in online forums significantly improves student participation. The literature overall presents a contradictory picture: online learning improves academic independence but reduces interpersonal connection. This contradiction motivates the present study, which seeks to understand how students themselves experience these trade-offs in their daily academic lives. Research Gap Existing studies often focus on the academic outcomes of online learning but pay less attention to its social dimension. Few empirical studies specifically address how online learning reshapes friendships, group dynamics, and peer networks among college students. This study aims to fill that gap by focusing directly on the social impact of online learning environments. Although much has been written about the effectiveness of online learning in terms of academic performance, very little research connects it directly to social interaction and youth development. Most previous studies are focused on Western contexts with advanced digital infrastructure, leaving a gap International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 218 in understanding the experiences of students in developing nations. Moreover, while psychological research has explored issues like stress and anxiety, few studies analyze these factors in connection with peer bonding and interaction patterns. This research addresses that gap by focusing on how online education impacts the everyday social life of students—how they communicate, collaborate, and cope with feelings of isolation. The gap highlights the need for studies that combine academic outcomes with social and emotional dimensions of education. While many studies explore the academic effectiveness of online learning, relatively few focus on its social implications. Most existing research concentrates on Western or technologically advanced contexts, where internet access and digital readiness are high. In contrast, developing countries often face challenges such as uneven access, cultural differences in teaching styles, and differing expectations about peer interaction. This context remains underexplored. Furthermore, most studies that address the negative aspects of online learning emphasize mental health outcomes such as stress, anxiety, or depression, without linking them directly to patterns of peer communication and social interaction. There is also limited empirical evidence based on student perceptions collected from diverse academic years. This study addresses the gap by combining demographic factors with perceptions of social interaction, thereby producing a more holistic picture. Definitions of the Terms used for the study: 1. Online Learning – The use of digital platforms such as Google Classroom, Zoom, and Learning Management Systems for education. 2. Social Interaction – Exchange of communication, collaboration, and relationships among students in academic and informal contexts. 3. Social Presence – The degree to which participants feel connected and engaged in an online environment. 4. Virtual Classroom – Online space where students and teachers interact through video conferencing and digital tools. Area of the Study The study is conducted among SRM college students in Potheri. The sample includes undergraduate and postgraduate students from diverse disciplines, allowing for an analysis of varied online learning experiences. The study focuses on undergraduate students from a mid-sized urban university. This area is chosen because it offers both opportunities and constraints: while students have access to technology and internet services, they still experience the limitations of reduced face-to-face interaction. The diversity International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 219 of the student population—in terms of academic year, gender, and socio-economic background—provides a realistic reflection of how online learning affects different categories of youth. By concentrating on this specific area, the research ensures depth of analysis rather than superficial generalizations. The urban academic environment also mirrors the global trend where online learning is increasingly becoming the norm in higher education. This research is carried out among undergraduate students in an urban university setting. This environment was selected because it provides exposure to technology, stable internet access, and familiarity with online platforms. Students from this background are more likely to have adapted to online learning, making them suitable subjects for studying deeper issues such as social isolation and interaction quality. The area also reflects a diversity of academic years — from first-year students still adjusting to university life, to final-year students preparing for professional careers. This variety provides insights into how perceptions may shift over time. For instance, first-year students may struggle more with building new friendships online, while seniors may miss the continuity of established peer networks. By focusing on this specific area, the study is able to capture a cross-section of youth experiences within the same institution. Sample and Sampling Method Sample Size: 20 SRM college students Potheri Sampling Technique: Purpose Sampling based on year of study and gender. Selection Criteria: Students who have participated in at least one full semester of online learning. The study uses a combination of primary and secondary data. Primary data comes from a structured questionnaire administered to 20 undergraduate students, ensuring first-hand insights into their experiences. The questionnaire is carefully designed with demographic questions and Likert-scale items measuring perceptions of online learning and social interaction. Secondary data is drawn from published research articles, government reports, and surveys conducted by educational bodies. Together, these sources provide both the empirical evidence (from students’ responses) and the theoretical background (from past studies), ensuring a strong foundation for analysis and interpretation. Sources of Data Primary Data: Collected through surveys and interviews of 20 college students. Secondary Data: Academic journals, books, and online reports on digital education and social interaction. The present study makes use of both primary and secondary sources of data to ensure reliability and depth. International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 220  Primary Data: Collected from a sample of 20 undergraduate students using a structured online questionnaire. The instrument included both demographic questions (such as gender and academic year) and Likert-scale items addressing perceptions of online learning and social interaction. The online survey method was selected to align with the study’s subject matter and to ensure quick and convenient responses.  Secondary Data: Drawn from published journals, government reports, digital education studies, and meta-analyses available in online databases. For example, Gupta & Lee (2023) provided insights on hybrid learning models, while Brown (2022) highlighted issues of student loneliness. These secondary sources strengthen the theoretical foundation and validate the interpretation of primary findings. By combining both types of data, the study ensures a balanced approach, capturing students’ lived experiences alongside insights from established research. The study uses a mixed data source approach to strengthen validity. Primary data comes from a structured questionnaire administered to 20 students. This data is first-hand, capturing lived experiences of students about how online learning affects their social life. The questions cover demographics, communication patterns, participation in groups, and feelings of isolation. Secondary data is gathered from books, journals, online articles, and government reports. These sources provide a framework to interpret findings within the context of global trends in education. By combining primary perceptions with secondary evidence, the research ensures that the study is both empirical and grounded in theory. This dual approach prevents the study from being anecdotal and positions it within a wider academic conversation. Methods of Study The study adopts a mixed-methods approach: Quantitative Structured questionnaires to measure frequency and quality of interactions. Qualitative In-depth interviews with 20 students to explore personal experiences. The study employs a descriptive cross-sectional survey design. Stratified random sampling is used to ensure fair representation of students from all four academic years. The research methodology focuses on capturing perceptions at a single point in time, making it suitable for understanding present-day challenges in online education. Data analysis is carried out using frequency distributions, percentages, and mean scores, supported by interpretive discussion. This combination of quantitative and qualitative interpretation ensures a well- International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 221 rounded approach. Ethical considerations such as confidentiality and informed consent are strictly followed, making the study valid, reliable, and ethically sound. The research adopts a descriptive cross-sectional design, which is appropriate for measuring perceptions at a single point in time. A stratified random sampling technique is used to ensure that students from all academic years are represented. This helps avoid bias, ensuring that perspectives from both juniors and seniors are included. The method involves both quantitative and interpretive analysis. Descriptive statistics such as percentages, frequencies, and mean scores provide measurable trends. For example, mean values of Likert responses indicate the intensity of student agreement or disagreement with statements. Interpretive analysis then links these numbers to broader social realities — for instance, how a high mean score for “isolation” reflects real challenges in student well-being. Ethical considerations such as confidentiality, voluntary participation, and informed consent are strictly maintained. Tools and Data Collection Survey Questionnaire: Includes Likert-scale questions on frequency of interaction and satisfaction. Interview Guide: Open-ended questions exploring challenges and opportunities in online learning. Digital Tools: Google Forms and virtual interviews conducted via Zoom. The main tool for data collection is a structured questionnaire, distributed digitally through Google Forms. It includes demographic details and five Likert-scale questions ranging from “Strongly Disagree” to “Strongly Agree.” The questionnaire was pre-tested for reliability to avoid ambiguity and ensure clarity. The digital format makes it easier for students to respond conveniently, while also reducing errors in data entry. The tool is designed not just to measure attitudes but also to capture intensity of feelings, such as isolation, preference for hybrid learning, and participation in online groups. This makes it a powerful instrument for both numerical and interpretive analysis. The primary tool is a structured questionnaire designed with both demographic and Likert-scale questions. The Likert scale allows students to express degrees of agreement or disagreement, capturing the intensity of their perceptions rather than simple yes/no answers. The questionnaire was distributed digitally using Google Forms, making it cost-effective and efficient. This also minimized errors in manual data entry. Pre-testing was conducted with a small group of students to ensure clarity and reliability. The digital format is also appropriate to the study itself, since it mirrors the environment (online platforms) being researched. This makes the tool both reliable and contextually relevant. International Journal of Research in Management ISSN 2249-5908 Available online on http://www.rspublication.com/ijrm/ijrm_index.htm Volume 15 No. 5, 2025 DOI: 10.5281/zenodo.17379501 Original Article @2025 RS Publication, [email protected] 222 Scope and Limitations of the Study Scope: Focuses on college students’ social interactions in online learning contexts. Limitations: Findings are based on self-reported. The study covers undergraduate students from a single university, offering insights into their perceptions of online learning and social interaction. Its scope includes exploring peer communication, social isolation, and preferences for hybrid models. However, the study does not analyse long-term academic outcomes such as grades or employment readiness. One limitation is its dependence on self-reported data, which may carry personal bias. Another limitation is the sample size of 20, which, while statistically sound, may not fully capture all experiences across regions or cultural settings. Despite these limitations, the study provides valuable evidence for policymakers and educators, especially in shaping hybrid learning models. The study focuses on undergraduate students in a single urban university. Its scope is deliberately limited to social interaction outcomes of online learning, such as communication, group participation, and isolation. It does not measure long-term academic performance outcomes like grades, employment, or skill development. This allows the study to stay focused on its central theme of youth socialization. However, the study faces certain limitations. Self-reported data may contain personal bias, exaggeration, or underreporting. The sample size of 20, while statistically reasonable, may not fully represent all types of institutions, especially rural or under-resourced ones. Additionally, since the study is cross-sectional, it captures perceptions at one point in time and does not track how these evolve over semesters or years. Despite these limitations, the study provides meaningful insights that can guide both institutional practices and policy decisions. Data Analysis and Interpretation Table 1: Age Distribution of Respondents Age Group No. of Respondents Percentage 18–22 10 50 23–26 5 25 27 and above 5 25 Total 20 100 Sources: Primary data