Philosophical Assumptions, Methodological Choices and Research Design: E-Learners Versus Non E- Learners

E-Learning has recently become the most predominant feature in higher education following the COVID-19 pandemic. This study aims at investigating learners' perceptions and observable behavior in the selection of research methodology pre and post COVID-19. It specifically addresses the increasing demands for information and knowledge and the accompanying changes in philosophical assumptions, methodological choices and research design used in conducting research over time. A sample of 250 Level-3 and Level-4 students, who are attending various accounting and business writing courses in which a research project is a prerequisite at the University of Bahrain, has been carefully observed during the period 2018-2020. Students are divided into two groups of non e-learners and e-learners depending on whether they are taught using conventional or electronic teaching methods pre and post COVID-19, respectively. Results show that there are remarkable and substantially significant differences among students in favor of e-learners. Hence, it can be concluded that recent transition to e-learning systems and platforms can be effectively utilized in improving students' learning and research skills in higher education. The study has important implications for learners and researchers, for instructors as well as for educational institutions. It contributes to the global challenge of promoting the quality of e-learning as the most appropriate learning alternative in higher education in such pandemic period and onwards.