INTRODUCTION

Chapter :1 In first chapter , we introduce about students awareness about online

learning resources. Students are making less of a distinction between learning online

and offline. Classroom instruction may incorporate online learning activities such as

discussion boards, online assignments, videos, podcasts, or online assessments.

Twenty-eight percent of middle school students and 18% of high school students

answered not sure to the question: Technology and online communications are

dominant forces in students lives. Students go online to find answers to their

questions, communicate with friends and family, play games and listen to music. As

computing and networking technologies have proliferated through schools and

communities, educators increasingly incorporate online tools and resources into their

curriculum, even replacing traditional classroom interactions with virtual courses

that take place entirely online.

Chapter :2 We analysis the work on education system. The Education Sector in

India continues to attract entrepreneurs, attracted by the huge opportunity and market

size of this sector, and the relentless shift from public to private education. The

potential opportunity of providing Educational Solutions is huge, with reports placing

the total sector size at around 1.5 million schools, with over 25% of them being

private schools. Add to that the dramatic shift in enrollments away from public

schools to private schools (Private schools now secure 40% of enrollments), and the

private school sector itself offers a rapidly growing segment.

Chapter :3 I have analysis the student feedback towards Online Learning Resources.

And last chapter I introduce our result , finding and limitation of our project

1
 CONTENTS
NUMBER TOPIC PAGE NO.

TITLE OF THE PROJECT 1

CHAPTER 1 INTRODUCTION

1.1 Company Profile

1.2 Objectives of the Study

CHAPTER 2 THEORETICAL FRAMEWORK AND

RESEARCH METHODOLOGY

2.1 Conceptual Framework

2.2 Literature Review

2.3 Research Methodology

a) Research Design

b) Sample Size

c) Sampling Techniques and Methodology used

for Data Collection

d) Methodology used for Data Analysis

CHAPTER 3 DATA PRESENTATION AND ANALYSIS

3.1 Data Analysis & Interpretations

CHAPTER 4 SUMMARY AND CONCLUSIONS

4.1 Conclusion

4.2 Limitations

4.3 Scope of Study and Suggestions

2
ANNEXURE

References/Bibliography

Appendices

3
 TITLE OF THE PROJECT

A STUDY OF STUDENTS AWARENESS ABOUT

ONLINE LEARNING RESOURCES

4
CHAPTER - 1

1.1 COMPANY PROFILE

Present day teachers as curriculum implementers are faced with several challenges

ranging from lack of motivation, training, poor infrastructure, and access to resource

materials. Of all these ,the worst is the lack of access to learning resources because it

has direct impact on the teacher and the learner. An ill-informed teacher is bound to

produce ill-informed learner. The result of situations like this is the fallen standard of

education being experienced in Nigeria today. In recent times, the dismal performance

of students in public examinations in Nigeria generally and Yobe state in particular

generated huge public outcry. Several research findings attributed the mass failure to

several factors: Biu (1987) blamed the mass failure on lack of qualified teachers.

Adaralegbe(1983) also believed that teachers lack in-depth knowledge in the subject

that they teach. Ladi Dlakwa and Hadiza Isa Bazza(2010) observed that for teachers

to be able to motivate learners, they must themselves be well equipped ;otherwise

they will produce poor quality students. Ugwu D.A., and Ohimekpen B.E. (2010)

opined that it is through quality education that Nigeria can overcome her multi-

dimensional problems which invariably include poor academic performance of

students. What all these point to is that teachers must be resourceful to produce

academically sound students. The big questions are: are teachers in Yobe state

resourceful? Are they keyed to technological advancement taking place world-wide?

Are they computer literate? Are they aware of ICT and the richness of its e-learning

contents? E-learning as part of ICT has been defined by several authors and

researchers all over the world. Nwana(2012) described e-learning as the

wholesome integration of modern telecommunication equipment and ICT resources,

particularly the internet, into the educational system. In other words, the concept of e-

5
learning is interwoven with the concept of ICT: both been inseparable entity.

According to Leonard(2013), e-learning simply means electronic learning. This

means that e-learning is done through the use of electronic devices. He went on to say

that e-learning comprised of all forms of electronically supported learning and

teaching. Hedge and Hayward (2004) defined e-learning as an innovative, approach

for delivering electronically mediated , well organized ,learner centered and

interactive learning environment to anyone, anytime, anywhere. This definition is

interesting in two ways: First, e-learning is learner centered; and secondly,

irrespective of whom, when, and where, learning can take place. E-learning is the use

of electronic technology to deliver education and training applications, monitor

learners performance and report learners progress. The above definition underscored

the relevance of monitoring and evaluation of learners performance and progress. It

also demonstrated that e-learning is learner centered. Learning, according to

Rosenberg (2001),is the process by which people acquire new skills or knowledge for

the purpose of enhancing their performance. E-learning is also described as

intentional use of networked information and communication technology in teaching

and learning which include terms such as: online learning, virtual learning, distributed

learning, network and web based learning (Pushpanathan 2012).

Technology and online communications are dominant forces in students lives.

Students go online to find answers to their questions, communicate with friends and

family, play games and listen to music. As computing and networking technologies

have proliferated through schools and communities, educators increasingly

incorporate online tools and resources into their curriculum, even replacing traditional

classroom interactions with virtual courses that take place entirely online.

6
Online learning may include any organized instruction using Internet technologies in

conjunction with face-to-face instruction or in place of it. The National American

Council for Online Learning (NACOL), a non-profit organization that promotes

online teaching and learning, defines online learning as:

Education in which instruction and content are delivered primarily via the

Internet. Online learning is a form of distance learning.

NACOL also offers a definition of a course management system (CMS), the

technology platform used to deliver online learning:

A CMS includes software for the creation and editing of course content,

communication tools, assessment tools, and other features designed to enhance

access and ease of use. Learning management system (LMS) is often used

interchangeably. (Source: A National Primer on K-12 Online Learning, NACOL)

This report explores student, teacher, and parent attitudes toward online learning

based on surveys completed by 232,781 K-12 students, 21,272 teachers, and 15,316

parents as part of Speak Up, a national research project facilitated by Project

Tomorrow, as well as interviews with administrators and teachers in six school

districts using a range of different online learning models. This report focuses on the

use of online learning for sixth through twelfth grade students and for teacher

professional development.

Online Learning Survey Highlights

Online learning is becoming widespread in U.S. education. One in five students in

grades 6-12 have taken an online or distance learning course at school or on their

own, and 1 in 3 students selected online classes as a component of their ideal

school.

7
 In addition to the students who take an online course, many more students regularly

use online technologies for research and to communicate with family and friends

about school work.

Students are making less of a distinction between learning online and offline.

Classroom instruction may incorporate online learning activities such as discussion

boards, online assignments, videos, podcasts, or online assessments. Twenty-eight

percent of middle school students and 18% of high school students answered not

sure to the question: have you ever taken an online course or participated in a

distance learning class?

It cannot be assumed that proficiency with technology, use of online tools for

schoolwork and personal use translates into a desire to take an online course. When

asked if they had ever taken an online course, 29-30% of students had not and were

not interested. This group of students may prefer to learn in face-to-face settings that

also use online learning technologies.

While 47% of students in grades 9-12 pursue online learning to secure courses not

offered at school and 43% to work at their own pace, extra help was the top reason

for 6-8th grade students (42%), teachers (57%) and parents (58%). Both parents and

teachers also value online courses as a way for students with an extended absence to

make up their work.

More teachers (46%) have taken an online course than students, however only 3%

have ever taught an online class. On a weekly basis, 17% of teachers use online

tools for professional development and 12% seek advice or counseling outside of

the school community.

Seventy-seven percent of teachers believe that technology makes a difference in

learning and 28% would like to see online courses offered as an alternative in their

8
 district. Only 3% of Speak Up teachers report they have taught an online class,

however 24% are interested in teaching one.

Compared to 18% of teachers, 30% of 6-8 grade students, 39% of 9-12 grade

students, and 42% of parents believe that online classes are a good investment to

improve student achievement. More parents selected online classes than laptops and

white boards (the top choice for many students and teachers). Interviews suggest that

parents value their own online access to the curriculum and the ability to track their

childs progress.

Technology and online communications are dominant forces in students lives.

Students go online to find answers to their questions, communicate with friends and

family, play games and listen to music. As computing and networking technologies

have proliferated through schools and communities, educators increasingly

incorporate online tools and resources into their curriculum, even replacing traditional

classroom interactions with virtual courses that take place entirely online.

Recent widespread availability of educational resources on the World Wide Web

holds great potential for transforming education. In science education, for example,

students can access real-time images from space exploration. In mathematics, students

can interact with virtual tools, simulations, and manipulatives that help make abstract

concepts more concrete. Teachers can effectively and efficiently tailor instructional

activities to meet curriculum standards and the unique interests and educational needs

of their students. In short, with Internet resources, students can engage in highly

personalized learning experiences instead of relying on the one-size-fits-all textbook.

Many teachers tell us that their students are often very motivated by using online

learning resources. Teachers also appreciate their convenience, currency, and

9
enrichment potential. Problems include managing the large number of hits returned by

search engines, and determining if the resources are reputable and age-appropriate.

In recognition of this potential and in response to some of these problems, the

National Science Foundation ( nsf.gov ) has launched a large-scale initiative(s) aimed

at acquiring and cataloging collections of high-quality online learning resources into

digital libraries. The overall mission of these educational libraries is to serve teachers

and students at all levels to help improve the efficiency and effectivess of education.

The purpose of this module is to help student to find high-quality online resources,

and learn strategies for incorporating them into your instructional activities using a

free software tool called the Instructional Architect.

The analysis of students' satisfaction with their course of study is an important

research area within educational evaluation. With the growing concern for

accountability in educational outcomes, the need for meaningful and stable measures

has grown.

The conventional analysis of satisfaction has been based on the assumption that

satisfaction is best seen in terms of student response to course components and the

methods used by teaching staff. Much of this analysis has been focussed upon

comparing mean trends in these components.

Some work has been done to define fitted models for student satisfaction. Malley

(1998) has extensively reviewed this area and has shown that there is a need to carry

out more research into structural models which can help explain the complexities of

student satisfaction. The research which is being reported here is the application of an

alternative approach to satisfaction which is derived from work based on customer

satisfaction with products and services as developed by Fornell and others at the

10
University of Michigan and extended into commercial applications through the work

of the CFI Group.

Satisfaction is defined as being a consequence of the expectations and experiences of

the subject and/or course. Teacher performance, in this model, is seen as only one of a

number of antecedents of satisfaction. In fact, it is seen as contributing only when

students perceive that teacher performance has dropped below a critical level or when

teacher performance surpasses student expectations. That is, the performance of the

teacher will reduce satisfaction when student feel that they are not being given enough

information on how to pass the subject but will only increase satisfaction when his/her

performance stimulates students well beyond personal, arbitrary standards of

"interesting teaching". The complexity of this relationship is shown in the likelihood

that where a teaching performance brilliantly but fails to give students a sense of what

is formally needed, then the effect will be overall negative on satisfaction.

An important point about this approach is that it is not a simple linear model running

from expectations to outcomes. It assumes that, along with most expectancy-value

models of behaviour, that the outcome perceptions have an implicit feedback loop

back to expectations.

1.2 OBJECTIVES OF THE STUDY

To study various online learning resources available in the market.

To determine the awareness level of students for the online learning resources.

To offer various suggestions in this regard

11
CHAPTER - 2

2.1 CONCEPTUAL FRAMEWORK

The Education Sector in India continues to attract entrepreneurs, attracted by the huge

opportunity and market size of this sector, and the relentless shift from public to

private education.

Market Size:

The potential opportunity of providing Educational Solutions is huge, with reports

placing the total sector size at around 1.5 million schools, with over 25% of them

being private schools. Add to that the dramatic shift in enrollments away from public

schools to private schools (Private schools now secure 40% of enrollments), and the

private school sector itself offers a rapidly growing segment.

What is unique about this sector?

At first glance, this K-12 School (a term used Kindergarten through XII grade) sector

does appear very attractive. However, the street to success is littered with several

failed start-ups. We would recommend that edu-preneurs understand the sector really

well before defining product strategy and their Go To Market model.

12
The sector has its own characteristics that one must consider while developing a

strategy. Here are some important points to consider:

Lengthy Sales cycles The Schools Sector is highly fragmented. There has

been no consolidation in the sector, and this is also unlikely in the near future,

due to regulations that make it difficult for corporates to enter and for existing

leaders to access large sums of capital. As a result, winning market share is a

slow process that requires addition of customers school-by-school and city-by-

city. You should expect and plan for lengthy sales cycles and relatively higher

sales costs. An additional complexity is that there are numerous decision

makers, and it is difficult to sometimes identify the correct decision maker. As

an example, many schools are governed by trusts comprising of numerous

members, who are difficult to access. Some schools require that new

educational products be also approved by the PTA committee, presenting an

additional hurdle and delay in the sales cycle. So do ensure that you have

thought through your sales costs and planned to hire the right kind of

salespeople who can navigate a difficult sales environment.

Product Market fit I have seen several startups develop great products

but fail to gain traction. I think thats because they have not really thought

about whether their target customer can understand, appreciate and assimilate

the product. As an example, a very sophisticated smart class set up with

networked tablet devices, a teacher console and compelling content may sound

like a killer product, but are School Leaders able to appreciate the benefits of

this product, and do they have trained IT professionals and tech-savvy teachers

who can maintain and adopt these solutions? How will parents of that school

13
 respond to textbooks giving way to Tablets? Will the academic head of the

school put her job on the line and be open to experimenting with such a

dramatic transformation? Will the school owner want to make such

investments?

Where do the opportunities lie?

Investors have invested in startups that hit such barriers, and are therefore wary. It

would therefore be prudent to think about these issues. I will let the reader develop on

their imagination and creativity to develop offerings for this segment, but to help out;

here are some pain points that schools face:

Acquiring students: New schools have invested large sums of capital in

acquiring land and developing infrastructure. While some generate strong

customer traction, some are unable to grow their enrolments. We have

observed several issues, beginning with poor branding and messaging and in

some cases misdirected investments. Perhaps there are opportunities here. We

have come across companies that take over school marketing, branding and

14
 communication, some that take over the entire school management, and some

that focus on just boosting walk-ins. Perhaps there is a brand aggregation play

that is possible.

Financial Management: Several school owners struggle with managing their

finances and in accessing funds. As a result they are unable to invest in

growth. We know of vendors focused on providing financial services to

Schools that are generating strong growth.

Teacher Lifecycle Management: Some schools suffer in recruiting, training,

retaining and motivating their pool of teachers. Parents are very sensitive to

this aspect, and high teacher attrition is inevitably followed by high student

attrition. Surely, there are opportunities to exploit here.

Curriculum development and Management: Numerous schools struggle in

this area. They are simply unable to develop a well-rounded, forward thinking

curriculum framework that underpins the academic development of its

students. Teachers walk into class without lesson-plans, classes are taught

without learning objectives in mind, and there is no thought given to making

subjects more interesting, or assessing and supporting the non-academic

development needs of students. There are several players in this sector, but the

market continues to be fragmented and under-served.

Solutions around constrained infrastructure: Our approach to changing

science was driven by the constraints of schools not having science labs

capable of handling students of all grades. We therefore took the lab to the

15
 classroom, by developing easy to use activity kits. I am sure there are creative

approaches to other infrastructure issues.

These are just a few gaps that we observe, but surely there are more opportunities to

exploit.

To summarize, we think that the K-12 sector continues to be an attractive sector with

strong growth potential and social importance, but its a sector that requires careful

planning, relentless execution focus and investor-backing in order to succeed.

INTRODUCTION OF COMPANY

India holds an important place in the global education industry. The country has more

than 1.4 million schools with over 227 million students enrolled and more than 36,000

higher education institutes. India has one of the largest higher education systems in

the world. However, there is still a lot of potential for further development in the

education system.

India has become the second largest market for e-learning after the US. The sector is

currently pegged at US$ 2-3 billion, and is expected to touch US$ 40 billion by 2017.

The distance education market in India is expected to grow at a Compound Annual

Growth Rate (CAGR) of around 34 per cent# during 2013-14 to 2017-18.

Moreover, the aim of the government to raise its current gross enrolment ratio to 30

per cent by 2020 will also boost the growth of the distance education in India.

16
Market Size

The education sector in India is poised to witness major growth in the years to come

as India will have worlds largest tertiary-age population and second largest graduate

talent pipeline globally by the end of 2020. In FY 2015-16, the education market was

worth about US$ 100 billion and is expected to reach US$ 116.4 billion in FY 2016-

17. Currently, higher education contributes 59.7 per cent of the market size, school

education 38.1 per cent, pre-school segment 1.6 per cent, and technology and multi-

media the remaining 0.6 per cent.

Higher education system in India has undergone rapid expansion. Currently, Indias

higher education system is the largest in the world enrolling over 70 million students

while in less than two decades, India has managed to create additional capacity for

over 40 million students. At present, higher education sector witnesses spending of

over Rs 46,200 crore (US$ 6.78 billion), and it is expected to grow at an average

annual rate of over 18 per cent to reach Rs 232,500 crore (US$ 34.12 billion) in next

10 years.

Indias IT firms are education with academic institutions and setting up in-house

institutes to groom the right talent as these companies move to Social Media,

Mobility, Analytics and Cloud (SMAC) technologies.

Investment

The total amount of Foreign Direct Investments (FDI) inflow into the education sector

in India stood at US$ 1,256 million from April 2000 to March 2016, according to data

released by Department of Industrial Policy and Promotion (DIPP).

17
The education and training sector in India has witnessed some major investments and

developments in the recent past. Some of them are:

The Government of India aims to increase digital literacy to at least 50 per

cent of Indians from currently 15 per cent over a period of next three years.

Training and skills development firm NIIT has partnered with US-based edX

to offer online courses from leading international universities including MIT

and Berkeley to about 5 lakh people over the next three years.

Byjus, an education technology start-up, has raised US$ 50 million from the

Chan Zuckerberg Initiative, founded by Facebook founder Mark Zuckerberg,

and existing investors Sequoia Capital, Sofina SA, Lightspeed Venture

Partners and Times Internet Ltd.

India and Germany have signed an agreement on vocational education and

skill development with a budget of US$ 3.37 million, which will help create

and improve cooperative workplace-based vocational training in Indias

industrial clusters.

Cisco Systems plans to invest US$ 100 million in India over the next 2 years,

will be used to fund early-stage and growth-stage companies in the country,

open six new innovation labs, three centres of expertise and train around

250,000 students by 2020.

Neev Knowledge Management Pvt. Ltd, which offers online and classroom-

based certification courses under the brand name EduPristine, has raised US$

10 million from Kaizen Management Advisors and DeVry Inc., which will be

used to increase its course offerings, and increase its presence to 15 cities

across the country.

18
 BRS Ventures & Holdings Ltd, owned by Abu Dhabi-based billionaire Mr B

R Shetty, plans to invest US$ 1.8 billion in Amaravati in the state of Andhra

Pradesh across projects in healthcare, tourism, hospitality, infrastructure, and

education sector.

Byjus, an education technology start-up, has raised US$ 75 million from US-

based venture capital firm Sequoia Capital and Belgium-based investment

firm Sofina, which will be used to improve content delivery, expand product

pipeline, launch in new markets and continue to build its talent pool.

US based multinational technology major Intel Corporation, has partnered

with Extramarks Education, a digital learning solutions provider, to tap the

US$ 40 billion private school sector in India and thereby provide optimised

learning solutions and extend computing technologies to students and schools

in the country.

EdCast, a technology education start-up based in Silicon Valley, plans to

invest up to US$ 50 million in education based technology and tie-up with

around 500 educational institutions to build digital content and curriculum for

educational institutions in India.

Tata Trusts, part of the Tata Group, has entered in to a strategic partnership

with web-based free learning portal, Khan Academy, and seeks to use

technology to provide free education to anyone, anywhere in India.

Venture capital fund Acumen has invested in two Hyderabad-based education

start-upsIgnis Careers (US$ 250,000) and SEED (US$ 650,000)education

in the low-cost school education space.

Anuna Education, a partner to National Skills Development Corporation

(NSDC) has announced the eEntrepreneurship Program in collaboration with

19
 eBay India. Anuna Education will train entrepreneur to sell their products on

eBay globally in collaboration with eBay India along with a practical training

on how to sell the products to global buyers.

The Confederation of Indian Industry (CII) has launched Strategic

Manufacturing Skill Council (SMSC) to train workforce for defence

equipment manufacturing, ship building and repair, homeland security

equipment and other firefighting equipment.

The Central Board of Secondary Education (CBSE) has mandated the

appointment of a special educator for children with learning disabilities so that

they could be assimilated with other students. This directive came as a part of

inclusive practices philosophy of CBSE and strict guidelines of Right to

Education Act.

In an attempt to improve health care infrastructure in West Bengal, nine new

medical colleges will be opened, out of which five will be government-run

while the other four will be set up under the Public Private Partnership (PPP)

model.

Government Initiatives

Some of the other major initiatives taken by the Government of India are:

The Union Budget 2016-17 has made the following provisions for the

education sector:

o 10 public and 10 private educational institutions to be made world-

class

o Scheme to get Rs 500 crore (US$ 73.36 million) for promoting

entrepreneurship among Schedule Caste/Scheduled Tribe (SC/ST)

20
 o Digital Repository for all school leaving certificates and diplomas

o Rs 1,000 crore (US$ 146.72 million) allocated for higher education

financing

o Rs 1,700 crore (US$ 250 million) allocated for 1500 multi-skill

development centres

o 62 new Jawahar Navodaya Vidyalayas (JNV) to provide quality

education

o Digital literacy scheme to be launched for covering six crore additional

rural households

o Objective to skill one crore youth in the next three years under the

Pradhan Mantri Kaushal Vikas Yojna (PMKVY)

The Government of India has announced plans to digitise academic records

such as degrees, diplomas, mark sheets, migration certificate, skill certificate,

etc from secondary to tertiary-level institutions into a National Academic

Depository (NAD).

The Government of India plans to set up an advanced research and training

institute in chemical engineering, which will offer support services to

businesses in technology, design and testing and will train engineers and

scientists through its various centres in different parts of the country.

The Government of India has signed a financing agreement with The World

Bank, for International Development Association (IDA) credit of US$ 300

million, for the Madhya Pradesh Higher Education Quality Improvement

Project, which aims to improve student outcomes, especially of disadvantaged

groups in selected Higher Education Institutions (HEIs) and increase the

effectiveness of the higher education system in Madhya Pradesh.

21
 The Human Resource Development (HRD) Ministry has entered into a

partnership with private companies, including Tata Motors Ltd, Tata

Consultancy Services Ltd and real-estate firm Hubtown Ltd, to open three

Indian Institutes of Information Technology (IIITs), through Public-Private

Partnership (PPP), at Nagpur, Ranchi, and Pune.

Prime Minister Mr Narendra Modi launched the Skill India initiative

Kaushal Bharat, Kushal Bharat. Under this initiative, the government has set

itself a target of training 400 million citizens by 2022 that would enable them

to find jobs. The initiatives launched include various programmes like:

Pradhan Mantri Kaushal Vikas Yojana (PMKVY), National Policy for Skill

Development and Entrepreneurship 2015, Skill Loan scheme, and the National

Skill Development Mission.

o PMKVY is the flagship program under the Skill India Initiative and it

includes incentivising skill training by providing financial rewards on

completion of training to the participants. Over the next year 2.4

million Indians are believed to be benefitted from this scheme.

o National Policy for Skill Development and Entrepreneurship 2015 is

Indias first integrated program to develop skill and promote

entrepreneurship simultaneously. The vision of this programme is to

skill the Indian youth rapidly with high standards and at the same time

promote entrepreneurship thus creating wealth and gainful

employment for the citizens.

o Skill Loan Scheme is designed to disburse loans of Rs 5,000 (US$

75.3) to Rs 150,000 (US$ 2,260) to 3.4 million Indians planning to

develop their skills in the next five years.

22
 o The National Skill Development Mission is developed to expedite the

implementation of skilling activities in India by providing robust

institutional framework at the centre and the state.

India and Australia have signed a Memorandum of Understanding (MoU) to

boost partnerships between the two countries in the fields of higher education

and research, including technical and professional education, schools,

vocational education and training.

The National Skill Development Corporation of India (NSDC) under a Public

Private Partnership promoted by the Ministry of Finance, Government of India

signed a Memorandum of Understanding with Center for Research &

Industrial Staff Performance (CRISP), India to explore national and

international opportunities for strengthening skills development in India.

Road Ahead

Various government initiatives are being adopted to boost the growth of distance

education market, besides focussing on new education techniques, such as E-learning

and M-learning.

Education sector has seen a host of reforms and improved financial outlays in recent

years that could possibly transform the country into a knowledge haven. With human

resource increasingly gaining significance in the overall development of the country,

development of education infrastructure is expected to remain the key focus in the

current decade. In this scenario, infrastructure investment in the education sector is

likely to see a considerable increase in the current decade

23
Moreover, availability of English speaking tech-educated talent, democratic

governance and a strong legal and intellectual property protection framework are

enablers for world class product development, as per Mr Amit Phadnis, President-

Engineering and Site Leader for Cisco (India).

The Government of India has taken several steps including opening of IITs and IIMs

in new locations as well as allocating educational grants for research scholars in most

government institutions. Furthermore, with online modes of education being used by

several educational organisations, the higher education sector in India is set for some

major changes and developments in the years to come.

Visvesvaraya Technological University (VTU) is one of the largest technological

universities in India with 16 years of tradition of excellence in engineering and

technical education, research and innovations. It came into existence in the year 1998

to cater the needs of Indian industries for trained technical .

24
Established by the Jaypee Group, Jaypee University of Information Technology is a

state private university in Waknaghat, Solan, Himachal Pradesh, India. The

curriculum focuses on undergraduate, postgraduate and doctoral level studies and

research in engineering and applied sciences disciplines.

Lovely Professional University has a mammoth ultra-modern campus sprawling over

more than 600 acres of land on the National Highway No.1 at the entry of Jalandhar

City. It is the largest single campus university in India, with more than 25,000

students, 3,500 faculty and staff, offering more than 150 programmes.

Amity is a leading education group with over 125,000 students studying across its

various campuses in India. Amity has campuses at Noida, Lucknow, Jaipur, Gurgaon,

Gwalior, Greater Noida, Mumbai, Raipur and Kolkata. All its campuses are

recognised by UGC and listed on the UGC website.

25
Having been in the business of English training for over 32 years, today Veta stands

head and shoulders above any such training academy and has a pan India presence.

More than 3.5 million learners have stepped out of Veta with enhanced confidence

and the power.

NIIT is a leading global talent development corporation, building skilled manpower

pool for global industry requirements. The company which was set up in 1981, to help

the nascent IT industry overcome its human resource challenges, has today grown to

be amongst world's leading talent development companies offering learning solutions

to individuals,...

Founded in 1994, Educomp is the largest education company in India with presence

across the entire education ecosystem. From schools to skills, Educomp group

empowers over 30 million learners and educators across 65,000 schools. Educomp

26
owns Indias largest K12 content library with over 20,000 modules of rich 3D

multimedia educational con...

Indias education sector offers a great opportunity with approximately 29 per cent of

Indias population being between the age group of 0-14 years. The schooling segment

in India is anticipated to be around US$ 144 billion by 2020 from an estimated US$

95.8 billion in 2015. In 2014, with 29.63 million students and approximately 48,116

colleges and institutions, Indias higher education segment is the largest in the

world. It is expected to increase to US$ 37.8 billion by 2020.

India has one of the largest networks of higher education institutions in the world with

666 universities and 39,671 colleges. It is also the third largest in terms of education

enrolment with over 21.5 million enrolments per year. The private education sector

which was valued at an estimated US$ 96 billion in 2015 is estimated to reach US$

133 billion by 2020.

The Government of India has planned to provide enhanced access to higher education

by creating two million additional seats for each age group, in the 12th Five-Year

Plan. An advisory body, National Knowledge Commission (NKC) has been set up to

27
guide policy and direct reforms, focusing on certain key areas such as education,

science and technology, agriculture, industry and e-governance. It has also allowed

100 per cent Foreign Direct Investment (FDI) in the education sector through the

automatic route since 2002. In the year 2015 government is expected to launch New

Education Policy to address the changing dynamics in the education industry of the

country as per the requirement of the population.

The Education sector in India is poised at a crucial stage in its growth. Indias

demographic advantage of having a large population of youth, coupled with low gross

enrolment ratios, presents a huge opportunity to education sector players.

At the same time, the growth of the Indian economy and upward movement of income

levels is boosting spend on Education, which already accounts for the second-highest

share of wallet for middle-class households.

Additionally, a tremendous interest from entrepreneurs and private equity players is

generated due to:

Steady cash flows

Recession-proof nature of the sector

Negative education capital requirements

Government support for the sector has also seen a boost, with substantial reforms and

increased financial outlays being announced and implemented. These reforms aim at

not only strengthening the sector but facilitating planned expansion of the sector.

28
The interplay of all these factors has made Education an attractive sector with

multiple opportunities, as can be seen by the high growth many players are witnessing

and pursuing.

We have a dedicated education sector team serving all key segments of the Education

sector.

Our Clients

Our clients include educational institutions as well as government entities, PE funds

and real estate players/corporates looking to venture into the education sector.

Our objective and efficient approach can be illustrated as follows:

Our scientific methodology for our education sector allows us to provide you

end-to-end solutions:

29
India, with its huge population, is the most exciting higher education market in the

world.

The education and training sector in India is standing at $600 billion and the private

education segment alone is expected to cross $45 billion mark by 2015 from the

present $35 billion, according to a research by Investor Relation Society. This sector

is named as the major employment driver in India in the Indian Job Outlook Survey

2012. It is expected that employment opportunities will continue to grow in this sector

for the next two decades.

Huge potential

The higher education system in India has witnessed remarkable growth in the past few

years. India is definitely ahead of other developed countries in the field of education

and training. The number of institutes offering higher education is much more in India

when compared to China and the US. A latest report by Ernst & Young states that the

number of institutes offering higher education in India is 44,668. Of that, 33,668 offer

various degrees and the rest offers diplomas. The total number of institutes in China is

4,192, while in the US, the number is 6,500.

30
According to the E & Y report, the number of students pursuing higher education is

also on the rise.

Based on this observation, several foreign institutions are foraying into India. This is

expected to boost the quality of education in the country.

New opportunities

Education and training sector is undergoing a sea change in the recent past with the

focus shifted from public to private sector. Private sector is also actively involved in

education and its role will become more poignant in days to come. The private

sector's role in the higher education sector has been growing at a rapid pace over the

last decade and needs to further expand at an accelerated rate.

The education market is now thriving on the back of the workforce proving itself

equal to their counterparts elsewhere in the world in productivity. Given the

predominantly young population, the education market is bound to accelerate rapidly.

According to the Investor Relation Society research, skill and vocational training are

fast throwing good amount of employment opportunities in the education space in

India.

Roadblocks

Besides low employability of students, poor performance in international ratings,

shortage of trained faculty, poor infrastructure of institutes and limited scope for

research are some of the hindrances for the education and training sector in India.

31
2.2 LITERATURE REVIEW

Osuala (2009) observed that technology has the capacity to change the role of the

teacher. Teachers now act more as resource persons or facilitators, meeting such

learners as continued contacts with peers, increased guidance, feedback and

opportunities to apply acquired skills. Nwana (2009) is also of the view that e-

learning provides the relevant platform for teachers to develop capacities for high

quality research and teaching which increase their ability to innovate

E-learning resources are of great importance to the learners. The introduction of e-

learning facilities into the education system is aimed at improving educational

delivery and preparing students for a role in an information age (Amedu, 2014). As a

future leader, the student needs a sound educational foundation in order to cope with

the ever changing world. In the words of Kirsh, (2002), e-learning can improve

retention, provide immediate feedback and allows learners to customize learning

materials to meet individual needs. In addition to the above, access to online journals

is made possible through e-learning. Students and teachers get a better chance of

reaching out to books, journals made available on the internet. A broader interaction

is gotten from the outside world through interaction on the internet (Edna, 2013).

2.3 RESEARCH METHODOLOGY

This chapter deals with the methodology adopted in conducting the study. The chapter

is organized as follows; research design, sources of data, population and sampling,

research instrument (data collection technique), administration of instrument and

analysis of data.

The project is a systematic presentation consisting of the enunciated problem,

formulated hypothesis, collected facts of data, analyzed facts and proposed

32
conclusions in form of recommendations. The data has been collected from both the

sources primary and secondary sources.

Research Design

The research was based on assessing consumer behavior. The design was exploratory

study which used closed observation in analyzing consumer behavior.

The study was based on the use of questionnaires. These approaches were used

because they were satisfactory tools for collecting data for the sample population to

investigate the topic under study.

A research design is the arrangement of the condition for collection and analysis of

data in a manner that aims to combine relevance to the research purpose with

economy in procedure.

A research design is the specification of methods and procedure for acquiring the

information needed to structure or to solve problems. It is the overall operation pattern

or framework of the project that stipulates what information is to be collected from

which source and be what procedures.

What is study about?

What is study being made?

Where will the study be carried out?

What type of data is required?

Where can the required data be found?

What will be the sample design?

33
 Technique of data collection.

How will data be analyzed?

Sources of Data

Both primary and secondary source of data were used in conducting the research.

Primary Sources

In getting primary data there are several approaches available to gathering data. In

order to collect reliable and valid information, the researcher go to the market place

and collect data from different user of student. The method used in collecting the

primary data was questionnaire.

Questionnaires

The purpose of using questionnaire was to identify and assess the affect the consumer

behavior. A set of questionnaire was prepared with open ended questions.

Secondary Sources

The study also made use of secondary data in collecting information. The sources of

the secondary data include books, internet search, articles, and journals among others.

This helped to identify how others have defined and measured key concepts, the data

sources that of others used and this helped to discover how this research project is

related to other studies.

Sample Size

A sample size of 100 was chosen from the market. This was based on the consumer

behavior and to ensure that the sampled was representative enough to draw conclusion

through pie chart.

34
Sampling Techniques

The simple random sampling technique was used to select respondents from the

market. This is basically because the population will have an equal chance of being

selected. Significantly, the purposive sampling technique, which is a non-probability

sampling technique, was used to select respondents. This was because the researcher

wanted to deal with only typical cases based on the objectives of the study.

Data Collection Instrument

The researcher used questionnaire. The researcher prepared the questionnaires to be

responded by the consumers. The questions were designed to make the purpose of the

study successful after the results have been ascertained. This instrument gave

expected information about the consumer behavior.

Administration of Instruments

Copies of the questionnaire were distributed to consumers at market place. After some

time, the researcher went back and collected the answered questionnaires. The

researcher explained the questions to the respondents thoroughly after copies of the

questionnaire were given them. The purpose of this was to help the respondents to

understand the purpose of the research, and to do away with suspicions, partialities

and also to be able to provide their independent opinions on the questionnaire items

given them. To have a valid and reliable data, the researcher ensured that the

questions were well formulated which allows error minimization.

Data Analysis

The collected data were statistically analyzed, using the pie-chart and tables.

Representations like tables and charts were used to ensure easy and quick

35
interpretation of data. Responses were expressed in percentages. Data from the

completed questionnaire were checked for consistency. The items were grouped based

on the responses given by the respondent. This method was used because it is the best

instrument to identify, compare, describe and reach a conclusion.

36
CHAPTER - 3

3.1 DATA ANALYSIS & INTERPRETATIONS

1. Which age bracket do you fall into? Tick one option only.

a) 21-30

b) 31-40

c) 41-50

d) 51-60

e) >61

Table No. 1

INCOME GROUP(IN NO. OF RESPONDENTS PERCENTAGE

LAKH/ANNUM)

21-30 4 4%

31-40 27 35%

41-50 35 35%

51-60 27 27%

> 61 7 7%

TOTAL 100 100%

37
Graph No. 1

40
35 35
35

30
27

25

20

15

10
7

5 4

0
21-30 31-40 41-50 51-60 > 61

Interpretation : asked respondents to choose their age bracket. Results are captured

under an almost perfect bell-curve, representing normal distribution, as presented in

Table 1. Over a third of respondents were between 41 and 50 with 27% in each of the

categories 31 to 40 and 51 to 60. Only 4% were in the under 30 category and 7% were

over 61.

38
2. Distribution of Respondents According to Occupation

Table No. 2

OCCUPATION RESPONDENTS PERCENTAGE

RETIRED 14 14%

PRIVATE JOB 12 12%

GOVT JOB 42 42%

STUDENT 16 16%

BUSINESS 16 16%

TOTAL 100 100%

Graph No. 2

Interpretation : Out of 100 respondents 14% were retired,12% were private job

holders, 42% were government job officials, 16% were students and 16% were

businessman.

39
3.Employed on full-time or part-time basis?

Table No. 3

OCCUPATION RESPONDENTS PERCENTAGE

Full-time 40 40%

Part-time 60 60%

TOTAL 100 100%

Graph No.3

60

Full-time
40 60
Part-time

Interpretation : Out of 100 respondents 40% user are full time employee and rest

are part time user who learn online.

40
4. Which of the following have you taught most during the most recent academic

year?

Face-to-face course

Blended/hybrid course

Online course

Graph No.4

Interpretation : As shown in Graph No.4, many respondents taught in more than one

type of course. Face-to-face courses accounted for 69% of all responses.

Blended/hybrid courses were second in popularity attracting just over a fifth of

responses (21%) and finally only 10% of responses related to online courses.

41
5. How aware are you of Open Educational Resources (OER)?

Table No. 5

OCCUPATION RESPONDENTS PERCENTAGE

I am not aware of OER 15 15%

I have heard of OER, but I 19 19%

dont know much about

them

I am somewhat aware of 19 19%

OER but I am not sure

how they can be used

I am aware of OER and 34 34%

some of their uses

I am very aware of OER 14 14%

and know how they can be

used in the classroom

TOTAL 100 100%

42
Graph No.5

Interpretation : Figure 5 shows that 15% of respondents, were not aware of OER. A

further 19% had heard of OER, but did not know much about them. A similar number

were somewhat aware but not sure how they could be used. A third of respondents

were aware of OER and some of their uses and finally 14% were very aware of OER

and knew how they could be used in the classroom.

43
6. Do you share educational resources that you produce?

Table No. 6

OCCUPATION RESPONDENTS PERCENTAGE

Yes 65 65%

No 35 35%

TOTAL 100 100%

Graph No.6

35

Yes
No

65

Interpretation : Out of 100 respondents 65% user share educational resources that

you produce and rest not share share educational resources that you produce.

44
7. Do you think your institutional repository is appropriate for sharing

educational resources?

Table No. 7

OCCUPATION RESPONDENTS PERCENTAGE

Yes 51 51%

No 49 49%

TOTAL 100 100%

Graph No.7

35

Yes
No

65

Interpretation : Results were split down the middle with 51% viewing their

institutional repositories as appropriate and 49% as not appropriate, as seen in Table

7.

45
Q.8. What is your perception about online learning resources?

Table No. 8:

Percentage

Good 75%

Ordinary 10%

No comment 10%

Poor 5%

Total 100%

Graph No.8:

75%
80%
70%
60%
50%
40%
30%
20% 10% 10%
5%
10%
0%
Good Ordinary No comment Poor

Interpretation:

The above graph reveals that good perception comes for online learning resources is

75% .

46
CHAPTER 4

4.1 Finding

1. Results are captured under an almost perfect bell-curve, representing normal

distribution, as presented in Table 1. Over a third of respondents were between

41 and 50 with 27% in each of the categories 31 to 40 and 51 to 60. Only 4%

were in the under 30 category and 7% were over 61.

2. Out of 100 respondents 14% were retired,12% were private job holders, 42%

were government job officials, 16% were students and 16% were

businessman.

3. Out of 100 respondents 40% user are full time employee and rest are part time

user who learn online.

4. As shown in Graph No.4, many respondents taught in more than one type of

course. Face-to-face courses accounted for 69% of all responses.

Blended/hybrid courses were second in popularity attracting just over a fifth of

responses (21%) and finally only 10% of responses related to online courses.

5. Our research shows that 15% of respondents, were not aware of OER. A

further 19% had heard of OER, but did not know much about them. A similar

number were somewhat aware but not sure how they could be used. A third of

respondents were aware of OER and some of their uses and finally 14% were

very aware of OER and knew how they could be used in the classroom.

6. Out of 100 respondents 65% user share educational resources that you

produce and rest not share share educational resources that you produce.

7. Our research split down the middle with 51% viewing their institutional

repositories as appropriate and 49% as not appropriate.

47
SUGGESTIONS

Based on the findings, the study recommends the following:

1. that Yobe state government should, as a matter of urgency, make

computer literacy compulsory for all the teachers in her employment,

2. that teachers be provided soft loans to enable own laptops or

desktops computers,

3. that the education resource centre in the state should collaborate

with state ministry of education to create awareness about e-learning

resources and their usefulness to teachers,

4. that government should, in collaboration with the education

resource centre, organize workshops and seminars on the application

of e-learning resources in curriculum delivery, and

5. that the state government should provide internet facilities in all

the secondary schools, provide, alternative source of power supply

,for example, solar energy in all secondary schools and take care of

the internet access subscription.

CONCLUSION

The results from the research provide continuing data on the complexity of student

satisfaction. Of particular interest is the differences between the satisfaction with the

subject and the satisfaction with the course and the university where there is a

stronger relationship between the more global measures than with the specific subject

measure. Within this particular subject environment, it is clear that the subject is

viewed differently from the overall course and the university within the context of

student satisfaction. This is in agreement with the basic structure of the satisfaction

48
model (Figure 1) because there will be different saliences applied to different

components of the higher education experience.

The differential nature of the students' expressed satisfaction is also reflected in the

outcome measures. In the first place, it is only the satisfaction with the subject with

contributes significantly to total assessment suggesting a specific behavioural link in

the model. In the second, the recommendation of the course and of the university are

linked to their appropriate specific source of staisfaction.

The nature of the distribution for subject satisfaction (Table ) raises some questions

about the interpretation of the analyses. Those respondents giving a rating of 1 might

be seen as outliers but this was not shown by an inspection of the Box-Plot for the

variable. It could be argued that their responses probably reflect the reality of the

experience of the programming support tool. A number of students had difficulty in

installing and running the software and this might be assumed to impact on

satisfaction.

The educational sector, since the inception of e-learning, is undergoing tremendous

transformation on daily basis. E-learning itself is a simplified approach to teaching

and learning and there is the need for teachers to take advantage of the numerous

benefit and opportunities it offers. One way to do this is to become computer literate.

Secondly, teachers should seek knowledge of the various e-learning resources

available to them. Most importantly, teachers and learners should endeavor to apply

the e- learning resources in curriculum implementation. Being computer literate,

being able to recognize e-learning resources and being able to apply them in teaching

are the key factors in the effective utilization of electronic resources in the present

computer age. Yobe state is grappling with problems of students poor performance in

49
public examinations and there is the need therefore for teachers to embrace e-learning

as a better alternative to the traditional mode of teaching.

LIMITATIONS OF STUDY

As has been mentioned above no study or project is error free neither is it limited by

some constraints. Following are some of the limitations observed while conducting

the project of education:

While observing the internal environment at the education, it was felt that the

coordination among various teams and departments was very poor

No clear cut strategy to approach companies

There was a conflict between the sectors given for mapping and what actually

was mapped

A lot of companies were avoided even though there was potential to grow due

to their current size

The client database prepared in the education was not accessible to all the

managers of the organization, thus creating a lot of confusion and leading to

overlapping of work

The education products were not explained in detail and only a brief overview

was given due to paucity of time

However, these limitations were not very huge roadblocks and hence could be worked

upon. The minimization of limitations can make this project an even better success.

50
ANNEXURE

REFERENCES/BIBLIOGRAPHY

Books:

Adaralegbe, A. (1983). Secondary Education in Nigeria: Trends, Problems and

Issues. In Adesina, S., Akinyemi, K. and Ajayi,. (eds), Nigerian Education

System. Ile Ife, Ile Ife University Press.

Ajadi, T. O. et al, (2008). E-learning and Distance Education in Nigeria. The

Turkish Online Journal of Educational Technology. Vol.7 (4) pp22-29.

Amedu, S. O. (2014). Assessment of the Uses of E-learning Facilities by

Home Economics Teachers in Teachers in Delta state, Nigeria. Journal of

Education and Practice. Vol. 5 (16) pp207-212.

Anene, J. N., et al, (2014). Problems and Prospects of E-learning in Nigerian

Universities. International Journal of Technology and Inclusive Education

(IJTIE). Vol.3 (2) pp320-327.

Anowor, O. O. (2002). E-learning and Teacher Preparation in Nigeria. Power

point presentation, Delivered as a lead paper at 2000 Annual Conference of

faculty of Education , Nnamdi Azikiwe University, Awka.

Asogwa,C.I.The Challenges of Optimizing E-learning Opportunities for

Effective Education Service Delivery in University of Nigeria, Nnsukka, in

Nkad, O. and Eze, U. (eds). Optimizing E-learning Opportunities for effective

education Service Delivery. A publication of Institute of education, University

of Nigeria, Nnsukka.

Bappah, M. A. (2014). Rethinking E-learning in Libraryc and information

Science (LIS) Education in Nigeria: Developing a Model for the 21st Century.

Information and Knowledge Management Journal. Vol 4 (9) pp68-76.

51
 Bibiana, N. N. et al, (2012). Challenges of E-learning in Tertiary Institutions

in Nigeria. The Future of Education. 2nd Edition.

WEBSITES:

https://www.ruffalonl.com/college-student-retention/satisfaction-priorities-

assessments/student-satisfaction-inventory

http://info.shine.com/industry/education-training/1.html

http://indiainbusiness.nic.in/newdesign/index.php?param=industryservices_lan

ding/359/2

https://yourstory.com/2015/07/indian-education-solutions-sector/

http://www.ibef.org/industry/education-presentation

http://www.ibef.org/industry/education-presentation

http://www.ey.com/in/en/industries/india-sectors/education

http://cerg.csse.monash.edu.au/reports/sat_1202.htm

https://ideas.repec.org/a/ris/buecrj/0113.html

52
53