National Institute of Fashion Technology

Kangra

“Department of Fashion Technology”

- Research Methodology -

"Research Paper "

Submitted By:
Shashank Rohit
Pranav Chaudhry
Anurag Verma
Karma Negi

Submitted to:
Ms. Chavi Goyal

June, 2020
 National Institute of Fashion Technology
Kangra

“A study on effectiveness of online learning in Fashion Education”

“05 June 2020”

Acknowledgement
In performing my assignment, we have taken the help and guideline of many persons, who
deserve my greatest gratitude. The completion of this assignment gives much pleasure. we
would like show my heartiest gratitude to Chavi goyal for giving good guideline for assignment
throughout making it. we would also like to expand my deepest gratitude to all those who
have directly and indirectly guided in writing this assignment.
 Index Page No.
1) Abstract…………………………………………………………………………………………...…………….…………..1
2) Introduction......................................................……………….….………………………...……......1-4
a) Overview……………………………………………………………………………………………………………….1
b) Background…………………………………………………………………………………………………………2-4
3) Objectives and Hypothesis..........................…………………….…….……..................................5
4) Research method and Procedures…………………………………………………………………….………5-9
a) Design and approach…………………………………………………………………………………………..5-7
b) Participants…………………………………………………………………………………………………………7-9
5) Study and Analysis……………………………………………………….….……………………………………..9-20
a) Questionnaire……………………………………………………………………………………………..…….9-11
b) Analysis……………………………………………………………………………………………………………11-20
6) Results and Conclusion………………………………………………………………………..…………….…..20-21
8) Suggestion and further-work………………………………………………………………………………….21-22
9) Bibliography………………………………………………………………………………………………………………..23
1) Abstract
The novel COVID 19 situation has stood as a challenge against the whole system of pedagogy.
So, the emerging tool online learning is used to fill this void. But the question regarding the
effectiveness of online learning remains unanswered. This research is all about the evaluation of
online learning effectiveness in many aspects. Previous research has been conducted in this field
but only on structured online courses. It was neither tested about online learning in comparison to
the traditional brick and mortar learning. We have used the data collected through a well-structured
and effective questionnaire by conducting the survey. Our sample domain is college students
which are at some point in time remained a part of the online learning environment. The survey is
both qualitative and quantitative. We have formulated our methodology on the behalf of six basic
dimensions i.e., structure, content, motivation, feedback, interaction, and learning strategies.
Contrary to what often has been assumed and what we tried to analyze through our study there is
some problem in online learning which should be encountered to make it more effective. The
findings and challenges of online learning are gathered and analyzed into positive, negative,
mixed, and null findings. Based on the personal experience the major question of the whole
scenario is that is can be added as a permanent attribute to the education system.
Keywords: Brick and Mortar Learning, online learning, effectiveness, Pedagogy, etc.

2) Introduction
a) Overview
Web-based learning is used nowadays as an option for the face to face learning. Its usage increased
due to the novel COVID pandemic. The educator/instructors are trying hard to make online
learning more effective and compatible according to the student's needs.
The term “e-learning” is defined as “any learning that involves using the internet or intranet”. A
generalized definition is that it is “anything delivered, enabled, or mediated by electronic
technology for the explicit purpose of learning”. t is “anything delivered, enabled, or mediated by
electronic technology for the explicit purpose of learning”.
It has given greater and easy access to the content as compared to traditional brick and mortar
learning. It has transformed the educational sector by enabling the students to share the information
and data in a relatively easy way.
The increased use of online learning has put a question on its effectiveness and how it is going to
shape the whole educational system concerning many aspects.
The basic five things that affect the mostly the online learning overall performance, efficiency,
and compatible with the students i.e. structure, content, motivation, interaction, feedback, and the
learning strategies used.

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b) Background
▪ (Gunawardena, 1996) - defined distance education as “no more than a hodgepodge of ideas and
practices taken from traditional classroom settings and imposed on learners who just happen to be
separated physically from an instructor”
▪ (Fedeman, 2013)- the nature of the anonymity in the online environment may allow more students,
who otherwise do not want to attend face-to-face classes because of their shy personality, to
participate in online education where they do not physically see each other.
▪ (Wallace, 2003)- emphasized the crucial role teachers had in “facilitating discussion, providing
direct instruction, and giving feedback to students” instead of teacher’s roles in online education
have not been extensively examined
▪ (Neumann, 1998)- Some of the benefit of online learning includes the flexibility for students to
schedule their studies at their convenience and faculty can reuse prepared course materials.
▪ (Honey, 2001)- The effectiveness of the online programs can be improved by increasing the
interaction between students and online program. developer to examine issues arising in the design
delivery methods.
▪ (Martin, 2005)-students predominantly think that videoconferencing has certain benefits, such as
increasing motivation, interaction, novelty and improvements in communication skills, not all
students are comfortable with the new technology, which may be attributable to different learning
styles, strategies and unfamiliarity with new technological tools. The potential disadvantages of
videoconferencing technology are difficulty in sustaining the interest of the learners, lack of
training and guidance for teachers and/or students.
▪ (Doggett, 1998)- found out that over 80% of the students responded favorably to the
videoconferencing. However, 80% of the students stated that they would have been more
comfortable in a conventional classroom setting.
▪ (Schwartzman, 2007)- Students generally perceive online courses to be significantly more flexible
than face-to-face courses. Online courses offer them greater control over when and where they will
complete their coursework, which makes them an attractive option for time-crunched, place-
bound, and/or non-traditional students.
▪ (Roblyer, 1999)- found that one’s preference for face-to-face courses was associated with how
much one valued interaction and communication with the instructor and other students, thus
suggesting that face-to-face courses are perceived as more interactive
▪ (Yang, 2010) – found that while students in the face-to-face and online sections they studied gave
their instructors equally positive ratings when it came to how quickly they responded to questions,
there were significantly different levels of agreement on whether students felt they had sufficient
levels of interaction with the professor, with a higher proportion of online students reporting that
they disagreed or strongly disagreed.
▪ (Bullen, 1998)found that some students felt detached from other students or isolated while learning
online. Further, students often felt as if the delay in online communications reduced the dynamics
of online discussions.

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▪ (Newlin, 2000) found when comparing online and face-to-face students' final examination scores
in a statistical methods course, the online students scored more poorly than the face-to-face
students.
▪ (Dickinson, 1995) concluded that student participation is enhanced if they feel the continuous
presence of the instructor. They suggest this can be achieved through the use of messages of
encouragement that are frequent and prompt, offer guidance, and address individuals rather than
the group. The instructor’s participation met most of these criteria: his messages were positive and
encouraging, they sometimes offered guidance, and they were mostly addressed to individuals.
▪ (Shea, 2009)The research results indicate that the survey items cohere into interpretable factors
that represent the intended constructs. Further it was determined through structural equation
modeling that 70% of the variance in the online students’ levels of cognitive presence, a
multivariate measure of learning, can be modeled based on their reports of their instructors’ skills
in fostering teaching presence and their own abilities to establish a sense of social presence.
Additional analysis identifies more details of the relationship between learner understandings of
teaching and social presence and its impact on their cognitive presence.
▪ (Kim, 2014) provided the following guidelines for the development of an online learning
community:
o The effort to build a learning community should start at the beginning of a course and continue
throughout the term.
o Both students and instructors should be involved in building the learning community.
o Asynchronous and synchronous technologies should be both used to create a shared space in
which students and instructor interact.
o Various strategies should be employed to stimulate discussions.
o Both task-oriented discussions and social interactions should be encouraged.
o Students should be assigned tasks that require collaboration.
▪ (Howell, Williams,2003) The past decade has borne witness to a revolution in education with
acceleration in the use of online technologies to assist, or in many cases, supplant traditional modes
of instruction. Educators recognize the need to offer distance education to meet the demands of
the students of the 21 st century, and as a result, many institutions are shifting from purely a
campus-centered model of higher education to a more consumer-centered model using newer
online technologies
▪ (Dutton, & Perry,2002) Educational institutions in every state now use a variety of technologies
to participate in online learning projects
▪ (Shrivastava,1999) Learning is also made more interesting and enriching when new technologies
are incorporated into the curriculum
▪ (Epper & Garn, 2003) The online learning format places the burden on students to initiate the
learning process, and assume primary responsibility for the learning experience. Many students
enjoy the convenience of the online experience, but some are ill prepared to initiate the basic tenets
of the work

Page 3 of 23
▪ (Threlkeld & Brzoska, 004). the overall purpose of this research was to examine individual
characteristics of successful online students in order to determine if commonalities could be
identified. In many previous studies, the enormous variability of the online student population is
disguised by gathering samples of students and amalgamating them into averages, which produces
an illusory “typical learner
▪ (Cheung & Kan,2002) Students in an online 3 of 20 course may appear “typical,” but there is a
great degree of diversity within the online student population
▪ (Candice Warner-Barrow,2016) Online courses are an important step on this era of globalization
because classroom-based course brings limitations when it comes to explore or learn new ideas
and share knowledge from different parts of the world and online learning can solve that limitation.
If online courses are modified in such a way which that leads to a better understanding of the
material presented and the main goal is reached by the participants while fulfilling their
expectations it will lead to better prosper and engagement of the students.
▪ (Karen Swan,2019) The research has been focused mainly in the general area of media and learning
on which she has published and presented nationally and internationally. Her current research
focuses on online learning, mobile computing and on student learning in ubiquitous computing
environments.
▪ (Munro,2005) There is need to study the learner’s characteristics, program requirement and
reorganize the design procedure to obtain an increased effect on learners’ overall performance.
(Nunamaker et al,2004) E-learning method is cost effective, learner centered, time and location
flexibility which makes it feasible for global audience
▪ (Neumann,2008) The effectiveness of the online programs can be improved by increasing the
interaction between students and online program developer to examine issues arising in the design
delivery methods.
▪ (Honey P,2001) A survey conducted by the Campaign for learning found that 58% of people
attempt to learn at their desks in the office while 29% of the people preferred to learn at home.
▪ (Benbunan-Fich,2003) E learning involves more than information transfer between an instructor
and participants were selected readings and lectures are sent to the participants who then respond
with assignments and examinations.
▪ (Mehlenbacher Bet al,2000) There are two major types of e-learning which are Asynchronous and
synchronous e-learning. Asynchronous e-learning allows the student to participate based on time
and schedule, without live interaction with the instructor While Synchronous e-learning involves
interacting with an instructor via the Web in real time.
▪ (Twigg & Oblinger,2002) Since online learning is different from the conventional classroom,
many students that were successful in the traditional classroom format are not equally successful
in the online
▪ (Snell & Mekies,1999) Online courses are generally the first format of course offerings to fill up
during registration. Since many online courses have a high withdrawal rate, it would be beneficial
for students to be placed in a course format most conducive to their learning

Page 4 of 23
3) Objectives and hypothesis
Objectives
• Questioning the effectiveness of online learning and factors that make the online learning
environment effective? This involves examining students' and lecturers' perceptions of the factors
that make for effective online learning environments. This also involves an investigation into
students' satisfaction towards the use of web-based learning.
• What are the learning strategies that influence students' successful learning in web-based learning
environments? This involves examining how students are being instructed on how to use online
learning and what learning strategies do lecturers encourage their students to use.
Hypothesis

H1 The information presented on online classes in proper sequence.

H2 Online learning is convenient.
H3 The information conveyed verbally, graphically and in written format and was easy to
grab and interpret.
H4 The content covered all essential information (both theory and practical).
H5 The material presented on online classes is interesting and meaningful.
H6 The clear instructions on how to submit assignments during online classes.
H7 The teacher is giving proper feedback to the students regarding the performance.
H8 Online discussions with lecturer/tutor and other class members was valuable.
H9 The interactions with lecturer/tutor affected the outcomes of assignments.
H10 The student is able to discuss and interact with other students.
H11 The online classes should be added as a permanent feature in education system

4) Research Method and Procedures

a) Design and Approach
The hypothesis and questionnaire were based on the five dimensions of the online learning.
I. Structure
The most important factor of the online learning is the information is conveyed and displayed to
the learners and how much of that is grabbed by the learner. The information is interpreted
differently by each individual accordance with their own cognitive structure. Most of the disciples
in college education require to remember the large bodies of the language. The information
conveyed needs to be organized in way that it can be easily retrieved. There are norms defined by
to researchers to increase the focus and make the learning efficient.
II. Content

Page 5 of 23
 Different perceive the content in different manner in terms of quality, completeness, relevance and
sequence which they encounter on web-based learning environment. It decides the what at final
level student gained from that particular duration of online class.

III. Motivation
The learner will sustain the learning can only be achieved through the intrinsic motivation. There
are many strategies which learner can employ to develop attention, enhance subject matter
relevance, build leaner confidence and promote learner satisfaction.

DESIGN AND
DEVELOPMENT OF INTERVIEW
QUESTIONAIRE
SURVEY DESIGN SCHEDULE
SURVEY DEVELOPEMENT
DEVELOPEMTN
INSTRUEMENTS

SAMPLE SELECTION DATA SOURCES

DATA COLLECTION
QUANTITATIVE INTIAL DESIGN QUALITATIVE

ANALYSIS DATA ANALYSIS

DISCUSSION AND
RESULTS DEVELOPMENT
OF MODEL

Fig1: Research Design

Page 6 of 23
IV. Feedback
Numerous theories and educational models prescribe about providing clear, timely and informative
feedback to students about their performance and assisting them to proceed more effectively. Also,
instructor should develop a mechanism to get familiar with the problems encountered by the
student. Evaluation feedback must be perceived by students to be fair and authentic for students to
continue their desire to accomplish a learning goal.
V. Interaction
Learners need to be encouraged to contribute to their own learning through their interaction with
not only the course materials, but also with their peers and their tutor. interaction between peers
may include describing, explaining, questioning, discussing, defending, encouraging, supporting
and assessing each other's work
VI. Learning Strategies

Finding effective learning strategies for students to use has been the subject of investigation by
educators working with online learning. When students are observed using successful learning
strategies, they should be encouraged to continue using them Students, for example, have been
observed responding positively about taking a more active role in dealing with the course content
and, therefore, were favorable towards the learning environment.
The research has two parts Quantitative and Qualitative Research Paradigms:
Good Research practices need to be used multiple methods to enhance the validity of findings.
The quantitative and qualitative approaches used in this study relied upon the use of descriptive
research in the form of questionnaires and semi-structured interviews used to describe and interpret
what is or what exists. Collecting students' perceptions of the effectiveness of their class website
was an achievable and practical method of inquiry. Students within a learning environment are in
a good position to evaluate instruction because of their experience with many other learning
environments.

b) Participants
The participants of this research were mostly the students from National institute of fashion
technology and some other universities. The NIFT has introduced the online learning in as their
primary tool to support the whole system of education. the most students were of graduate level.
The research has been done under the guidance of the professor of the department of the fashion
technology. This study was the part of a longitudinal effort to try to determine the meaning of
research methodology, get familiar with many tools used to conduct research and its use in
everyday life. The most platform used to conduct the online classes are:

Page 7 of 23
 Online Plateform used
50 42.00 38.00
35.00
40
30
20 11.00
10 2.00 1.00
0

Fig2: The online plateform used to conduct the online class

The total 60 students filled the questionnaire classified into age group of less-than 18, 18-21, 21-
27 and more than 27. The 58 students were from graduate level and rest of them were from post-
graduate level.

Age Group of the participants

49
50

40

30

20
11
10
0 0
0
Less than 18 18-21 21-27 more than 27

Fig3: Age group of participants

The students were asked in the questionnaire about the frequency of online classes on weekly
basis and the duration of the classes in one take. The results cum responses are showed below.

Page 8 of 23
 Frquecy of Online class weekly
39
40
35
30
25
20
15 10 10
10
5 1
0
1 2 3 more than 3
times

Fig4: Frequecy of online classes in week

Duration of online Class

23
25 21

20

15
9
10 7

0
1 hour 2 hour 3 hour more than 3
hour

Fig5: Duration of online classes

5) Study and Analysis

This study investigated the above-mentioned hypothesis. It is required for students to been a part
of online studies. The students were given a questionnaire survey to complete. The questionnaire
has three parts first was about the general information about the participants, second part cum
quantitative part contains the question that contains the question based on the 5 point Likert scale
framed to test the hypothesis and the final part was the qualitative part contains some open ended
question to gather the suggestion and analyze the qualitative side.

a) Questionnaire

Page 9 of 23
Simple question regarding basic Introduction
Q1 Name Open ended
Q2 Age Group Less than18/18-21/21-2/ more
than 27
Q3 Country/Region Open ended
Q4 Specify your educational stream Fashion/Technology/Others
Q5 Level of educational qualification Graduation/Post-graduation
Q6 Educational Institution/Organization name Open ended
Q7 Have you ever attended or been a part of online Yes/No
learning environment
Q8 How often does your college/institution organize 1/2/3/more than 3
the online classes on weekly basis?
Q9 How much hour of time does one session consist 1/2/3/more than 3
of?
Q1 Rate your internet speed 1/2/3/4/5
0
Q1 Specify the platform/software you mostly used for Open ended
1 online learning
Q1 Rate the level of satisfaction with online learning as 1/2/3/4/5
2 compared with the traditional face to face learning
Q1 Rate the level of efficiency of the online learning as 1/2/3/4/5
3 compared with the traditional face to face learning
Quantitative questionnaire (based on 5-point
Likert scale)
Q1 The information was presented in proper sequence. Strongly
4 Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q1 Online learning is convenient. Strongly
5 Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q1 The information conveyed verbally, graphically and Strongly
6 in written format and was easy to grab and interpret. Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q1 The content covered all essential information (both Strongly
7 theory and practical). Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q1 The material presented was interesting and Strongly
8 meaningful. Agree/Agree/Neutral/Disagree/Str
ongly Disagree

Page 10 of 23
 Q1 There were clear instructions on how to submit Strongly
9 assignments. Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q2 Received prompt feedback from lecturer/tutor about Strongly
0 assignments. Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q2 Online discussions with lecturer/tutor and other Strongly
1 class members was valuable. Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q2 The interactions with lecturer/tutor affected the Strongly
2 outcomes of assignments. Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q2 I was able to discuss with other students in the Strongly
3 class. Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Q2 Do you think that online learning should be added Strongly
4 as the permanent entity in the institution portfolio? Agree/Agree/Neutral/Disagree/Str
ongly Disagree
Qualitative Question
Q2 Which of the following strategies you consider Collaboration/Interaction/Online
5 would be great to the make the online learning project work/Case
environment more user friendly, convenient and 5studies/Problem
effective? Solving/Exploration/taking in
between Break/Feedback
Q2 Your valuable comments over the
6 Structure/Content/Motivation/feedback/Interaction/
Learning strategies for Online Learning
Q2 Any Suggestion for optimizing the online learning
7 Environment.

b) Analysis
The analysis has been divided into two parts; Quantitative analysis and Qualitative analysis. The
quantitative part based on questionnaire that is based on the 5-point Likert scale. The answer
collected and converted from ordinal data to normal form into 1,2,3,4,5. Then the whole
calculation has been done first getting the mean and then variance, median, standard deviation and
mode calculated. After analyzing the whole statistics and getting above mentioned values. Z test
has been applied and then null hypothesis judged on the behalf on the Z score and P value with
significance level of 5% and confidence level of 95%.

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I. Quantitative Analysis and evaluation

Mean values for the quantitaive questionaire

4.00
3.43 3.50 3.51
3.40
3.50 3.31
3.21 3.16
2.90 2.98
3.00
2.60
2.40
2.50

2.00

1.50

1.00

0.50

0.00
Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24

Fig 6: Mean value for the responses

The information was presented in proper

sequence.

29
30

25
19
20

15

10 7
4
5 1

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig7: Q1 analysis

H1: The information presented on online classes in proper sequence. The final P
value is 0.46. As the Z-score is negative, the null hypothesis is accepted.

Page 12 of 23
 Online learning is convenient.
25
25

20 17

15
10
10
5
5 3

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig8: Q2 analysis

H2: Online learning is convenient. The final P value is 0.48, the null hypothesis is
rejected.
The information conveyed verbally, graphically
and in written format was easy to grab and
interpret.

25
25
18
20

15
9
10
5
3
5

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig 9: Q3 analysis

H3: The information conveyed verbally, graphically and in written format and was
easy to grab and interpret. The P value is 0.5 so, the null hypothesis is accepted.

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 The content covered all essential information
(both theory and practical)

30 26

25

20
15
13
15

10
4
5 2

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig10: Q4 analysis

H4: The content covered all essential information (both theory and practical). The
P value is 0.48 so, the null hypothesis is rejected.

The material presented was interesting and

meaningful

29
30

25
18
20

15

10 6
3 4
5

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig11: Q5 analysis

H5: The material presented on online classes is interesting and meaningful. The P
value is 0.05 so, the null hypothesis is accepted.

Page 14 of 23
 There were clear instructions on how to submit
assignments.

30 27

25 21

20

15

10
4 5
3
5

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig12: Q6 analysis

H6: The clear instructions on how to submit assignments during online classes.
The final P value is 0.05 so, the null hypothesis is accepted.

Received prompt feedback from lecturer/tutor

about assignments.

24
25 21

20

15
8
10 6

5 1

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig13: Q7 analysis

H7: The teacher is giving proper feedback to the students regarding the performance.
The final P value is 0.05 so, the null hypothesis is accepted.

Page 15 of 23
 Online discussions with lecturer/tutor and
other class members was valuable.

29
30
24
25

20

15

10
3 3
5 1

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig14: Q8 analysis

H8: Online discussions with lecturer/tutor and other class members was valuable.
The final P value is 0.05 so, the null hypothesis is accepted.

The interactions with lecturer/tutor affected

the outcomes of assignments.
30
30

25 22

20

15

10
5
3
5
0
0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig15: Q9 analysis

H9: The interactions with lecturer/tutor affected the outcomes of assignments. The
final P value is 0.05 so, the null hypothesis is accepted.

Page 16 of 23
 I was able to discuss with other students in the
class
25
25

20 16
15
15

10

5 2 2

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig16: Q10 analysis

H10: The student is able to discuss and interact with other students. The final P
value is 0.49 so, the null hypothesis is rejected.

Do you think that online learning should be

added as the permanent entity in the
institution portfolio?
20
20
16

15 12

10 8

4
5

0
Strongly Agree Neutral Disagree Strongly
Agree Disagree

Fig17: Q11 analysis

H11: The online classes should be as a permanent feature in education system. The
P value is 0.49 so, the null hypothesis is rejected.

Page 17 of 23
Rating Given by the Students

Rating fo the Internet Speed

25

20

15

10

0
1 2 3 4 5

Fig18: rating scale

Rating for the level of satisfaction

with the online learning as compared
to traditional one

25
20
15
10
5
0
1 2 3 4 5

Fig19: rating scale

Rate of Level of efficiency of

online learning as compared
traditional classroom
learning?
40
20
0
1 2 3 4 5

Fig20: rating scale

Page 18 of 23
II. Qualitative Analysis and Evaluation

Learning Stratagies should be

used?
30
30 23 25 25
25 20 20
20 15
11
15
10
5
0

Fig21: stratagies for online learning enviroment

And some suggestion and feedback given by some students

• Better suited content for online learning such as priorly sent videos/ppt for the lecture.
• Try to implement normal question-answer classroom culture.
• 'Video on' instructions for more alertness.
• Teachers can interact in groups so that they can interact with each student as compared to the
whole class.
• Please! Give individual attention.
• Free high-speed Internet plans should be given to students. Paid online courses should be provided
and the fees should be paid by the college in skill and software-based subjects.
• Short duration classes with proper connectivity might help
• Creative quizzes and projects can be used to demonstrate learnings
• Discuss more.
• In online learning, there should be fewer theories.
• Let's try to make interactive sessions so that students can learn with joy.
• If all classes were taken on Google Classroom, it would be very convenient because:
• All classes and lecture material links would be available in one place.
• Google Classroom uses Google Meet for Video Calling which is an efficient app, compared to
other video calling apps.
• Taking in the break is so important! Online classes are good but there should be proper breaks and
classes should be scheduled accordingly! because we don't have that much data available and
recharging it daily is a problem!
• Breaks should be given between lectures as it is inconvenient.
• Recorded lectures can help.
• Should be made interesting and interactive

Page 19 of 23
• Online videos can be posted to avoid disconnection between the video calls.
• This could be optimized by planning the classes and topics so that students get familiar and
presentations and files of topics could be forwarded to students for future reference.
• It shouldn't be stressful but should include interactive sessions.
• A time limit of online classes should be limited and there should be classes on alternate days so
students get their enough time to study assignments and can-do brief research for submission
• As I mentioned above, online learning for me hasn't been much help because of the lack of
resources. I and my classmates would generally be confused about the assignments because of the
communication barriers due to online situations. I anyway ended up taking help from YouTube.
• It gets hectic, needs to be more fun and breezier.
• Too much digital work which caused a lot of strain on the eyes
• Not taking the class for all the students together and dividing it into slots
• Faculty must allow students to talk about what they are learning
• New innovative ways or methods can be discovered to make the course of study more online
friendly.
• As many of us face the internet connection issue, classes should be scheduled in the way that only
important information is given and more creative projects are undertaken.
• The side effect of virtual classrooms is the lack of face to face interaction between students and
instructors. This may leave instructors wondering if their students feel supported in their online
curriculum is best serving the learning objectives and whether students are truly engaged or not.
• All of us are in different situations and have limitations. Rather than focusing on the completion
of assignments, it would be better if students are asked to explore as they have ample time. It would
be better to provide students with access to online premium courses rather than struggling every
week for assignments because eventually all that we learn is coming from YouTube which may or
may not be authentic.

6) Results and Conclusion

H1 The information presented on online classes in proper sequence. Accepted
H2 Online learning is convenient. Rejected
H3 The information conveyed verbally, graphically and in written Accepted
format and was easy to grab and interpret.
H4 The content covered all essential information (both theory and Rejected
practical).
H5 The material presented on online classes is interesting and Accepted
meaningful.
H6 The clear instructions on how to submit assignments during online Accepted
classes.
H7 The teacher is giving proper feedback to the students regarding the Accepted
performance.

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 H8 Online discussions with lecturer/tutor and other class members Accepted
was valuable.
H9 The interactions with lecturer/tutor affected the outcomes of Accepted
assignments.
H10 The student is able to discuss and interact with other students. Rejected
H11 The online classes should be as a permanent feature in education Rejected
system

As the above analysis highlights the major findings of online learning. The crucial factor that mostly affects
online learning is the amount and quality of the information. Although the content presented, described are
well interpreted by the students. In the rating chart, most students rated less than 3 about the efficiency,
satisfaction, and efficiency for online learning in comparison to the traditional brick and mortar learning.
Also, the online should be structured in such a way that the need for individual compatibility should be
completed. Also, the time and frequency of online classes should be taken into account as the amount of
information a student can grab in one round.

The majorly the strategies Collaboration, Interaction, Online project work, Case studies, Problem Solving,
Exploration, taking in between Break, Feedback should be kept in mind while formulating the strategies
for the online class as in table given by the students.

The above suggestion given by the students should be taken into account and worked upon to implement it
in the system.

7) Suggestion and further work

▪ It should be kept in mind that that country like India has problem related to the bandwidth of
the internet connection and not possible for every student to be a part of online environment
easily
▪ Online lectures should be of small duration so that the most of students with weak knowledge
acquisition power can grab the content easily.
▪ An individual discussion session should be planned for the each and every student after the
class.
▪ Secure and with easy interface software should be used for online classes and at first time a
orientation should be given to students about the software.
▪ Teachers should be trained to operate software and handle the online classes.
▪ A proper description of the what is going to be discussed today will conveyed to students
before the class.
▪ Brakes should be provided in between the classes.
▪ The class content should be more of visuals and graphical rather than written.
▪ There should be comfortable number of classes should be planned according to the student.
Further research possibilities

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▪ A research from faculty/teacher perspective would also open another dimension for
improvement.
▪ There is lot of research should be done on individual attribute of the online classes to increase
the effectiveness.
▪ How this online classes are going to shape the educational system trends in future.
▪ Health issues arises continuous online classes.
▪ Psychological study of online learning environment.
▪ Is online learning is going to replace the traditional brick and mortar learning.

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8) Bibliography
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Dickinson, T. a. (1995). Tutor messaging and its effectiveness in encouraging student participation in
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Doggett. (1998). The Videoconferencing Classroom: What Do Students Think? Journal of Industrial
Teacher Education, 29-41.

Fedeman, B. (2013). E-learning in postsecondary education. The Future of Children. 165-185.

Gunawardena, M. (1996). andbook of research for educational communication and technology: A project
of the Association for Educational Communication and Technology. 403-437.

Honey. (2001). LearningStyles:The keyto personalised elearning. USITC Publication, 56-67.

Kim, Y. a. (2014). Guidelines for facilitating the development of learning communities in online courses.
Journal of Computer Assisted Learning, 220-232.

Martin. ( 2005). Seeing is believing: The role of videoconferencing in distance learning. British Journal
of Educational Technology, 397-405.

Neumann. (1998). Risks of e-education Association for Computing Machinery. New york: ACM.

Newlin, W. a. (2000). Characteristics of students who enroll and succeed in Psychology web-based
classes. Journal of Educational Psychology, 137-143.

Roblyer. (1999). Is choice important in distance learning? A study of student motives for taking Internet-
based courses at the high school and community college levels. Journal of Research on
Computing in Education, 157-171.

Schwartzman. (2007). Refining the question: How can online instruction maximize opportunities for all
students?

Shea, P. &. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement”
and “cognitive presence” in online education . 132-138.

Wallace. (2003). Online learning in higher education: A review of research on interactions among
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Yang, H. a. (2010). A comparison of university student perceptions and success learning online and face-
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