SUMMER TRAINING PROJECT REPORT

Submitted in partial fulfillment of Master of Business Administration

Session- 2022-2023

“A Comparative study On Traditional EducationAnd Virtual

Education”

Faculty Guide Submitted By:

[Mr. Jatin Pande] [ Supriya Kesarwani ]

[Faculty-Master of Business Administration] [2101640700259]

PRANVEER SINGH INSTITUTE OF TECHNOLOGY

Affiliated to Dr. A.P.J. AKTU

i
 DECLARATION

I hereby declare that this submission is my own work. It contains no material previously

published or written by another person, nor has this materials to a substantial extent been

accepted for the award of any other degree or diploma of the university or other institute

of higher learning.

(SupriyaKesarwani)

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iii
iv
 ACKNOWLEDGEMENT

Summer Internship Project Report is the one of the important part of MBA program, which

has helped me to gain experience and will be beneficial in my succeeding career. For this,

with an ineffable sense of gratitude I take this opportunity to express my deep sense of

indebtedness and gratitude to Dr. S. K. Bhalla, Director - Pranveer Singh Institute of

Technology and Dr. Harit Kumar, Head of Business Administration Department, for

their encouragement, support and guidance in carrying out the project.

I am very much thankful to, my Project Guide [Mr. Jatin Pande], MBA Department for

his/her interest, constructive criticism, persistent encouragement and untiring guidance

throughout the development of the project. It has been my great privilege to work under his

inspiring guidance.

I am also thankful to my parents and my friends for their indelible co-operation for

achieving the goals of this study.

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 EXECUTIVE SUMMARY

The purpose of this study is to assess the impact, issues, and tools of online teaching-learning

throughout the various higher educational bodies (colleges/Universities) across India. An

online survey was conducted. The questionnaire has closedended questions with multiple

choice answer options for analysis using Descriptive research design methods. During the

investigation, it has been observed online teaching played a crucial role in education during

the COVID-19 pandemic but lack of resources and proper training are the major issues

during ICT based/Online teaching-learning. The problem in the selection of a perfect tool for

teaching-learning electronically was the reason that could not make it impactful as compared

to the conventional education system. This study will help government authorities,

educational bodies to draft a training/advisory program for students and teachers to overcome

the issues found in the study. It will help in making online education a more attractive and

powerful medium for teachinglearning activities that ensure the development of young

scholars, skill-set, employability. And also college students perception towards the learning

platforms and their priorities with regard to online learning as well as offline learning. Rapid

developments in education technology have provided many new options of learning to

students and thus made this research important to determine their preferences for the same.

Moreover due to covid-19, the students have fresh experience of online learning which would

make the comparison more relevant. The study makes comparison of online education and

traditional way of education from the point of view of Post - Graduate students from M.COM,

MBA, MA (economics), M.SC, and M.TECH respectively. To know their perception and

preference, online questionnaire was constructed via Google form and data was collected

from 100 respondents. 10 variables based on 5 point likert scale have been used to analyze the

perception. These variables include Convenience, Flexibility, Teacher –

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 TABLE OF CONTENT

Page no.

Declaration i

Acknowledgement ii

Executive Summary iii

PART-1

❖ CHAPTER 1: INTRODUCTION

1.1 Introduction about the Problem 4-9

1.2 Industry Profile 10-15

❖ CHAPTER 2: COMPANY PROFILE

2.1 History of the organization 18-21

2.2 Vision, Mission and Value 22

2.3 Products/Services of the organization 22-23

PART- 2

❖ CHAPTER 3: STUDY OF THE SELECTED RESEARCH

PROBLEM

3.1 Statement of the research problem. 25-37

3.2 Review of Literature 38-41

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 3.3 Statement of the research objective. 41

3.4 Research Methodology

i) Research Design 41-44

ii) Measurement/ Scaling technique 41-44

iii) Data Collection 41-44

❖ CHAPTER 4: DATA ANALYSIS

4.1 Graphical presentation/ Visualization 46-66

❖CHAPTER 5: FINDINGS OR INTERPRETATION 68-72

❖CHAPTER 6: LIMITATIONS OF STUDY 74

❖CHAPTER 7: CONCLUSION 76-77

❖ BIBILOGRAPHY 78

❖ APPENDICES 79-83

2
CHAPTER-1

3
 INTRODUCTION ABOUT THE PROBLEM

The last several years have witnessed gradual and dramatic changes in the nature of learning and

teaching delivery. In particular, online learning continues to gain momentum as it capitalises on

evolving technology and provides the flexibility of place or distance. Whilst online and face to

face learning share many fundamental aspects for both student and educator, there are significant

differences which require carefully considered pedagogical design and approaches. Online

learning can provide new opportunity for learners to increase interactions, communication,

motivation and participation (Gedik et al., 2012) and develop particular educational leadership

skills such as time management, reflective thinking and independence in their learning

(Namyssova et al, 2019). Online learning is not about simply adding digital technologies to the

traditional face-to-face curriculum (Vaughan et al, 2017) rather an online learning environment

needs to overcome the challenges of designing and delivering learning activities on the online

platform with the use of planned and pedagogically sound intervention.

The world was unprepared for the Covid-19 pandemic. In the face of major disruption, all sectors

scrambled to find work arounds which meant they could continue to function as close to normally

as possible. Education was no less impacted, as hitherto normal on-campus learning opportunities

were moved fully online at short notice to accommodate lockdown requirements. The enabling

capacity to immediately pivot to fully online delivery was welcome, however for many it was

unanticipated, and so changes to students’ learning experiences could understandably lead to

changes in learning achievement. This paper gives consideration to understanding changes to the

4
student learning experience arising from the move to fully online learning delivery and seeks

to identify and apply a process to determine if learning achievement has been impacted by this

move. The approach utilises readily available learning achievement and quality indicators,

providing a model for a straightforward ‘health check’ of student learning which can be easily

applied.

The paper is structured as follows: the next section presents some comparison of face-toface vs.

online learning approaches and impacts. This provides a theoretical basis for the two delivery

approaches utilised in this study. That is followed by a description of the paper’s methodology

which introduces the Melbourne Polytechnic Blended Learning Model (MPBLM) as the set of

standards for delivery which both delivery approaches aim to achieve and which provides a

framework for comparing these. The application of the MPBLM in a subject offered to engineering

students in two different delivery approaches is then presented. The paper concludes with a

summary and an outline of areas for future research.

5
Origins of Online Education

Computer-assisted instruction is changing the pedagogical landscape as an increasing number of

students are seeking online education. Colleges and universities are now touting the efficiencies

of Web-based education and are rapidly implementing online classes to meet student needs

worldwide. One study reported “increases in the number of online courses given by universities

have been quite dramatic over the last couple of years” (Lundberg et al., 2008). Think tanks are

also disseminating statistics on Web-based instruction. “In 2010, the Sloan Consortium found a

17% increase in online students from the years before, beating the 12% increase from the previous

year” (Keramidas, 2012). Contrary to popular belief, online education is not a new phenomenon.

The first correspondence and distance learning educational programs were initiated in the

mid1800s by the University of London. This model of educational learning was dependent on the

postal service and therefore wasn’t seen in American until the later Nineteenth century. It was in

1873 when what is considered the first official correspondence educational program was
6
established in Boston, Massachusetts known as the “Society to Encourage Home Studies.”

Since then, non-traditional study has grown into what it is today considered a more viable online

instructional modality. Technological advancement indubitably helped improve the speed and

accessibility of distance learning courses; now students worldwide could attend classes from the

comfort of their own homes.

Student Need for Online Education

With technological advancement, learners now want quality programs they can access from

anywhere and at any time. Because of these demands, online education has become a viable,

alluring option to business professionals, stay-at home-parents, and other similar populations. In

addition to flexibility and access, multiple other face value benefits, including program choice and

time efficiency, have increased the attractiveness of distance learning (Wladis et al., 2015). First,

prospective students want to be able to receive a quality education without having to sacrifice work

time, family time, and travel expense. Instead of having to be at a specific location at a specific

time, online educational students have the freedom to communicate with instructors, address

classmates, study materials, and complete assignments from any Internetaccessible point

(Richardson and Swan, 2003). This type of flexibility grants students much-needed mobility and,

in turn, helps make the educational process more enticing. According to Lundberg et al. (2008)

“the student may prefer to take an online course or a complete online-based degree program as

online courses offer more flexible study hours; for example, a student who has a job could attend

the virtual class watching instructional film and streaming videos of lectures after working hours.”

Moreover, more study time can lead to better class performance—more chapters read, better

quality papers, and more group project time. Studies on the relationship between study time and

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performance are limited; however, it is often assumed the online student will use any surplus

time to improve grades (Bigelow, 2009). It is crucial to mention the link between flexibility and

student performance as grades are the lone performance indicator of this research. Second, online

education also offers more program choices. With traditional classroom study, students are forced

to take courses only at universities within feasible driving distance or move. Web-based

instruction, on the other hand, grants students electronic access to multiple universities and course

offerings (Salcedo, 2010). Therefore, students who were once limited to a few colleges within their

immediate area can now access several colleges worldwide from a single convenient location.

Third, with online teaching, students who usually don’t participate in class may now voice their

opinions and concerns. As they are not in a classroom setting, quieter students may feel more

comfortable partaking in class dialogue without being recognized or judged. This, in

Face-to-face vs. Online Learning

Face-to-face classroom learning provided the primary method of learning and teaching over

several centuries. A face-to-face instructional method provides a number of benefits not found in

online learning (Xu and Jaggers, 2016). Face-to-face classroom instruction can be extremely

dynamic providing real time interaction and stimulating innovative and scaffolding questions

which respond directly to learner need. On the other hand, online learning provides benefits such

as program choice and time efficiency (Wladis et al., 2015); the freedom to communicate with

instructors, address classmates and complete assessment tasks from any internet accessible point

quality education without sacrificing work time, family time and travel expense (Richardson and

Swan, 20013) and flexible study hours (Lundberg et al., 2008). Combining both face-to-face and

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online learning, the University of Waterloo (2015) and the University of Queensland (2021)

report significant success in flipped and blended learning at a number of institutions.

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 INDUSTRY PROFILE

The Education Industry comprises establishments whose primary objective is to provide education.

These establishments can be public, non-profit, or for-profit institutions. They include elementary

schools, secondary schools, community colleges, universities, and ministries or departments of

education. Other constituents of a modern education system include charter schools, online

academies, vocational centers, and corporate educational support services. Elementary school

teachers work with children at the kindergarten level through to sixth-grade level. Secondary

teachers instruct students at both junior and senior high school levels. At the college and university

level, lecturers and professors instruct undergraduate, graduate, and postgraduate students. In

vocational centers, Instructors teach students technical skills that have direct application in the job

market.The education industry plays a major role in the economic development of both developed

and developing countries. Among the many resources that play a part in the growth of a country's

economy, human capital is perhaps the most important. Educational institutions contribute, in a

major way, in the development of this resource. They are tasked with providing the talent pool for

other industries, and this is critical when competing in a global economy. The Education Industry

also generates large scale revenues and employment. For instance, the revenue generated from

higher education alone in the US is over $400 billion. In addition, about $5.6 trillion a year is spent

education and training globally if you put into account the money governments, private sector,

families, and individuals put in education. On matters employment, education employs about 5%

of the global labor force. Undeniably, education plays a crucial role in reducing poverty and

inequality and laying a foundation for sustained economic growth. Governments are expected to

develop and implement strategies that promote education and enrollment of students in higher

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education. High-enrollment in higher education can translate into more skilled labor, which

can provide a positive impact on a country’s GDP. Moreover, a bigger number of enrolled students

results in a greater number of job opportunities for educators.

However, this is not the case in many developing countries around the world as governments fall

short of these expectations. Educational institutions there struggle to deliver required skills for its

workforce. This may be attributed to limited resources, few schools, poor infrastructure, poor

management, etc. All in all, the future of the education industry is promising. Stakeholders have

started to realize that the ‘one size fits all’ approach is no longer feasible; that students excel at

different things and can be grouped by intelligence and potential rather than age. The education

system of the future will focus on mastery learning where students can learn at their own time and

pace. Success will be measured by mastery of key concepts rather than passing standardized tests.

Technology is also being integrated into every sector the education industry. Educators can now

use other modes of delivery to teach and communicate with students apart from the classroom.

With digital technologies such as live streaming and video conferencing, students can now earn

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certificates through online academies. Universities are also offering online courses that are

delivered and completed over the internet. Other players in the education industry should now

embrace digital technologies as this is what will shape the future of education

What is EdTech?

EdTech is short for “education technology.” It uses computers, computer programs, and

educational systems to provide learning and training to students and employees. The broad field

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of EdTech encompasses not only the hardware and software programs used in what is

commonly known as “remote learning,” “distance learning,” or “online education,” but also

theories of

learning and increasing research into what are the most effective means of teaching people new

knowledge and skills. CFI is one of the pioneer firms in EdTech, providing training and

certification for professionals and aspiring professionals throughout the financial services industry

worldwide. And various EdTech company like Byju’s ,Upgrad,Vedantu ,Unacademy etc.

The Growth of EdTech

• EdTech’s been around longer than most people think. Computer-aided learning is simply a

natural development arising from improved technology. In the mid-twentieth century, schools and

training centers were already using available technology, such as copy machines and media

learning through training films.

• As early as the 1960s, educational institutions were conducting trials and experiments that

involved using computers to help teach students math and spelling. Online courses sprang up soon

after the advent of internet connections, and it is estimated that by 2010, there were nearly six

million students taking courses online in the U.S. alone.

• The United Kingdom’s Open University and Canada’s University of British Columbia were early

innovators in making online education interactive, enabling direct communication for teaching and

discussion between teachers and students, and between students and other students.

13
• The development of multimedia sources and better video conferencing computer programs

makes EdTech both more accessible and more effective. The industry now includes such

innovations as EdTech “robots” that students can use to take notes and block chain tools that

educators can access to grade student work.

Advantages Offered by EdTech

• Educational technology offers numerous significant advantages. Educators believe that different

students learn at different paces and learn best in diverse ways.For example, while some students

learn information best from reading, others benefit more from audio-visual presentations of

information. EdTech offers students the flexibility to access learning from the sources they find

most helpful and effective.

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• A major benefit hailed by online learning students is that of being able to access teaching

and training at their own individual pace and time. The flexibility to access online learning at

whatever time is most convenient for the student makes education and ongoing professional

training much more available to all types of people, in all types of situations.

• It is particularly helpful to people with a full-time job and, therefore, would find it extremely

difficult to attend regular courses at a university.

• An obvious and substantial benefit of EdTech is the massive potential cost savings in education.

Online e-learning can be provided at a fraction of the cost of attending a major university or even

a small community college.

• The reduced cost of online learning makes obtaining a degree or additional professional certification much

more affordable for anyone interested in expanding their knowledge and skills. EdTech in India India has

around 3,500 EdTech startups. By 2018, the industry had amassed an impressive $700 Million in

funding. According to KPMG’s Online education in India: 2021 report, by 2021, the industry could

be worth $1.96 Billion. To all the challenges that the Indian education system is facing, EdTech

has a solution. EdTech brings to students a host of options for interactive learning. Among the list

of options include video on coding and technology, language learning courses, competitive exam

preparations, on-demand tutor discovery, and gamification of the learning journey.

What Makes EdTech Ideal for India?

• India is a country where the teacher to student ratio is always on the unhealthy side. students

rarely get individual attention and the opportunity to ask and clarify doubts on a personal basis.

EdTech offers a comprehensive solution to all of this and much more.

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• One size fits all model does not work anymore: According to former CBSE chairman

Ashok Ganguly, “The one-size-fits-all-theory doesn’t work anymore. We must ensure the proper

use of technology at every level of education.” Each subject, each course, and each student needs

a personalized way of learning that is self-paced.

• Students need on-demand learning: Students appearing for professional exams often have to

juggle internships and studies parallelly. It is not often that classroom timings are aligned to their

work schedule. On-demand training turns the table in students' favor enabling them to access

courses and study materials on demand.

• Books are passed, video is the new textbook: Talking of study materials, textbooks in print have

become passed. The new generation of students is ‘watching’ courses more than they are reading

about it. Video courses that are rich with lectures, multimedia graphics, and interactive elements

make learning interesting and more captivating. The visual way of learning also strengthens the

understanding of concepts.

• Demand for expert educators: In the past, a single professor could handle at the most a batch of

100 students. EdTech enables educators to make themselves available to a huge population of

students.

• The need for a physical space where students and teachers can assemble for classroom sessions

is no longer needed. On-demand video streaming makes it possible to access courses at any time,

anywhere, and through any medium. All these solid factors along with many others fuel the growth

of the EdTech revolution in India.

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CHAPTER-2

17
 COMPANY PROFILE

2.1- History of the organization –

Sam Ushio is Founder of Ikigai Lab, a purpose incubator that delivers insights, experiences, and

solutions rooted in the Japanese concept of ikigai. Inspired by his Great-Grandmother’s journey

of sacrifice, legacy, and triumph, Sam launched Ikigai Lab to empower and inspire the power of

purpose. Ushio blends expertise in instructional design, emotional intelligence, systems thinking,

purpose-driven change management, and strengths-based positive psychology to deliver total well-

being solutions.

Prior to founding Ikigai Lab, Sam was Director, Practice Management at Russell Investments

where he led the award-winning, global team that coached approximately 1,000 financial advisors

annually, yielding $600 million in incremental revenue growth and tens of thousands of direct

hours saved. He has an MBA from the Foster School of Business at the University of Washington,

holds a Bachelor of Science from University of Nebraska in marketing and finance with an

emphasis in psychology. Sam is a Gallup-Certified Strengths Coach and serves on the advisory

board of the Clifton Strengths Institute at the University of Nebraska.

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Ikigai Lab Private Limited is a Private incorporated on 21 February 2021. It is classified as

Non-govt company and is registered at Registrar of Companies, Kanpur. Its authorized share

capital is Rs. 1,000,000 and its paid up capital is Rs. 5,000. It is inolved in Business activities n.e.c.

Ikigai Lab Private Limited's Annual General Meeting (AGM) was last held on 26 November 2021

and as per records from Ministry of Corporate Affairs (MCA), its balance sheet was last filed on

31March2021.

Ikigai helps data analysts in finance, supply chain, and other data-heavy operations to streamline

data processing, get dynamic insights and build complex real-time forecasting models with no

coding or data science skills.

The Ikigai Lab is a data school of Indo-Canadian AI company Algo8.ai. Ikigai Lab is enabling the

individuals and organizations to learn and develop themselves in new technologies to fulfil their

potential. This is done with the help of bringing real industry case studies to learn and practice for

the students and creating the context of AI among the industry leaders and managers. Ikigai lab is

committed to helping students who are passionate about technology, design thinking, and data

science to learn these skills through our learning and development programs. They are also running

an Artificial Intelligence Academy with IIT Kanpur i.e., EICT Academy, IIT Kanpur. We are

having artificial research labs at institutions like IIT Kanpur, IIT Patna, IIT Jammu, IIT Jodhpur,

etc. We are running a B.Tech AI Program with Shoolini University, GLA University, PSIT, etc.

Why Ikigai?

Ikigai provides next-generation data analytics apps that can be easily customized and leveraged

by business user.

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 2020
Ikigai is founded out of MIT research by Vinayak Ramesh
and Devavrat Shah.

2021
Ikigai announced a $13 million seed round from
Foundation Capital, 8VC, Underscore VC and a
variety of industry angels

Q1 2022
Ikigai's team growing. The Engineering and Data Science
teams are joined by the Sales, BDR, Marketing and Customer
Success teams, which doubles the headcount compared to the
previous year.

Q2 2022
Ikigai’s use cases are live in production across customers
in retail, CPG, manufacturing, online marketplaces,
healthcare, insurance, and banking.

20
 FOUNDERS

Devavrat Shah, CTO

LinkedIn
Vinayak Ramesh, CEO Devavrat successfully combines
LinkedIn academia and entrepreneurship.
Vinayak is a serial entrepreneur, He is a professor and a director of
recognized in Forbes 30 under 30 Statistics and Data Science Center
list. He co-founded Wellframe, an at MIT. He co-founded Celect, a
innovative healthcare company, predictive analytics platform for
which he sold to Healthhedge in retailers, which he sold to
2021. Vinayak holds a Bachelor and Nike. Devavrat holds a Bachelor
Master of Engineering and and PhD in Computer Science
Computer Science from from Indian Institute of
Massachusetts Institute of Technology and Stanford
Technology. University, respectively

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2.2 Vision, Mission and Values

VISION
Generate a positive impact on 100k lives by the end of 2025. Add one more product in hall of the
fame. Our vision is shared by

MISSION

Build products to ease the life. Solve the real-life challenges of humanity with technology.

OUR VALUES
Do meaningful work, consistently. Slow, steady, and long term growth. We are makers. We live
ikigai.

2.3 Products/Services of the organization-

1. Prepare your data in minutes, not hours

Automate manual data preparation, such as merging, stitching, advanced matching, de-
duping and more with ikigai's proprietary DeepMatchTM.

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2. Use our solutions or build your own apps

Get an end-to-end solution for demand forecasting, inventory ops or financial

reconciliation or build your custom app with low code tools.

3. Understand the past, predict the future

Take advantage of Ikigai's built-in AI-powered predictive capabilities to get estimates for
various confidence level, work with limited historical data, incorporate human
judgement, and account for uncertainty.

4. Take any action, within the same platform

Whether you want to trigger an automated action, such as sending an email or generating
reports, add a human-in-the-loop step, or collaborate with your team, Ikigai offers all
these capabilities in one easy to use platform.

23
CHAPTER-3

24
 STUDY OF THE SELECTED RESEARCH PROBLEM

3.1 Statement of the research problem.

Reviews of early and newly published reports on online learning were conducted, and the

discovered issues are divided into six areas. These areas are interrelated and not necessarily

easily distinguishable. However, in our opinion, the separation into these six areas is

necessary so that careful reflections are made from various angles to be inclusive.

A. Technological Readiness

According to UNESCO [3], online learning includes the readiness in technological

capabilities of digital learning platforms or TV and radio broadcasting systems to

provide syllabus contents remotely to all students, as well as in household access to

electricity, telephones, televisions, radio, digital devices, Internet connectivity, and

data. Since March 2020, numerous universities worldwide have already begun

preparing lesson plans to deliver online teaching to their students due to COVID-19.

Many universities are not ready to facilitate online teaching with immediate effect due

to limited infrastructure or resources [4]. Furthermore, some students do not own a

computer, laptop, or tablet at school and at home. These devices' availability is a

crucial aspect for the student to attend online classes [5]. Students need a laptop or

mobile phone to continue their studies during the lockdown, which more than 80% of

students in India use a mobile phone to attend their online classes [6]. But not all

students have access to a personal computer, software, and Internet [7][8]. Similarly,
25
in Thailand, most students have mobile phones and use mobile phones to access

the Internet. Very few own PC or laptop. Some have financial problems, especially

during this unprecedented event. Moreover, computers and IT devices at home are now

in high demand when more and more people must work from home. Hence, working

and online learning at home is difficult [9] as the devices need to be shared with others.

According to Google Trends, Malaysia ranked first in searching 'Google Classroom'

from 18th March to 15th July 2020. This finding shows that more educators and

students use Google Classroom for their online distance learning during pandemic

COVID-19 as the Malaysian government ordered Movement Control Order (MCO)

on 18th March 2020. When MCO started, people continue working from home, and

students continue learning via an online platform. Hence, the Malaysian

Communications and Multimedia Commission (MCMC) reported the increased use of

the Internet by Malaysians during the MCO period. The increase in Internet usage

resulted from increased video conferencing, learning, and shopping over the Internet

[10]. Slow and unstable Internet connection is highlighted by Anggri, Suparno and

Sumardi as challenges involved in blended learning [11]. According to the 2017

Global ICT Development Index, Malaysia is ranked 63rd out of 176 countries

participating in the report [12]. The index is used to observe and compare

developments in information and communication technology (ICT) between countries

and over time. Also, in the report, the percentage of households with Internet access

was 76.86%, and the rate of individuals using the Internet was 78.79%. Considerably

these numbers are relatively high, but there are some gaps in places that can be traced,

especially in the rural areas [13][14]. In June 2020, a video of a student from Universiti

26
 Malaysia Sabah (UMS) struggling to get a stable Internet connection for her

examination went viral [15]. The student traveled on foot to a nearby hill in the video

to get a stable Internet connection. Based on a study conducted by Sheikh Dawood,

Ghazali and Samat [14] in North Malaysia, the accessibility to the Internet is still

insufficient for educational purposes. These show that there is some area with poor

Internet connectivity, which makes online learning difficult. Due to poor Internet

connectivity, students chose to study shared materials than participating in the online

class [6]. These technological problems may lead to anxieties, frustration, and feelings

of isolation and uselessness [16].

B. Technological Knowledge/Literacy

Online teaching is not a new mode of delivery for any university. Universiti Teknologi

MARA (UiTM) has developed about 500 MOOCs free to access by the public [17].

Some of the students and educators may be familiar with the delivery. Nevertheless,

many non-tech-savvy educators are struggling to cope with this mode [9]. Thus,

educators need to get training on using online learning platforms to deliver their online

teaching. Based on the systematic review by Rashid, Kamsin, and Abdullah [18],

27
 students face five challenges; one of them is technological literacy and

competency challenges. Safford and Stinton found plenty of problems occur, from

finding support or help on "computer problem" like zipping files, producing digital

systems to store and retrieve academic work, navigating massive databases, and

knowing whether a pop-up is safe to download or not [16]. For online learning to be

successful, the students must be digitally literate, as evidenced by Tang and Chaw [19].

Besides that, Safford and Stinton added additional issues in adult learners [16]. For

example, students’ perception of technology as an obstacle to online help-seeking,

intimidation by technology, resistance to or confusion about looking for proper

assistance, and poor understanding of instructions and expectations in virtual learning

environments are assumed to have the essential skills. According to Rasheed et al.

[18], students have problems finding online help, as cited by Chen, Chen, and Chen

[8]. Students did not get sufficient support because they were out of their face-to-face

classes. The students worried if they could not ask questions instantly to the teacher

when they watched lecture videos for the first time [20]. On the other hand, many

students prefer to email teachers privately to ask something they confuse or did not

understand [21]. With instant messaging apps (Whatsapp, Telegram, etc.), students

find it comfortable to send a private message to get help from their teacher. Another

clear challenge highlighted by Prasad, Maag, Redestowicz, and Hoe is the different

user interface on the tool or platform used [22]. Students struggle to familiarize with

different types of operating system, computer software, etc. It is believed that the

students cannot handle the complexity of the technology.

C. Facilities

28
 A strong and stable Internet connection and the availability of electronic learning

gadgets such as tablets, laptops, computers, and smartphones are essential for online

learning. Equally important is having a designated learning area that is free of

distractions. However, not all students are fortunate enough to have these facilities at

home. During the COVID19 lockdown, all family members are at home; thus, the

house can be crowded for the less fortunate families. A study in the United Kingdom

showed that 58% of the primary school students from the least well-off families do not

have access to their own study space, while students from better-off families have

better home set-ups for distance learning [23]. Similar findings were reported based

on a study done on students from various colleges and universities in West Bengal.

The study found 44.4% of the students did not have a separate reading room for study,

and 12.6% did not have a favorable environment to study at home. Furthermore, 32.4%

of the students had problems with Internet connectivity [6]. Another issue that affects

online learning is unstable electricity. Certain areas, such as some rural parts in Sabah,

are prone to regular power cuts. Although small power generators are provided, the

power generated is not enough to cater to all village homes. The generators are

switched off in the evenings, making it difficult for rural students to complete online

assignments and access online lessons [24].

D. Financial

One of the impacts of COVID-19 was job loss. Some had to take pay cuts, while those

who lost their jobs find it difficult to get new ones. According to the United Nations

labour agency, there exists an increase in job loss for nearly fifty percent of the global

workforce due to COVID-19 [25]. Unemployment affects most people financially,

29
 especially those with large families. As bringing food to the table is deemed more

critical, having electronic devices such as laptops, smartphones, computers, and good

Internet access for online learning is considered a luxury these families could not

afford [26]. Although there are countries that provide and lend devices to students,

such as the United Kingdom and Japan [27], not all countries have the resources to do

so. Due to financial difficulties, some students are also expected to work for their

families to survive [28]. Their jobs might affect their online studies if their school or

university conducts synchronous classes. Even if the duties do not interfere with their

online courses, they might be too tired to attend classes. Parents and guardians who

experience job losses or pay cuts might be anxious about their economic future [29].

Thus, they might ignore and not motivate their children. Online learning can be

challenging. It is even tougher if the children receive little or no motivational support

from family members.

E. Emotional

Before the COVID-19 pandemic necessitated emergency distance learning to be

adopted in many educational institutions, online learning advantages on students are a

subject of many research papers. The findings of these researches include flexibility,

instant feedback [30], encouraging engagement, and having the potential to reach a

broad audience [31]. A common trend in these researches before the COVID19

pandemic is that students had a choice of enrolment in choosing online learning [32].

However, there is a massive departure of this scenario with the COVID-19 pandemic.

Both students and teachers are forced to adopt online learning when schools are

required to shut down, regardless of the level of one's readiness. A term proposed by

30
 Hodges, Moore, Lockee, Trust and Bond [2] of this situation is 'emergency

remote teaching' when online learning is the only alternative for continuing education.

As a term, emergency remote teaching is meant to distinguish this temporary condition

with highquality online education, properly planned, and executed [32]. Several early

reports documenting the emotional impact of emergency remote teaching showed

some unfavorable receptions by students. Emotions such as isolation, frustration, and

confusion have been reported by Dhawan [30] and Dung [33]. Final year students

especially are said to have increased uncertainty about their ability to graduate on time.

They are also worried about their ability to finish their final year projects without on-

campus resources and anxious about entering the job market [36][37]. Students are

also admitting to feelings of anxiety and lack of security with the ongoing pandemic.

A study conducted in the district of Wuhan and Hubei, China, discovered that 23% of

students under lockdown reported symptoms of depressions, a significant increase

from the previous 19% [38]. Students admit that studying does not feel like a priority

during a pandemic and are not prepared to study when feeling worried about their elder

family members [39].

F. Domestic Situation
31
Being at home while also having academic responsibility is a source of tension

for some students who reported a lack of parental support for their studies. These

students who usually are away at academic institutions are now required to be

quarantined in their family home. They are expected to shoulder some of the family's

obligations. A phone survey conducted on 5,193 rural students across Bangladesh

discovered that with school closures, 80% of children work more than two hours daily

for household chores, and 19% work for more than two hours a day for the family's

economic needs [28]. In a family with more traditional gender roles, female students

are tasked with domestic responsibilities and household chores instead of attending

online classes [26]. There is also a gender imbalance of privilege for access to

educational resources, whereby daughters are often not allowed to watch educational

programs compared to sons [26]. However, findings on a study based in Ecuador

discovered that while female students do more household tasks, male students have a

greater likelihood of working [40]. Meanwhile, in a tragic case of parent-child conflict,

a son and mother committed a suicide pact due to the former's fight with his father

about online learning. It was reported that the son wanted to sit for his test at the

university campus, but the father insisted that he took it online at home [41]. Similar

heart-breaking instances of online learning related tragedies have also been reported.

In one case, a father committed suicide after being unable to buy a smartphone for his

daughter's lessons [42]. These cases highlight that while domestic situations such as

household chores can impact students' studies, requiring online learning can also

negatively impact a family's circumstances.

32
As universities acquired the capabilities to develop distance education and interested

instructors in various departments became involved with it, research studies evolved

around learning differences. Instructors want to know if an online teaching method, a

method that does not involve them being in a classroom with students, would be as effective

for learning as the in-class teaching style they are comfortable with. The initial primary

concern is if there is a difference in the academic achievement (or performance) of students

between the previous face-to-face instructional method and the new online version of the

course. Student evaluation is a follow-up concern to measure their satisfaction and

directions for course improvement.

The literature for the past ten years shows research studies from a broad variety of

department majors as they initiated distance education and began to assess student learning

and evaluate their online course (Clouse, 2001; Gloeckner, Hermann-Ginsberg, &

Ginsberg, 2000; McCollum, 2997; Ryan, Carlton, & Ali, 1999; Ryan, 2000; Tucker, 2000).

Each major subject area has developed over time, different methods and

instructional patterns as part of an effective traditional learning environment. Some subject

areas can adapt their traditional learning environment more easily to an online format than

others. A combination of factors contribute to whether a department and their instructors

embrace distance education (Bender, 2003; Whitney and Waxman (1999) . Frequently

literature tells the story of how faculty members started and worked to develop online

instruction until they felt it was successful (Alley & Repp, 1996; Matuga, 2001;

Gunawaredena & Zittle, 1998; Blankenburg & Kariotis, 2002). Their methods created a

path as they continued their research providing models other faculty could follow.

33
There is limited research in online education in the area of interior design or other

art-related fields. Little has been published to help clear a path for faculty in art anddesign

considering online educational methods. Journal articles yield a few extremely different

and elaborate electronic set-ups to gather experimental information, but these are seldom

easy for other schools to adopt or broaden into an online program. New research is needed

addressing online education more specifically than the technology and equipment used for

distance education. WebCT and Blackboard software has begun to be explored by faculty

in many content areas as schools have acquired the software. Little has been published on

the application of online software to interior design instruction, though some applications

have been individually explored and presented at conferences (Williams, 2004; Girand

1999). Online research is needed for frequently used design content, the problem issues

unique to art and design education, and to recommend methods a greater number of faculty

at different schools could facilitate.

There are challenges that need to be explored in online lesson development for art and

design. These challenges include faculty issues such as preparation time and support

(Bender & Vredevoogd, 2003; Whitney & Waxman, 1999; Girand 1999) and student issues

dealing with adjustment to new methods, communication in an isolated environment, and

project interaction (Clouse, 2001; Weiss, 2000; Kramarae, 2001; Matthews & Weigand,

2003). Equipment capabilities can be a greater cost factor for Interior Design students as

well as the department (Case & Matthews, 1999; Matthews & Weigand, 2003). An online

lesson preparation challenge is incorporating the tradition of teaching design concepts

through the use of illustrations and understanding related copyright restrictions (Harper,

2001; Consortium for Educational Technology for University Systems, 1996).

34
In the traditional Interior Design lecture course, lecturers enlarge images onto a

classroom screen to illustrate the concepts to leam and to analyze their application

(Curfman and Mallette, personal communication, Spring 2003). Discussion is built around

students sharing questions and answers about what they see and students demonstrate their

knowledge by recognizing learned concepts in new compositions. Instructors collect and

value their picture and slide assortments for different lessons. The traditional lecture/slide

format easily transitioned into PowerPoint, where classroom facilities permitted, and have

become the modem version of this visual format.

Theoretically the question is whether highly visual content areas such an Interior Design

can effectively be taught with a small computer screen and supplemental text instead of

projecting pictures onto a large screen for the professor to explain concepts to students.

The question includes whether design analysis and comparison can be done

without face-to-face instructor and the group interaction that takes place in class discussing

35
these visuals. Application projects are sometimes assigned in conjunction with lecture

information and discussion and become another challenge to execute and transmit by

computer. The question of online potential then expands to include problem solving and

the development of visual options. Exploration of online teaching methods for Interior

Design needs to go beyond knowledge and understanding to facilitate individual design

and group projects for application and synthesis.

Interior Design and other art courses address visual learning in both twodimensional and

three-dimensional applications. The online environment needs to consider the learning

experience associated with moving around a space and multiple views of objects. Other

physical design experiences creating challenges for online methods include tactile

experiences, three-dimensional planning and analysis, and projects from many vantage

points. Team collaboration is effective and frequently used for actual architectural and

Interior Design projects.

Facilitating this kind of communication and interaction becomes yet another challenge if

online education is to be accepted for the instruction of Interior Design. While published

Interior Design studies discuss costly audio-visual equipment for online exchange, online

course management is becoming standardized on either WebCTor Blackboard. There are

few published studies discussing the potential and limitations of online software for courses

in Interior Design. Specific issues for design instruction need to be explored in terms of

creating, adapting, and transferring design examples with this adopted software. Preparing

the visual material typical in the instruction of Interior Design may require special

considerations and procedures to integrate into online lessons view from a home computer.

Interior Design lacks models using online software from which to develop online

36
instruction. The question now encompasses what online lessons and learning

activities can the software tools provide Interior Design students. Use of WebCT to develop

units of instruction and courses in Interior Design is needed to discover and evaluate the

application of this management software to the major of Interior Design.

The schools and colleges were closed compulsorily due to social lockdown which make

education sector to a cessation. Students had to make much bigger adjustments because

learning has always been in classrooms where they can't go now. Furthermore, many of

them may not be well equipped with technological tools. Going forward, the use of

technology in teaching or recruiting in a new era in which the best teachers will be available

worldwide to students. The quality of education will be evaluated not only by the quality

of the teaching staff, but also by having the quality IT infrastructure and the familiarization

of the teaching staff with the digital teaching technologies as important parameters. Here,

the digital vision of the Indian government is becoming an essential instrument to solve the

current Covid-19 crisis.

37
 3.2 Review of Literature

There has been a lot of research done on learning platforms by many scholars. Following are few

of the previous research findings on the topics of students' perception of online learning, students'

opinions on traditional learning in comparison to e-learning, perceptions of distance learning and

effectiveness of blended learning concepts and the difference in their perception on account of

gender and the impact of these learning platforms on students' performance.

Hislop (1999) suggested to maintain studentlecturer interaction in his study and also stated that the

online courses required more mature students who prefer flexibility in their study i.e. students need

to be more disciplined and that they require a transitional period to adjust to the new learning

environment.

Beare (1989) found that students disliked distance learning and had feelings of jealousy towards

traditional in-class students, perhaps because of their connection and interaction with the

instructor.

Harrington (1999) compared classroom and online statistics for master's level social work

students and suggested that students who previously have been successful academically can do

just as well with a distance learning approach as can students in a traditional classroom course.

Karen J. Jeannette and Mary Hockenberry Meyer (2002) in their study for comparison of

online learning and traditional classroom training in Master Gardener Core Course/Horticulture

stated that overall online training was more effective method for teaching master gardeners in their

study.

38
According to Bisciglia and Monk-Turner (2002) ,students who work full time and attend

class off-campus have a more positive attitude towards distance learning when compared to others.

They are also more likely to be motivated and willing to take other distance learning courses when

given that option.

Dunbar (2004) conducted a survey where the students were given the options to either have a

live instructor or to take the class online. The results found that the majority of students opted for

the online class.

Drennan, Kennedy and Pisarski (2005), found in a recent study of 250 students that student

satisfaction is influenced by positive perceptions towards technology and an autonomous learning

mode. They also stated that students may react differently to the online learning environment,

depending on their skill levels and attitudes.

Coppola et.al (2002) stated that the mental processes of learning, information storage and thinking

shift from a superficial to a deeper cognitive level takes place when both faculty and students move

from a traditional offline system to an online one.

Smart and Cappel (2006), highlighted that elearning has the potential to enhance teaching and

learning compared to what can be achieved if it was done in the face to face only approach.

Maureen Hannay and Tracy Newvine (2006) in their study on perceptions of distance learning

using primary data of 217 students highlighted that distance learning is more applicable to an older

student population or to commuter campuses rather than to the traditional undergraduate

population of 18-21 year old on campus students. They also highlighted the need of more 'hybrid'

courses into the learning curriculum.

Osgerby (2013) investigated students' perception of the introduction of a blended learning

environment and concluded that while students appeared to have a positive attitude to the adoption

39
of an organized and well-structured online based learning process, they preferred face to face

lectures and step-by-step instruction.

Bhavna Khatri, Pradeep Chouskey, Manmohan Singh (2013) stated that though blended

learning involves cost, but is more effective than e-learning or traditional learning alone. They

highlighted that e-learning will give a new direction for the effective learning and teaching

methodology. Derouza and Fleming (2003) compared undergraduates who completed quizzes

online with students who took the traditional paper based quizzes and found that the marks

revealed that students who took the quizzes online significantly outperformed students who took

the pencil-and-paper quizzes.

S.L.Wong and Hanafi (2007) stated that female participants possessed a higher level of

confidence and improved attitude after undergoing an online course. Arbaugh (2000), on the other

hand, stated that male students encountered more difficulty in using learning technology for class

participation compared to their female counterparts. However a study by Shaw and Marlow (1999)

did not reveal any gender imbalance in attitudes towards using technology for learning.

In Bernard et al.'s (2014) meta-study of blended learning in higher education, students in blended

programs have turned out to achieve slightly better than students following traditional classroom

instruction programs. Similar findings have been made by other studies- e.g. Israel (2015), Northey

et al (2015), Southard, Meddang and Harris (2015), Gonzalez-Gomez et al. (2016) and Ryan et al.

(2016).

Blended learning was examined by Kurt and Yildirim (2018) to determine student satisfaction

and what they considered to be important features of the blended format. The results indicated that

the students who participated, almost unanimously felt that blended learning was beneficial and

that their own role and the instructor’s role was central to their satisfaction.

40
Guven (2014) stated that in online learning, more students can learn from the same expert

tutor, because it solves the physical distance problem. Teachers also find online teaching

convenient in terms of timing, actual duration, concentration, transportation and payment

(Koutsoupidou, 2014)

Dobbs et.al.,(2017) found that the students’ reason for taking online courses included flexibility

to accommodate work and family schedules, the ability to avoid commuting to the university and

more online courses being available to them.

3.3 Statement of the research objective.

• To study the effectiveness of Tradition learning vs Virtual learning

• To Understand the Problems faced by students in online education

• To Analyze the perception of Students of Online Education vs Tradition Education

3.4 Research Methodology

i. Research Design –
41
 In this research, descriptive design has been used. The present study adopts an

analytical and descriptive research design. By adopting convenience sampling method,

respondents were different branch of students of different colleges. Data was collected by

using two main methods. i.e., primary data and secondary data.

• Sources of Data

• Primary Data

The primary data includes responses of 100 postgraduate students collected with

the help of a questionnaire.

• Secondary Data

Various sources like websites, journals, articles, books and project reports have

been considered for the study

ii. Measurement/ Scaling technique -

For data collection, a non-standardized questionnaire was used. The questionnaire

included items corresponding to the three research questions. For the first research

question, the following items were included: frequency of technical problems in online

learning (6 items related to The response of participants against the given options), (Likert

scale 5 = very frequently, 1 = did not use), frequency of using a set of 11 tools related to

the E-learning platform (Multple choice Question ), Fixed action based questions in the

questionnaire (yes/no), balanced teaching style (more theory, less theory, balanced theory

and practical tasks), assigning tasks to students compared to face-to-face learning (they

have more free time, they have the same amount of tree time, they have less free time),

obstacles encountered in the E-learning process (open question). For the second research
42
 question the following items were used: opinion towards the use of the online

environment for learning (5-point Likert scale, where 1 = to a very small extent, 5 = to a

very great extent), preference for interaction with teachers during courses/seminars

(microphone, chat), assimilation of information and online learning compared to face to

face learning: perceived difficulty regarding the presentation of the seminar projects online

(more difficult, the same dificulty, less difficult), proccessing information (more difficult,

the same difficulty, less difficult), The final part of the questionnaire contained a series of

socio-demographic variables (gender, background, degree level: Bachelor/Master, field of

study). This information was used only for the purpose of the descriptive analysis.

iii. Data Collection

There are mainly two methods of primary data collection- survey method and observation method.

For the purpose of this research study, survey technique of data collection has been adopted.

This is an online survey based on a questionnaire focussing on current issues in higher education

after adopting the online teaching/ learning system. The esurvey was conducted using 'Google

form' to collect the information. The questionnaire comprised eighteen questions dealing with

various dimensions of constraining, merits, demerits, relevance, optimal application, and impact

of conventional and online teaching/learning techniques . A structural questionnaire link was sent

to participants through e-mail and social media platforms. The participants were provided full

consent and confidentiality of their personnel information before participating in the online survey.

• Population

Population for this study is the post – graduate students, under graduate respectively.

• Sampling Method

43
Use of convenience sampling method under non – probability sampling technique has been

considered for the study.

• Sampling Frame

The sample for the research is taken from different different city only.

• Sampling Size

The sample size of the survey is 100

• Data Collection Instrument

For this research, questionnaire is used as a tool for primary data collection and internet access for

secondary data collection. It includes multiple choice and likert scale type of questions. A pilot

study of 15 respondents was conducted to check the authencity of the questionnaire.

• Analysis Tools

The analysis tools used in the research is Google form and Microsoft Excel software.

• Statistical Test

Descriptive statistics has been used in the research.

• Scope of Study

The study covers 100 post-graduation students.

44
CHAPTER- 4

45
 DATA ANALYSIS

Descriptive statistics were carried out to understand the view of participants using advanced

numerical tools. The simple percentage distribution was estimated to assess the learning status,

mode of learning, and opinion on educational proposals, and problems related to study due to the

lockdown were depicted through various pie/bar charts.

RESULTS AND DISCUSSION

The findings were based on the distributed questionnaire among the participants of all categories

including students, at post-secondary and higher education standards, skilled e-learning

professionals, countrymen of rural and urban areas throughout India . The questions compiled for

distribution among participants were categorized in three standards based on analysis aptitude ,

multiple choices , and fixed action for comparative accounts of conventional pedagogy and e-

learning pedagogy adopted after the commencement of the current COVID-19 (Coronavirus

Disease- 2019) pandemic due to SARS-CoV-2 (Severe Acute Respiratory Syndrome Coronavirus-

2).

46
 Demographic questions

• Age of the 101 Respondend Students. Responses receive among them are

given options of the The response of participants against the given options

Questions

17
Below 18

18
20-25

3
26-29

47
• Education Qualification of 101 responder students. Responses receive among them

Under Graduate is 40.6%, Post Graduate is 52.5%, PHD is 3% , Diploma is 1%, B.Ed. is

1% and Persuing PG is 1%

given options of the The response of participants against the given

Questions options

41
Under Graduate

53
Post Graduate

3
PHD

1
Diploma

1
B.Ed.

1
Persuing PG

48
 Questions based on analysis aptitude in the questionnaire

• The question 49ikiped on ‘May face-to-face interaction during class time in the

traditional system increases the confidence level of a student?’

given options of the The response of participants against the given options

Questions

45
strongly agree

41
agree

12
disagree

2
strongly disagree

1
neutral

49
• For the question ‘Does adopt ICT and e-learning allows to acquire new knowledge

and enhance their skill set?

Given options of the The response of participants against the given options

Questions

32
strongly agree

43
agree

18
disagree

5
strongly disagree

3
neutral

50
• for the question Everyone knows the power of digital media and their

usage in elearning; but it reduces the practical exposure in real life especially

in the field of medical, civil engineering, dental, architecture, etc.

given options of the The response of participants against the given options

Questions

41
strongly agree

40
agree

16
disagree

1
strongly disagree

3
neutral

51
• The next question was related to ‘The lack of digital resources

(computer/PC/Laptop) and their usage in rural/remote areas in adopting ICT

based education system’

given options of the The response of participants against the given options

Questions

31
strongly agree

49
agree

17
disagree

1
strongly disagree

3
neutral

52
• The responses of 101 participants for the concern about data privacy and security as

a big challenge in adopting ICT-based learning were recorded.

Given options of the The response of participants against the given options

Questions

22
strongly agree

48
agree

24
disagree

4
strongly disagree

3
neutral

53
• For the question ‘Learners can’t see the real-world implications of the eLearning

course’

given options of the The response of participants against the given options

Questions

41
strongly agree

40
agree

16
disagree

1
strongly disagree

3
neutral

54
 • For the question ‘Which technical platform you are using for online classes?’

Multiple Answers of Responder Number of Resonder

Zoom app 65

Microsoft teams 15

Google classroom 10

YouTube 8

Others 3

multiple answers against the question and number of Responder

others 3
Multiple Answers of Question

Youtube 8

Google classroom 10

Microsoft teams 15

zoom app 65

0 10 20Number of R3e0sponder 40 50 60 70

Number of Responder

55
 • For the question ‘How do you feel during online teaching/learning as compare to

classroom teaching/learning?’

Response of the Participant against Number of Response

Question

Lack of interaction between students and 6

teachers

It’s is less effective 10

Average, Good, Better 30

Both are good in their own way. 10

others 45

Response of the Participant against Question and Number of Responses

Response of the Participant against Question

others 45

Both are good in their own way. 10

Average, Good, Better 30

It’s is less effective 10

Lack of interaction between students and teachers 6

0 5 10 15 20 25 30 35 40 45 50
Number of Responses

Number of Responses

56
 • For the question ‘Which problems have you faced during online classes?’

Response of the Participant against Number of Responses

Question

Connectivity, Network issue, Technical 30

issues

Time management 8

Not full information provided 8

Lack of personal interaction with the 35

guide/teacher/faculty

others 20

Response of the Participant against Question and Number of

Responses
Response of the Participant against Question

others 20

Lack of personal interaction with the guide/teacher/faculty 35

Not full information provided 8

Time management 8

Connectivity , Network issue, Technical issues 30

0 5 10 15 20 25 30 35 40
Number of Responses

Number of Responses

57
 • For the question ‘What is the reaction of your family about online classes?’

Response of the Participant against Number of Responses

Question

Very good 17

Good 27

Average 50

Poor 5

Very Poor 2

58
 • When it was asked to participants which online resource and portal suits to

fulfill their requirement for e-learning and teaching?

Response of the Participant against Number of Responses

Question

Google

Udemy

Nptel

Swayam

Youtube Channel

59
 • For the Question Which is the best medium to disseminate course contents and

notes to the e-learner?

Response Of The Participant Against Number Of Responses

Question

Whatsapp 44

Email 25

Slide share 18

Others 14

60
 • For the Question “ Did you feel a lack of classroom-like teacher presence”?

Response Of The Participant Against Number Of Responses

Question

Yes 74

No 34

May Be 12

61
 • For the Question “Did you agree, everyone, who are part-time students or are

working full time, can take advantage of web based learning”?

Response Of The Participant Against Number Of Responses

Question

Yes 80

No 9

May Be 12

62
 • For the Question “Did you face a lack of learner motivation and engagement

among students during online classes”?

Response Of The Participant Against Number Of Responses

Question

Yes 70

No 16

May Be 15

63
 • For the Question “Did you face difficulty in finding the perfect elearning

authoring tool or learning platform”?

Response Of The Participant Against Number Of Responses

Question

Yes 61

No 26

May Be 14

64
 • For the Question “Have you completed the course at the scheduled time through

online classes?

Response Of The Participant Against Number Of Responses

Question

Yes 73

No 19

May Be 9

65
 • For the Question “ Have you used ICT for the e-Learning platform before the

COVID-19 pandemic”?

Response Of The Participant Against Number Of Responses

Question

Yes 69

No 23

May Be 9

66
CHAPTER-5

67
 FINDINGS OR INTERPRETATION

• All of the Post – Graduate, Graduation, PHD, BTEC students in the research study have

access to both computer and internet or using both method (traditional and virtual).

• It can be stated that online learning is better over offline learning in terms of its

convenience as around 50% of the respondents have agreed to the same while the

remaining 50% showed mixed responses.

• No difference of opinion has been found with regard to when it comes to the rate of

agreement to the statement that online learning is more convenient than offline learning.

• A difference of response towards the convenience factor has been noted in the study

with regard to educational qualification. Overall Under Graduate stream students

clearly find online learning more convenient over offline as compared to MBA

students.

• Majority (49%) of the respondents agree to the fact that online learning offers better

flexibility over offline learning and only 1 respondent strongly dis-agreed to the fact.

• A difference of opinion towards the flexibility factor has been witnessed with regard to

educational qualification. Overall Post Graduate shows more ‘agree’ responses to the

statement over the other stream students.

• Offline learning is preferred by students over online learning in case of teacher-student

interaction as 42% of the respondents find this factor missing in online learning

environment.

• Post graduate students have responded in more numbers over other stream students

68
 when expressing their perception that teacher-student interaction is missing in

online environment.

• No difference has been noted amongst the students from different educational

qualifications with regard to their perception towards the teacher-student interaction

i.e. students irrespective of their educational qualification, finds this fact missing in

online education.

• A difference of opinion towards teacher-student interaction has been found with regard

to their traditional education and virtual education.

• Online platforms are perceived to be more accessible in terms of time and cost over

offline one by 48% respondents while not even a single respondent strongly dis-agreed

with the statement. The agree rate towards the statement that online platforms are more

accessible in terms of time and cost over offline is more among age group of 20-25

compared to other age groups.

• Major part of the agreed responses for accessibility factor comes from Post- graduation

students while the smallest part comes from the other stream students i.e. Post-

graduation students are more likely to agree to the fact that online learning is more

accessible over other stream students.

• More than half of the respondents agree to the fact that the freedom to learn is more in

online environment as compared to the offline one.

• Offline learning is considered better over online learning in terms of ‘doubt clarity’ by

most of the respondents. The response towards doubt clarity varies with regard to

different stream students that doubt clarity is missing in online environment. The

percentage of students who believe that doubt clarity is missing in online learning is

69
 highest amongst the B.TECH students as compared to others.

• There is no difference between the online and offline learning environment as far as the

‘learning experience’ is concerned, 50% of the respondents have shown neutral

response to the learning environment.

• There is no difference across the educational qualification in terms of learning

experience factor.

• Most of the students likely to believe that the learning experience is the same in both

online and offline platforms ( traditional and virtual education).

• Students’ perception shows that online learning is better than offline in terms of the

availability of content. As per 43% of the responses, the quality of content available

online is better over the content quality available in regular learning.

• The agree response towards the statement that better quality content is available online

does not vary much with regard by most of the students.

• The percentage of students who agree to the fact that better quality content is available

online is highest from Post graduate stream students over others.

• Most of the respondents agree to the fact that online platforms are more adaptable and

easier to work with as compared to the offline one. The response towards adaptability

factor varies with regard to gender as the agree rate to the statement that online

platforms are more adaptable and easier to work with is more among in Post Graduate

students as compared to other stream students.

• There is little or almost no difference among students for their perception towards

‘adaptability’ factor with regard to their educational qualification other than the Post

graduate stream students.

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• Study shows that offline platform results in better evaluation of the students’

performance over the online platforms.

• The respondents who think that online is an effective way of learning gave reasons like

its convenience, flexibility, accessibility, freedom in learning, content availability and

adaptability in terms of time and cost. The respondents who think that offline is an

effective way of learning gave reasons like teacher-student interaction, doubt clarity

and performance evaluation.

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 SUGGESTIONS

• Online learning helps students to learn in addition to what they learn from the offline

source.

• The teacher-student interaction plays an important in determining the platform and

accordingly it needs improvement in the learning environment.

• The topic offers a great scope for further studies where such comparative analysis can

be made on a larger scale and covering actual performance evaluation and comparison

over both the platforms.

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CHAPTER 6

73
 LIMITATIONS OF STUDY

• The limitations of the study centered around the limited size of the sample taken due to the

time constraints.

• The information given by the respondents might be biased because some of them might

not be interested in providing correct information.

• Respondents tried to escape some statements. This was one of the most important

limitations faced, as it was difficult to analysis and come at a right conclusion.

• Due to time and cost factor, only limited respondents were surveyed

74
CHAPTER 7

75
 CONCLUSION

• India is the second-largest populated country in the world. A large group

of people is involved in teaching-learning activities in India. The

education sector is exploring information communication technology

(ICT) for making teaching and learning attractive and useful.

• During the COVID-19 pandemic, teaching-learning activities shifted to

online education practices from the conventional way of education. The

study through the online survey reflected as people felt that the face to

face interaction can build the confidence of learner, however ICT based

education could help to explore the new edges of education.

• Most of the people said that online education has less exposure to real-

time implementation for practical knowledge. Since India is a developing

country, information technology infrastructure is not as good as

developed countries. More especially in rural and remote areas people

facing scarcity of resources that is the hurdle for adopting online

education in the current scenario.

• During the investigation, the zoom app was widely used for online

education, and the users were concerned about data security and privacy.

Poor internet connectivity, student’s learning estimation, and lack of

concentration during online classes are the major problem faced by the

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 teachers and students.

• The internet played a crucial role in education, Google and YouTube

were the highly applicable platform for educational activities during

Govt. enforced lockdown to curve the effect of the COVID-19 pandemic.

E-mail and WhatsApp were the best medium to disseminate course

contents and class notes to the elearner.

• There were 51.43% of participants never used ICT based education

before the COVID-19 pandemic that revealed the lack of motivation,

training, and engagement of students and teachers.

• ICT based education could be a cutting edge technology for education

but during the survey people felt constrains of the perfect tools for the

teaching-learning activities.

• Online teaching-learning can’t replace the conventional methodology of

education but it can build the conventional education system more

effective. Thus it is the time to adopt online education after proper

training of both teachers and students.

• To conclude the full report, it can be said that the online learning and

offline learning have their own advantages and disadvantages and the

perception of students towards these platforms varies in accordance with

the requirements of the students.

77
 BIBILOGRAPHY

1. https://en.wikipedia.org/wiki/Cisco_Webex

2. https://madhavuniversity.edu.in/reference-to-indianeducation-system.html

3. https://en.wikipedia.org/wiki/Google_Meet

4. https://en.wikipedia.org/wiki/Moodle

5..https://epaper.businessstandard.com/bs_new/index.php?

rt=ecommunication/articleview&artview=eMjAyMDA 2MArDdhQTAwMTEwMTAwOQ==

6.https://kitaboo.com/isonlineeducationbetterthantraditionaleducation/#:~:text=In%20a%20tradit

ional%20teachin g%20model,peer%2Dto%2Dpeer%20collaboration.

7. https://elearningindustry.com/traditional-learning-vsonline-learning

8. Anna Qian Sun, Xiufang Chen. “Online Education and its Effective Practice: A Research

Review”, Journal of Information Technology Education: Research, Volume 15, May, 2016, 157-

190, http://www.informingscience.org/Publications/3502

9. Bailey CJ, Card KA. “Effective pedagogical practices for online teaching: Perception of

experienced instructors”, Internet and Higher Education, 2009; 12:152-155.

10. Crawford-Ferre HG, Wiest LR. “Effective online instruction in higher education” The

Quarterly Review of Distance Education. 2012; 13(1):11-14

78
 APPENDICES

Questionnaire

1. Demographic Questions-

• E-mail ID

• Age-

Below 18

20-25

26-29

• Education Qualification-

Under Graduate

Post Graduate

PHD

Other

2. Analysis Aptitude Question-

• Face-to-face interaction during class time in the traditional system increase
the confidence level of a student-

1-strongly agree

2-agree

3- disagree

4- strongly disagree

5-neutral

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• Adopting ICT ( Information communciation technology) and e-learning
allows us to acquire new knowledge and enhance their skill set

1-strongly agree

2-agree

3- disagree

4- strongly disagree

5-neutral

• Everyone knows the power of digital media and their usage in elearning;

but it reduces the practical exposure in real life especially in the field of

medical, civil engineering, dental, architecture, etc

1-strongly agree

2-agree

3- disagree

4- strongly disagree

5-neutral

• Lack of digital resources (computer/PC/laptop) and their usage in

rural/interior areas of India while adopting ICT and e-learning

1-strongly agree

2-agree

3- disagree

4- strongly disagree

5-neutral

80
 • The big challenges while adopting ICT based e-Learning are data privacy
and security

1-strongly agree

2-agree

3- disagree

4- strongly disagree

5-neutral

• Learners can't see the real-world implications of the e-learning course

1-strongly agree

2-agree

3- disagree

4- strongly disagree

5-neutral

3. Open ended Question

• Which technical platform you are using for online classes?

• How do you feel during online teaching/learning as compared to class

room teaching/learning?

• Which problems have you faced during online classes?

4. Multiple choice

• What is the reaction of your family about online classes? Very Good
Good

Average
81
 Poor

Very Poor

• Which Online Resources and portal best suit your requiremen t for eteaching?

Google

Udemy

Nptel

Swayam

YouTube channel

• Which is the best medium to disseminate course contents and notes to the e-learner?

WhatsApp

Email

Slide share

Others

• Did you feel a lack of classroom-like teacher presence?

Yes

No

Maybe

• Did you agree, everyone, who are part-time students or are working full time, can take

advantage of web based learning

Yes

No
82
 Maybe

• Did you face a lack of learner motivation and engagement among students during

online classes?

Yes

No

Maybe

• Did you face difficulty in finding the perfect elearning authoring tool or learning

platform?

Yes

No

Maybe

• Have you completed the course at the scheduled time through online classes?

Yes

No

Maybe

• Have you used ICT for the e-Learning platform before the COVID-19

pandemic?

Yes

No

May

83
84