A Study on Digitalization of Education: Implementation of Marketing Strategies by EdTech Companies to Influence individuals in the Pre & Post-Pandemic
Submitted in partial fulfillment of the requirements for the award of the
Degree of Bachelor of Business Administration (Honors)
of Christ (Deemed to be University)
By
A Stephen Arnold
Reg. No - 1923345
Under the guidance of
Dr. Sunita Kumar
Assistant Professor
SCHOOL OF BUSINESS AND MANAGEMENT
CHRIST (DEEMED TO BE UNIVERSITY)
BANNERGHATTA ROAD CAMPUS
BENGALURU
May 2022
i
CERTIFICATE
This is to certify that this project report titled “Digitalization of Education: Implementation
of Marketing Strategies used by Ed-Tech Companies for individuals through new
approaches in both Pre & Post - Pandemic Era”, submitted to Christ (Deemed to be
University), Bengaluru in partial fulfilment of the requirements for the award of the degree
of Bachelor of Business Administration (Honours) is a record of original work carried out
by A Stephen Arnold (Reg. No – 1923345) during the academic year 2021-2022 under my
guidance and it has not been previously formed the basis for the award of any Degree,
Diploma or any other similar title of recognition to any candidate of this or any other
University or Institution.
Place: Bengaluru
Dr. Sunita Kumar
Date: 29/04/2022
(Assistant Professor)
School of Business and Management
Christ (Deemed to be) University,
BGR Campus, Bengaluru
ii
CERTIFICATE
This is to certify that this project report titled “Digitalization of Education: Implementation
of Marketing Strategies used by Ed-Tech Companies for individuals through new
approaches in both Pre & Post - Pandemic Era”, submitted to Christ (Deemed to be
University), Bengaluru in partial fulfilment of the requirements for the award of the degree
of Bachelor of Business Administration (Honours) is a record of original work carried out
by A Stephen Arnold (Reg. No – 1923345) during the academic year 2021-2022 under the
guidance of Dr Sunita Kumar, Assistant Professor, School of Business and Management,
CHRIST (Deemed to be University), Bengaluru and it has not been previously formed the
basis for the award of any Degree, Diploma or any other similar title of recognition to any
candidate of this or any other University or Institution.
Place: Bengaluru
Dr. Rashmi Rai
Head of the department (HoD)
School of Business and
Management.
CHRIST (Deemed to be University)
BGR Campus, Bengaluru
iii
DECLARATION
I, A Stephen Arnold (Reg. No. 1923345), hereby declare that this project report titled
“Digitalization of Education: Implementation of Marketing Strategies used by Ed-Tech
Companies for individuals through new approaches in both Pre & Post - Pandemic
Era”, submitted to CHRIST (Deemed to be University), Bengaluru in partial fulfilment of
the requirements for the award of the degree of Bachelor of Business Administration
(Honours) is a record of an original work carried out by me during the academic year 20212022 under the guidance of Dr Sunita Kumar, Assistant Professor, School of Business and
Management, CHRIST (Deemed to be University), Bengaluru has not been previously
formed the basis for the award of any Degree, Diploma or any other similar title of
recognition to any candidate of this or any other University or Institution.
Place: Bengaluru
A Stephen Arnold
Date: 29/04/2022
Reg. No – 1923345
iv
ACKNOWLEDGEMENT
I express my special thanks to Dr Sunita Kumar, Assistant Professor of, the School of
Business and Management, Christ (Deemed to be University), Bengaluru, for guiding
and mentoring me from the stage of selecting the topic till the submission of the research.
Her expert advice and constant motivation helped me to conduct the study in a systematic and
orderly manner.
I would like to thank Dr. (Fr). Abraham V M, Vice-Chancellor, and Dr. (Fr) Biju KC,
Director for having provided an opportunity to carry out research as a part of my curriculum
of Bachelor of Business Administration (Honours).
I would like to convey my gratitude to Dr. Jyothi Kumar, Dean, School of Business and
Management, Christ (Deemed to be University), Bengaluru) and Dr. Rashmi Rai, HOD,
School of Business and Management, Christ (Deemed to be University), Bengaluru for
providing me with e opportunity and the support to carry out such research in the area of
Marketing. This was instrumental in my journey of studying and understanding the concept
and importance of Marketing and its importance in the corporate world.
Last but not least, I would like to thank my parents and friends for their constant help and
support.
A Stephen Arnold
1923345
v
INDEX
SR.NO
CONTENT
PAGE.NO
Title
i
Declaration
ii
Certificate
iii
Certificate By Guide
iv
Acknowledgement
v
List of Tables
viii
List of Figures
ix
Executive Summary
1
Chapter 1 Introduction
1.1. The Ed-Tech Industry
2
1.2. Digitization in the modern era
3
1.3. Covid-19 effect on the ed-tech sector
1.4. The transformation from traditional learning to technology-
4–6
7
based personalized learning
1.5. Top Players of Ed-Tech In India
8
8–9
1.5.1. Byjus
1.5.2. My captain
10
1.5.3. Unacademy
11 – 13
1.5.4. UpGrad
14
1.6. Need of the Study
15
1.7. Title of the Study
15
1.8. Scope of the Study
16
1.9. Objectives of the Study
16
1.10. Limitations of the Study
16
Chapter 2 Literature Review
2.1. The technology used in the education field
17 – 18
2.2. Technology benefits for education
19
2.3. Importance of Marketing Strategy
19
2.4. Marketing tools that ed-tech companies strategized through
products or services
vi
20 – 21
21 – 22
2.5. Research Gap
Chapter 3 Research Methodology
3.1. Hypotheses (4)
23
3.2. Sample Design
24
3.2.1 Sample Size
“
3.2.2. Sample Method
“
3.3. Method of Data Collection
24
3.4. Analysis Of Data
24
Chapter 4 Data Analysis and Interpretation
4.1. Reliability analysis
25
4.2. Descriptive statistics
4.2.1. Age
26
4.2.2. Occupation
27
4.2.3. Location
28
4.2.4. Mode of occupation
29
4.2.5. E-learning or offline learning
30
4.2.6. Affordability of online courses
30
4.2.7. Source to access educational resources
31
4.2.8. Engagement in online learning
32
4.2.9. Purchase and access an online course in the post or
33
pre-pandemic
4.2.10. Purchase of online course
34
4.2.11. Presence in the online world
35
4.2.12. Purchase of online courses from outside companies
36
4.2.13. Rating of characteristics for Byjus (1:bad, 2:not bad,
37 – 38
3:neutral, 4:good, 5:very good)
4.2.14. Rating of characteristics for My Captain (1:bad,
2:not bad, 3:neutral, 4:good, 5:very good)
39
4.2.15. Rating of characteristics for Unacademy (1:bad,
2:not bad, 3:neutral, 4:good, 5:very good)
40
4.2.16. Rating of characteristics for UpGrad (1:bad, 2:not
bad, 3:neutral, 4:good, 5:very good)
4.2.17. Source of influence
41
43
vii
4.3. Hypothesis Testing
➢ Hypothesis 1
44
➢ Hypothesis 2
45
➢ Hypothesis 3
46
➢ Hypothesis 4
47
Chapter 5 – Findings and Conclusion
5.1. Findings
48
5.2. Conclusion
49
References
Annexure
LIST OF TABLES
Sr. No
4.1
Names
Reliability analysis
Page. No
25
Descriptive statistics
4.2
Age
26
4.3
Occupation
27
4.4
Mode of Occupation
29
4.5
Presence in the Online World
35
4.6
Rating of characteristics for Byjus
4.7
Rating of characteristics for My Captain
39
4.8
Rating of characteristics for Unacademy
40
4.9
Rating of characteristics for UpGrad
41
4.10
Hypothesis 1 – agevariable (observed and expected)
44
4.11
Hypothesis 1 – Chi-square test statistics
44
4.12
Hypothesis 2 – Chi-square tests
45
4.13
Hypothesis 3 – Chi-square tests
46
4.14
Hypothesis 3 - ANOVA
46
4.15
Hypothesis 4 – Regression Analysis
47
4.16
Hypothesis 4 - ANOVA
47
viii
37 – 38
LIST OF FIGURES
Sr. No
Names
Page. No
4.1
Age
26
4.2
Occupation
27
4.3
Location
28
4.4
Mode of Occupation
29
4.5
E-learning or Offline learning
30
4.6
Affordability of Online Courses
30
4.7
Source to access educational resources
31
4.8
Engagement in online learning
32
4.9
Purchase and access an online course in the post or pre-
33
pandemic
4.10
Purchase of online course
34
4.11
Presence in the online world
35
4.12
Purchase of online courses from outside companies
36
4.13
Rating of characteristics for Byjus
37
4.14
Rating of characteristics for My Captain
38
4.15
Rating of characteristics for Unacademy
39
4.16
Rating of characteristics for UpGrad
4.17
Source of Influence
40 – 41
42
ix
EXECUTIVE SUMMARY
As books and whiteboards are replaced by online tutorials and tests, the era of
educational technology (EdTech) has emerged in the last decade, and its whimsical waves
hit the sociology of learners of all ages in India. Gave.
Massive bursts of learning levels caused by social, financial, geographical, and overthe-top factors put Asian countries at risk of overestimating or overlooking the
undiscovered capital of human potential. This is often the case for emerging new EdTech
companies. Like BYJU, Unacademy and Toppr seized the opportunity to step up and build
a foothold. The popularity of online education has undoubtedly accelerated following the
arrival of COVID 19. It is a serious virus that is causing undergraduate and university
students around the world to turn to online education to resume learning. Because of this
situation, educational technology companies have the opportunity to emerge as a kind of
phoenix as online education becomes more than just a choice.
This study aims to understand how individuals have been influenced by Ed-tech
companies to opt for Online/E-learning. The primary research done on this study focuses
on what and how individuals have been pre and post covid in regards to online/e-learning
and how they have been influenced by certain ed-tech companies, in other words, through
what different sources have they been influenced from. And this primary research has been
collected through a google survey with 16 questions in the survey which are optional. The
secondary research done on this study is mentioned in the literature reviews on what the
companies might use to bring in more viewers and purchasers. And this secondary research
is done by collecting information from articles, newsletters, and already published research
papers.
1
CHAPTER – 1
INTRODUCTION
1.1.THE ED-TECH INDUSTRY
Increasing Internet penetration in some parts of the world can be a major issue driving
market growth. Increasing adoption of cloud-based solutions is increasing end-user
adoption, not to mention the investment of Brobdingnag by leading market players to
improve the security and accountability of cloud-based education platforms. With a large
number of service and content providers on the market, Brobdingnag's vast amount of
educational content can be moved online.
The global online education market is expected to reach a CAGR of 9.23% above
expectations, from $ 187.87 billion in 2019 to $ 319.167 billion in 2025. Promoting the
spread of the Internet in multiple regions around the world can be an important theme in
driving market growth. Lower hosting prices and increased access to educational content
are prerequisites for adopting this technology and therefore drive market growth. Advances
in computing and the advent of the Internet of Things (IoT) are expected to further enhance
users' knowledge of these online education platforms and drive market growth within
expectations. Increasing the effectiveness of animation learning and learning flexibility
are other factors that will lead to the expansion of online education through tutorial
institutions. The lack of competent staff at many universities and faculties in developing
countries further leads to the adoption of online education by scholars. Government
support and funding is another important driver of business expansion. By type, the global
online education market is metallic as online education by tutorial institutions and the
business sector. With the growing number of scientists in institutions, the ever-increasing
need to improve their skills and provide business-related coaching to their employees,
institutions and businesses have the option of informing people anytime, anywhere. You
need to come up with it again. As scholars' reach grows and online education becomes
more cost-effective, some institutions are integrating face-to-face education with online
learning at the lowest levels of education. For example, the University of California,
Berkeley recently partnered with edX to offer a free online knowledge course that was
2
previously limited to individuals approved by a small number of World Health
Organizations within the institute.
Universities around the world often offer new MOOCs as distance learning courses.
Nursing Associates Higher tuition fees and higher interest rates on education loans in both
developed and developing countries have increased the value of field education and are
constantly changing the trend towards online learning solutions. It has an absolute impact
on the demand for LMS in the undergraduate. According to KPMG's search and insights
from Google search, the online education business will reach $ 1.96 billion by 2021.
According to the report, the paid user base could grow six-fold from 1.6 million users in
2016 to 9.6 million users in 2021. There are five major classes of education that may be
important online recruitment. Currently, retraining and online certification courses occupy
most of the net education market in Asian countries, accounting for 38 percent. This is
primarily driven by sound recruitment rates in many demographics of IT professionals in
Asian countries. Associate in Nursing predicts that 280 million students will be enrolled in
college by 2021, and with increased recruitment among this audience, online
supplementary education in elementary and junior high schools will be the 39th market. It
is expected to be a major class course with a share. It will be 2021. At the same time, online
exam preparation is projected to be the fastest growing class of online education and is
expected to grow at a strong CAGR of 64 over the next five years.
1.2.DIGITIZATION IN THE MODERN ERA
Digitization is essentially re-modeling industries and hard-installed enterprise logic
(Bughin, Dhingra & Stamenov, 2017). While banking, retail, and healthcare, for example,
have passed through systemic modifications during the last 3 years, the training enterprise
continues to be at an early level of era adoption. While there were amazing enhancements
in getting entry to training, conventional training systems, coaching methodologies, and
exam practices are failing to put together kids and younger human beings for their running
future. Firms growing academic technologies, cited as ‘EdTech agencies’, are hard this
popularity quo through growing virtual services and products that gift educators around the
world with the possibility to revolutionize coaching and learning. By doing so, tech
agencies are shaping the emerging ‘tech enterprise’, which has attracted good-sized flows
of personal funding during the last 5 years. Some expect EdTech to turn out to be the largest
3
and in all likelihood maximum worthwhile digitalized zone yet. Others say that “EdTech
and MedTech are the maximum crucial sectors to digitalize due to the fact they'll have the
maximum effect globally as soon as digitized successfully”.
Historically, many technology agencies have prioritized product layout and
consumer enhancement over revenue, forcing merchants to challenge the company's
monetization trajectory. Emerging technologies provide the perfect example of a complex
and rapidly changing environment where EdTech institutions are struggling to expand
possible industry versions. By its very nature, the industry lacks a clear direction, market
demands are uncharacterized, and many stakeholders play overlapping roles. This realworld phenomenon is
fast-growing theoretical debate, with literature suggesting that
government agencies need to constantly innovate corporate fashion in order to remain
successful over the long term, especially in an increasingly complex industry environment.
It is reflected in. The evolving framework of students transcends the conceptualization of
marketing strategies as a dynamic process that requires dynamic skills for shared cost
adventures with relevant stakeholders in the “value network”. A value network is the
Internet of relationships between organizations, groups, or individuals or external
relationships that incur tangible (economic, etc.) and intangible (reliability, etc.) costs
through complex dynamic exchanges. The community attitude on enterprise fashions
emphasizes the community embeddedness of an organization and affords a more and more
important, but under-researched field in enterprise version literature.
1.3.COVID-19 EFFECT ON THE ED-TECH SECTOR
The Covid 19 pandemic, which is rampant around the world, has caused massive
institutional and behavioral "shock effects" in various areas of human activity, including
education. The impact on learners is unprecedented. As of April 9, 2020, more than 1.5
billion elementary and junior high school students worldwide are out of school (UNESCO
2020). Large and unexpected closures have forced affected countries and communities to
seek quick solutions on a variety of digital learning platforms (Jandrić 2020a). These rapid
changes from face-to-face to online classes have set aside deeper issues related to national
education policy and theoretical foundations and assumptions. The current state of the
formal education system can be explained using the epidemic psychology model of Philip
Strong (1990). This model consists of three consecutive and overlapping epidemics: fear,
4
explanation, and action. Strong uses "epidemic" as a metaphor for collective psychological
responses to an epidemiological crisis. The first aspect concerns an epidemic of fear and
opens up a question: how can the educational system and individual learners deal with
exceptional situations?
The second aspect is explanatory and ethical epidemics: “People may not be able to
decide whether a new disease or a new epidemic is insignificant or it is something of great
importance. . They sway back and forth from one state of mind to another” (Strong 1990:
254). At the same time, different actors holding administrative positions give their
testimony on how to give meaning to the situation and ensure continuity of teaching and
learning. It is, of course, the politicians who are at the forefront of shaping education policy,
setting restrictions and measures based on assessments of health professionals, and
formulating official narratives. , have their authority. Social media allows experts and
novices to share their rational and irrational views with a little moderation. The course
affects students in many ways, reinforcing inequalities and subjecting them to social and
psychological stress. Parents and guardians are also affected, and many of them, perhaps,
for the first time recognize the social purpose of the education system and its power to
structure everyday life.
The third aspect is an epidemic of action. It shows how educational institutions and
teachers in education systems around the world are moving their work from classrooms and
lecture halls to digital platforms almost overnight. This rapid transition has also exposed
gaps and gaps in the way elearning has been adopted or not applied in educational
institutions. Efforts to fill these gaps have spawned a range of different forms of support
such as registration sessions, free webinars, and blog posts, emergency policy documents
(eg.: Doucet et al. 2020) And lessons from past university closures (Czerniewicz2020).
Perhaps more importantly, this situation has evolved into a new market opportunity for
commercial digital learning platform providers.
Some forms of emergency online learning have been criticized for not complying
with sound pedagogical principles, best practices, and previous studies (Hodges et al.2020).
On social media, prominent experts questioned why some individuals, organizations, and
businesses were so enthusiastic about providing guidance, and wondered if their motive
was due to market reasons (" Siemens2020). Others have pointed out the potential negative
5
consequences of implementing rapid modifications of educational technology without
offsetting the consequences (Selwyn 2020; St Amour2020). The rapid proliferation of
learning platforms and online learning also raises concerns about privacy and surveillance,
as well as their impact on student life and human dignity (Harwell2020).
In the event of a crisis, educational institutions need to carefully consider decisions
related to online learning and teaching techniques. These choices may be reflected in the
future as new relationships between power and control, new forms of student injustice and
inequality, and other unpredictable consequences (Selwyn2020). To mitigate the potential
negative impacts, institutions need to use their prior knowledge of online learning as more
diversified than just informational methods. Otherwise, they run the risk of falling into the
trap of the classic Bourdieu "misidentification" (see Bourdieu 1984). In short, we interpret
digital learning as a trivial and comprehensive solution to the deeper problems of today's
mass education and institutionalized education.
Online learning can take many different forms, including those that are educationally
innovative and engaging than the commonly used processes of knowledge provision and
evaluation. It is shaped and can be shaped by various philosophical and pedagogical
foundations of education (Teräsand Kartoğlu 2017). Therefore, e-learning should not be
considered a "one thing" or pedagogy in itself.
E-learning is often understood as a synonym for content-oriented self-learning,
whose benefits are limited to (relative) independence in terms of time and space. However,
a digital learning environment consisting only of lesson text files and video recordings
shared through a learning management system is very different from a digital learning
environment that uses the learning design. Authentic Learning Framework (Herrington et
al. 2010), focuses on collaborative knowledge building and complex, full-scale learning. In
addition, the involvement of teachers and students in the development, implementation and
use of educational technology can impact the success of technology in supporting
meaningful teaching and learning (Bates. And Sangrà 2011, Howland et al. 2011).
6
1.4. THE
TRANSFORMATION
FROM
TRADITIONAL
LEARNING
TO
TECHNOLOGY-BASED PERSONALIZED LEARNING
Over the years, the design of learning has changed. Today, teachers are expected to be
more involved in the learning process and are not just content providers. Instead, they are
expected to be a facilitator and a guide. The teacher is expected to construct data using
interaction with the students. The scholars then do the work and the teacher guides them.
This method of artistic movement was suggested by the pedagogue (1859-1952), Bruner
(1915-2016), Jean Piaget (1896-1980), and Bulgarian monetary unit Vygotsky (18961934). “Constructivism is the philosophical and scientific position that information arises
through a technique of active construction.” (Mascolo and Fischer, 2005, p. 49). The
strategy of the art movement is against the Behaviourist theory propounded by Ivan Pavlov
and Thorndike, that's based on the arrangement that learning happens through acquisition.
the modern ways of teaching and learning are extraordinarily unmoving in the art
movement. The facilitators construct the information through the active participation of
learners. Learning is student-centred and also the students are autonomous. teachers
promote important thinking of the scholars. They guide their students to comprehend
solutions to a retardant. stylish learning is extraordinary technology familiarized. teachers
produce use of recent amenities like sensible boards, projectors, audio-visual aids, and
online sites for teaching. Teaching and learning materials are out there at the press of a
button. the web, which is the biggest network has become a serious tool for teachinglearning methods. transmission resources, blogs, online forums, online libraries, and
various websites, supply information necessary for the user. Students everywhere around
the globe produce use of those stylish technologies for learning. Majumdar opines, that
academics and students alike can build the use of multimedia system courseware that helps
to plug emotional learning that is further collaborating and learner-centred. the students
will relate their course of study to world events and build use of individual learning styles
that suit their wants. one of the foremost necessary aspects of transmission courseware is
that it encourages higher-order thinking skills and helps with information construction.
(Majumdar, 2006) One of the most recent trends in teaching is M-learning or Mobilelearning. “M-learning combines every mobile computing and e-learning, that has on-line
resources, created interactive content, sturdy support for emotional learning and
performance-based assessment” (Quinn, 2001). As mobile phones became common among
students, educators around the world have started victimization sensible phones to impart
7
learning. App-based learning is one of all the choices of M-learning. an oversized array of
educational apps is out there for the learners that facilitate their personalized learning.
Learning through apps is self-paced and is optimized for the requirements of each learner.
educational apps like Shaw Academy, EdX learning, Coursera, Unacademy, Byjus,
UpGrad, My Captain: the educational App, then forth are designed keeping the learner in
mind.
1.5. TOP PLAYERS OF ED-TECH IN INDIA
India suffers from inclined pupil-to-teacher quantitative relation, which is rising and
it compromises entire learning expertise for college students in colleges. And hence, these
technology-driven learning apps square measure victimization vice parts, like point-scoring
and interaction with others, personalization, and data-driven insights to assist boost the
educational method for college students and sharpen their basics in numerous subjects.
they're revolutionizing the educational method and serving to students in many ways to
perform higher in school rooms. EdTech start-ups square measure rising as a significant
business trade in the Asian nations. The education sector in Asian nation is calculable at
US$ ninety-one.7 billion in FY18 and is anticipated to achieve $101.1 Billion in FY19.
Below is that the list of best EdTech start-ups in Asian nation.
1.5.1. BYJU’S
BYJU'S is an ed-tech and online tutorial firm, based in 2011. within the year 2020, the
corporate gained a pair of,800 crores. the most productive of the corporate may be a mobile
application, that offers services like distance learning, e-learning, and m-learning to
students. Students will access learning from any place across the world. The app has
generated wide opportunities within the study for the scholars, by permitting them to grasp
the ideas perspicuously and interactively likewise as serving to them get steering from the
most effective lecturers and instructors within the trade, pan-global (Deepak and
Jeyakumar, 2019). academic technology (Edtech) is the combined use of computer code,
hardware, and academic practices to facilitate learning. The trade aims to reinforce the
educational performance of the users. it's been evaluated that the academic technology trade
is predicated on theoretical data. among the organization, many disciplines square
measured integrated like communication, computer science, psychology, sociology.
8
Moreover, many domains square measure related to the trade as well as computer-based
coaching, learning theory, and method of m-learning. academic technology is an efficient
method of incorporating technology in an exceedingly positive manner that promotes a
various learning atmosphere for the scholars. As cited by Martínez-Lópezet al. (2020, p.20),
Edtech technology is taken into account as a learning management tool. Edtech technology
may be a learning management system like academic management and program
management. The leverage technology is integrated to form techniques of learning that
supported a student's psychological features and emotional skills.
Byjus is one of the largest academic apps in the world. Once a start-up, Byjus currently
caters to virtually three hundred million students in India. The app uses 3D animation,
motion graphics, and visual impact techniques to supply immersive learning. Started by
Byju Raveendran from Kerala, Byjus is currently the foremost valued Edtech Company in
the world. This paper aims at analysing the effectiveness of Biju’s App in reworking the
Indian education scenario. It focuses on a gaggle of high school and better secondary
students from CBSE and State Board and analyses their feedback to examine however the
App promotes personalized learning.
Byju’s is one of the most necessary players in the Indian education system. They supply
a host of educational services like aid for competitive communication preparation, schoollevel study materials, home learning programs, etc. Byju’s, one of the foremost valued tech
corporations in the world, has contended a serious role in remodelling the Indian education
state of affairs. the corporate has raised investments from massive players like Chan
Zuckerberg Initiative, Tencent, Lightspeed Venture, and Sofina. the corporate is expected
to grow additional because it currently caters to a world audience. This aims to give
authentic info for students, people, and educators regarding the assorted enhancements that
learning apps usher in the sphere of teaching-learning methods. Byju’s App, one of all the
M-Learning apps, helps to learn tough subjects by creating ideas simply clear. This paper
helps others to analyse and get a clear image of the risk of Byju’s App in enhancing
personalized learning. The findings of the study can additionally be helpful to perceive
however way Byju’s App transforms the normal state of affairs of learning, by
incorporating fashionable strategies of self-learning techniques. Further, this acts as an
indicator to different interested students to do additional research during this space.
9
1.5.2. MY CAPTAIN
"O Captain, my captain!" This phrase from Walt Whitman's famous poetic form was
immortalized in the movie Dead Poets Society, which talked about grabbing the day and
finding your passion. Later, several World Health Organization engineering students,
inspired by the film and its themes, named the startup My Captain. According to Chief
Operating Officer and co-founder Muhammad Zeeshan, the idea was to encourage students
to pursue their dreams and pursue crazy careers. My captain could be a platform for college
students. The World Health Organization wants to explore alternative careers such as
comedy, writing, filmmaking, music production, entrepreneurship, digital advertising,
photography and graphic styles. They offer over 35 completely different courses in
different disciplines, taught live by World Health Organization mentors or "captains" to
measure young professionals in the field. My captain started in 2013 when Zeeshan and his
friend (the student himself at the time) realized that their different interests forced them to
study engineering. "I had to be a uranologist, one friend had to be a writer / journalist, and
the other had to be a social scientist," Zeeshan recalls. They soon discovered that almost all
classmates were feeling similar treatments. They also didn't know where to travel or how
to have sexual intercourse for anyone who wants to do something other than engineering,
medicine, or law, which this was ignored by students across the country. Some people
struggled to find a leadership position and couldn't find a platform that could drive their
growth and acquire the skills they wanted. The 19-year-old group decided to distinguish.
My captain works with about 250 mentors, most of them from organizations such as Apple,
Google, Commune and Platform for Artists.
"Except for regular referrals and candidates, we usually work with organizations where
individuals check in as mentors or take legal courses. We usually sit with professionals
and We create acceptable information so that students know directly what they can expect
from these industries, "says Zeeshan. Mentors are selected based on their benefits and their
commitment to education. Outlook Like most e-learning platforms, My Captain has seen a
surge in new users during the pandemic, nearly doubling the number of registrations in the
first few months. "COVID started near the summer because we were looking for new
interests that the majority specialize in. This has helped us grow, but after July this could
lead to a flat line. I see, of course, this meant that COVID alone couldn't introduce users
and we had to take that opportunity to build from here, "Zeeshan adds. They hope to add
10
at least 90 courses next year and move from beginner courses to many advanced 3-month
to 6-month programs that offer internships as well as employment.
"There has been a major change in the way students think about their careers today. As
content becomes available soon and is available in a wide variety of media, people will
have their own opportunities in other art fields as well. One of the main collaborative
courses we offer is the Psychology course, followed by writing, which we offer business
and technology courses. Nevertheless, it shows that the student is returning to my captain
and exploring many metamorphosis courses. "
1.5.3. UNACADEMY
One such popular emerging EdTech company is Unacademy, a web learning platform
designed to prepare students for competitive exams. The platform promotes important
competition exam content and provides temporary lectures through videos on various
topics that can be viewed for free, so students are properly prepared for various competition
exams and apply self-learning. I can do it. EdTech proved itself to be the number one
EdTech platform when it transformed into a fictitious entity in September 2020 after raising
$ 150 million from the Japan-based SoftBank Vision Fund. Owned and operated by
Sorting Hat Technologies, Unacademy is a web learning platform that allows users to watch
online videos of programs designed by professional educators. The Unacademy app is
offered not only to 10 + 2 students, but also to school candidates for competitive exams
such as CAT, GATE and UPSC.
The platform, founded in 2015, was introduced by Gaurav Manjal as a YouTube
channel from the beginning of 2010. Headquartered in Bangalore, Unacademy is India's
largest learning platform that brings together qualified educators for the diverse
undergraduates of the UN Unit in the demand for higher quality education. As of November
2021, Unacademy consists of over 1,000 highly enrolled educators and a network of over
50 million active learnings, providing a means to revolutionize the country's learning
approach. The platform cluster includes Unacademy and Unacademy subscriptions.
Unacademy originally started as a YouTube channel that provides free education to
everyone who accesses their channel. After graduating, the founders began to think about
11
the possibility of gradually monetizing accelerated services, which led to the birth of
Unacademy, a learning platform for political candidates offering free categories. But now
their approach included some minor changes. They introduced a live category that is only
accessible to paid users. They also introduced an ad-free version of Unacademy's
Associate in Nursing, accessible only to users who paid a subscription from a UN agency.
One function that gives the platform traction is to train for some of the state's most
important, essential and respected exams. It still includes UPSC as a CAT.
With the platform`s group channeling in a completely suitable area and with customers
prepared to pay the fees, severa potentialities sprung up for Unacademy motivating the
founders to require the platform additional. The platform endeavored to boom quite a few
concentrate on paintings offerings, a carrier gaining an incredible deal of popularity in
many of the Indian society. Unacademy`s content material package deal which includes
severa various guides like programming (coding), spoken English, and a selection of
various a good deal relevant classes has garnered numerous contributors over time. The top
rate model of the platform is that the Unacademy and app that gives quite a few made-toorder offerings nonetheless as get entry to a several massive choice of guides that do not
appear to be available in the marketplace at the that had quite a few custom designed
offerings and get entry to to an oversized variety of guides that do not appear to be available
in the marketplace inside the unpaid model.
The COVID-19 pandemic eruption diode to Unacademy putting forward that it's going
to facilitate twenty,000 unfastened stay classes for all its present and new customers. A
paid subscription is not wished for getting access to those classes. The Edtech organization
Unacademy currently has its personal cellular utility additionally as a good YouTube
channel. The organization is paving its manner closer to positioning itself together of the
maximum essential edtech structures inside the Indian training sector. they want a
consistent escalating base of subscribers on every the app additionally due to the fact the
YouTube channel. Unacademy gives over 60+ speaking training preparation, masking
topics from a range of aggressive examinations. The platform currently consists of
hundreds of on line educators additionally as over 315+ million overall perspectives for
their YouTube films as on Dec 2021.
12
As the on line gaining knowledge of structures upward thrust in significance the
platform will in reality totally nonetheless grow. With over one million+ video lessons,
Unacademy is developing headway in little by little attaining every corner and nook of
Bharat to help and empower the youth. The platform moreover holds a few illustrious
educators like Kiran Bedi below its ambit. The app has been the protecting shape that has
benefitted a enormous kind of pupils in cracking some of the most hard aggressive
examinations inside the nation.
Unacademy is making an attempt to boost its role inside the take a look at faculty
undertaking marketplace through `Graphy` and its acquisition of K-12 gaining knowledge
of platform Mastree. Backed through fundamental large companies like Facebook, General
Atlantic, and cypress Capital, Unacademy has been fending nicely for itself. At this stage,
the platform holds partner diploma most appropriate threat to require its enterprise to larger
heights, ready with a group it truly is pushed to shape the handiest out of it`s available in
the marketplace resources.
1.5.4. UPGRAD
Founded and mounted in 2015, UpGrad has with fulfillment seemed as India`s largest
online coaching complete. at periods entirely five years, Upgrad reshaped round 1,000,000
humans worldwide. Headquartered in Bombay (Maharashtra, India), UpGrad is moreover
positioned out of Bengaluru (Karnataka, India). UpGrad offers on line applications in the
regions of know-how Science, Technology, Management ,and Law to college college
students, running professionals, and companies. These applications rectangular degree
created and composed collectively with top-notch universities like IIT Madras, IIIT
metropolis, MICA, NMIMS global Access, Jindal global graduate faculty, Duke CE,
Deakin University, port John Moores University et al.
UpGrad ranked as India`s No.1 start-up, as in line with the LinkedIn Top Start-ups
2020 listing. this will be the 0.33 time in a row that UpGrad has been featured on the
excessive start-up listing with the aid of using LinkedIn. The edtech principal obtained the
identify award of `Best Education Brands` with the aid of using Economic Times in 2020
for the second one time, put up prevailing a comparable identify in 2018. Due to its major
getting to know platform, the complete created it to the prestigious GSV global EdTech
13
fifty List 2020. UpGrad gained the `Best Communication and Teaching Platform` in the
Education Innovation Awards 2020 with the aid of using businessperson and attained the
`Best technical faculty for Education` identify with the aid of using IAMAI in 2019.
UpGrad is ordinarily an on-the-spot B2C employer wherein the consumer enters this
system (put up acquiring Associate in Nursing admission) and can pay direct for the
registration. For its corporation market, the company accepts fee from companies for
training their workers.
UpGrad`s application assessment displays its dedication toward acquiring college
students positioned. 5 hundredth of this system prices rectangular degree amassed from the
learner presenting they get positioned while this system`s completion. This assessment
approach is that the first of its type in India. An essential USP for UpGrad is its mentorship;
the $64000 motive is that the start-up makes use of coins on mentoring while others note a
path and set it online. Another differentiator rectangular degree its technical faculty
platform, interactive laptop application and maximum significantly, content material—all
of which can be designed from simple with the aid of using its group. The group doesn`t
accumulate the content material and collect it. concerning 60-70% of the UpGrad`s
application comes from academics or mentors World Health Organization usher of their
real-lifestyles practices to the scholars. Once registered, learners will simply go online to
be told.upgrad.com and access the course they want.
1.6.NEED OF THE STUDY
The need of this study is to explore and analyze how Edtech companies design and
develop marketing strategies to continuously create, capture and deliver value to customers
and coordinate with the network in their value grids. Therefore, the expected outcome of
this study is to integrate information from customer and value networks to find out how
these Edtech companies have influenced the minds of customers and also to examine what
marketing techniques or strategies have these Ed-tech companies used. This will be
accomplished by the survey distributed to both ends.
14
1.7. TITLE OF THE STUDY
Digitalization of Education: Implementation of Marketing Strategies by Ed-Tech
Companies to Influence individuals in the Pre & Post-Pandemic.
Since the covid-19 outbreak, the whole world was turned upside down. But there were
few sources and positive outcomes that bought the world back to working again. And the
internet/online world took over, which became the most reliable and wanted source of every
individual, group, or business.
Focusing on the title – Schools, colleges, universities, and businesses all over the world
closed down when the pandemic broke out. Even new opportunities for learning and
experiencing also were shut down in the physical world when the pandemic occurred. But
when the online world took over, there were millions of opportunities to learn and build for
all individuals, groups, and businesses. This leads us to Ed-tech and E-learning. Ed-tech
companies created a really huge opportunity for every single individual in planet earth to
build themselves in every aspect possible, may it be science, commerce, arts, cooking,
dance, and much more that we cannot imagine but would seem really interesting. So, this
study focuses on how we individuals have been influenced by Ed-tech companies to opt for
E-learning in the pre- and post-pandemic era.
1.8. SCOPE OF THE STUDY
The scope of this study is limited to users/non-users who have come across E-learning
in the pre & post-pandemic. The purpose of this study is to identify how consumers aging
between 10-20, 21-40, and 40&above., have been influenced and also have been in touch
with E-learning in the pre & post-pandemic. The study will determine the buying behaviour
of the consumers, and their preferences when it comes to major Ed-tech companies.
15
1.9. OBJECTIVES OF THE STUDY
The objectives of this study are –
•
Focusing on how the Ed-tech companies have influenced individuals to prefer
online courses and shift to e-learning in the pre-pandemic and post-pandemic era.
•
To understand how certain major companies are characterized in the Ed-tech market
to the consumers.
1.10.
LIMITATIONS OF THE STUDY
This study is only limited to the people who have accessed or purchased or have come
across Ed-Tech and E-learning. Nobody below the age of 10 will be eligible to be a part of
this study and the reason for 40&above is because there is no age limit for learning
something new or interesting. This study focuses only on the Ed-tech and E-learning market
and its influence on individuals. The study done directly relates to how the consumers have
been influenced and that leads us to know what marketing strategies have ed-tech
companies used.
16
CHAPTER – 2
LITERATURE REVIEW
2.1. TECHNOLOGY USED IN THE EDUCATION FIELD
According to Barth(2019), Adapting to technology isn't a choice, technology is
dynamically changing and people can learn on a daily basis one thing new. Technology at
colleges has progressed on many ways beginning with the invention of writing on uponstone, to metal sheet to what individuals know now paper and the use of pen or pencil. This
happened 30,000 years ago and people area unit still and can keep victimization the
invention of paper and pen for quite some additional years. Technology has created an
enormous impact on all colleges, jobs, hospitals etc. giving the chance of getting a better
education and correct results. The role colleges being were the talents and skills of teens
area unit developing, faculty ought to be the place where technology is often introducing
to the young generation this manner they're going to learn and management their advantage
to the present. It could be a systematic method of developing solutions to issues of teaching
and learning. Barth(2019) also explains How technology has remodelled education by
providing refined tools where the complete instructional system has modified. One of the
greatest inventions was behind John Dury's search of the first fashion library in 1651,
which had the advantage of books considered by the Sumerians to be bogus around 1300
BC. There were blackboards for academics and boards for college students until 1700 and
the introduction of the fashionable NicolasJacques Conte pencils until 1795. Audiovisual
era 1930s, wherever film strip projectors were introduced in universities having the
opportunity to watch instructional videos and projectors once a year 1940 is bogus dynamic
approach to teaching and student learning. Technologies aren't always there for the job
seeker, they're starting to bottom out where we tend to be right now. Keeping in mind the
tremendous changes in technology and everyone else, these changes are made due to the
needs of individuals and their upbringing. Having a higher education in technology can
show individuals what is often not real to want a piece of high-end information. The
interactive whiteboard is mostly feared because the good board introduced in 1991 has
replaced the standard blackboard, the Smart Board area unites a new approach between
students and teachers interaction. This new technology offers the advantage of keeping
17
their traditional whiteboard intact and adding a tool that can build their traditional
whiteboard on a good board, wherever students will go first and bite or write. their finger
on the board solution by physically removing ink from the whiteboard while not using the
projector creates a more student-friendly classroom space.
According to Dede (2009), the number of computers in the classroom continues to
increase, making computers the most important essential tool in the classroom, making the
Internet an important part of students' lives. Online bogus programs make work easier and
faster, blackboard could be one of many that the web will offer to universities. to fall victim
to a few individuals, the technology is often easy20 | But for others it will take longer to
understand how a program works. Having the ability to get your work done on a computer
and display it instantly in the same device would be very helpful. Academics post their
future courses and assignments under these programs or send them to student email
addresses, but generally individuals must be taken to understand that students are on a
budget. books and cannot afford a computer. they have to visit their home library and
borrow a computer. Before students benefit from all this technology, they have to write
notes, use pens or pencils to do school assignments, turn to teachers' hours for tutoring, and
more. All students do not have their assignments in a computer or usb. they will do double
the work that students are doing now, but claim that the work that students are killing this
century is twice what other centuries want to offer their students. Some high schools have
programs that involve students borrowing computers, laptops, and the latest technology
the school has to offer. In 1868, Christopher Sholes invented the main serial printer with a
QWERTY keyboard, through this abbreviation, catalogs were introduced in universities,
giving scholars the privilege of knowing how to write. twice as many words in half-time
weather. 1977 The first personal computer introduced in universities, is eighteen of you. S.
public faculty has only one computer for teaching, in 1991 all computers were assigned in
the faculty and one in eighteen students and there are plans to increase the number of
computers until 2000, 1 computer for five students in the class is accessible.
2.2. TECHNOLOGY BENEFITS FOR EDUCATION
Technology has become such a part of our lives over the years that most people can
start to rely on it. One of the changes people notice the most is in the classroom. Students
observe a wide range of common tools to discover the most important types of technology
18
that match the desires of the people most of them encounter, and thus confirm the original
definitions of technology. . However, students and academics have seen progress, noting
that technology has increased verification rates. From the invention of paper and pencil to
the overhead projector, it all comes down to the opportunity to experience a new era of bit
technology.
2.3. IMPORTANCE OF MARKETING STRATEGY
Armstrong (2012) states that in organizations that run multiple companies or business
units (diversified companies), there are at least three levels of strategy, i.e. corporate-level
strategies (strategy). company level), business unit strategy (company level strategy), and
functional strategy (functional level strategy). Marketing strategy (including marketing
strategy) at the strategic level and functional strategies, such as financial, operations, human
resources and others. McCarthy (2011) also asserts that a marketing strategy defines a
target market and an associated marketing mix. It is an overview of what a company will
do in certain markets. There should be two related parts: 4044 (1) 4044 target market is a
fairly homogeneous group of 4044 (similar) customers 4044 that the business wants to
target; (2) marketing mix are controllable variables that the company offers to meet this
target group.
On the other hand, Mooradian's (2012) states that the marketing strategy specifies the
who, what, when, where, why and how of the business: (1) Who the business will serve customers products and segments the business will serve; (2) When the company will serve
the customer and that need – that is, what “opportunity” the company will target; (3) Where
the business will do business - the geographic market it will serve; (4) What needs will the
business meet? (5) How will the business serve those customers and needs. And (6) why
the company would do these things - the compelling business model determines the extent
to which long-term revenue will exceed the cost of a reasonable rate of return on capital
employed.
19
2.4. MARKETING TOOLS THAT ED-TECH COMPANIES STRATEGIZED
THROUGH PRODUCTS OR SERVICES
E-learning is growing at a fast pace in the Asian nations as additional and additional
establishments, academics and students use online platforms for study. Indian academics
use each ancient and fashionable strategy for teaching. Blended learning that uses each
standard and fashionable method is gaining in quality. The academics of the fashionable
day are expected to have the technical ability to exploit fashionable schoolroom
technologies. Slowly however steady, Indian lecture rooms are changing into good.
Students are trained in info technology right from the first level. As web and allied
technologies obtain cheaper and more widespread, additional students will lay their hands
on m-learning.
To Weller (2018), E-learning is the new norm and Learning Management Systems
(LMS) has set the framework in terms of technology, standards, and approaches. LMS
offers an enterprise solution for e-learning and acts as the heart of technology. Before LMS,
e-learning used to happen through a variety of tools like E-bulletin boards for
communication, a content management system for managing course materials, home-built
web pages, etc. The quality of these tools was variable depending on the enthusiasm of the
user. Also, sometimes there was a mixed usage of these tools, for example, medical schools
adopted one set of tools while the engineering school adopted another.
Holoniq (2020) has adopted that mobile and web learning today offers a wealth of
content for anyone looking to learn a new language. The target customer is anyone who
can afford a smartphone, regardless of age group. These web and mobile applications can
provide a variety of spontaneous, informal, pervasive, and personal learning opportunities.
One example is Duolingo, a $1.5 billion EdTech company that offers language learning
services through its website and mobile apps.
Kim (2017) explains that tutoring/learning apps use a combination of content, media,
and technology that make learning much more fun and enjoyable. It also promotes
personalized learning in students, creating a sense of satisfaction. An example is BYJUs,
an e-learning app in India with over 3,00,000 annual subscriptions. This is the most loved
EdTech company in the world. Its application combines several modern learning
20
techniques such as web-based learning, video-based visual explanations, and more.
Holoniq (2020) says.
Zhang & Cabage (2017) explains that SEO is an optimized tool that focuses on
ranking websites on relevant keywords and search terms. These related keywords and
phrases can be found through keyword research and analysis using online tools for this
purpose. To ensure good rankings, a website must provide a good user experience, nice
design and good website quality as today search engines evaluate a website on these
criteria.
2.5. RESEARCH GAP
Educational technology research has grown dramatically over the past decade,
focusing on three research areas: (1) technology integration; (2) Attitude of Acceptance /
Appearance Technology; & (3) Learning environment (Hsu et al., 2013). The main concern
is pedagogy, the use of technology to achieve intended learning outcomes (Hsu et al.,
2013). While impact assessment on learning outcomes is necessary to identify effective
tools, current research shows only one side of the coin, raising the question of how to design
an economic model. The business feasibility in technology remains unresolved. This
confirms the lack of empirical knowledge and reinforces the need for more research into
(1) how technology companies design and develop business models over time, and (2) how
they” business” in a complex value web of public and private actors.
In recent years, with the development of society and the advancement of science and
technology, online learning has penetrated into people's daily lives, people's need for
quality teaching products. higher and stronger. From a macro perspective, the continued
growth of domestic financial investment in education, the continued upgrading of India's
consumption structure, the evolution of 4G technology to 5G, and the universalization of
artificial intelligence. make online teaching less restrictive. The online education industry
is showing an explosive growth trend. More and more online education institutions are
listed for funding, and the market value is skyrocketing.
With the development of mobile internet technology and the speed of education
industrialization in India, the traditional education model has undergone fundamental
21
changes in terms of the means of knowledge dissemination. Online institutions have seized
the opportunity of the internet, forming many online education platforms such as BYJU`s,
Unacademy, UpGrad, etc. There are already online education companies entering the
Edtech market in India.
22
CHAPTER – 3
RESEARCH METHODOLOGY
This research methodology may be a road map or itinerary for achieving the objectives
of the study being conducted. The analysis style employed in this report and also the
numerous procedures and processes accustomed collect and analysing information are
represented during this chapter. The analysis methodology, theory, and reasoning are
accustomed to collecting information and drawing conclusions regarding how individuals
are being influenced by ed-tech companies. The study additionally tries to figure out which
of the major companies are better in the following characteristics: (1) Online Presence; (2)
Affordability; (3) Flexibility of the course; (4) Effectiveness; (5) Clear Guidance; (6)
Interesting Courses; (7) Digitally Appealing. Thus, the research methodology encompasses
the study's analysis style, data collection method, sample size, sampling technique, variable
definition, tools for information analysis, and also the hypothesis to be tested to satisfy the
study's objectives.
3.1. HYPOTHESES
1. Alternative Hypothesis: There is a significant difference between the ages of the
individuals.
2. Alternative Hypothesis: Mode of Occupation has a significant role in opting for online
learning.
3. Alternative Hypothesis: Affordability does play a significant role in the buying
behaviour of an individual.
4. Alternative Hypothesis: Physical news & articles, the internet, and the whole of social
media play a significant role in influencing individuals to opt for online courses.
23
3.2. SAMPLING DESIGN
Sampling refers to the method of choosing individuals from a bigger cluster of
individuals and drawing conclusions that square measure “a correct illustration of how the
larger cluster of individuals acts or what they believe” (Frankel & Wallen, 2006, p. 92).
The population of interest is usually a gaggle of persons World Health Organization possess
a certain characteristic (or set of characteristics) (Frankel & Wallen, 2006). the particular
population will skullcap size and is typically said because the target population that a man
of science would love to generalize.
3.2.1. SAMPLING SIZE
The sample size of the study is 100. The survey was to collect 100 responses but
received 102 responses. The survey for this study is for the individuals who are in the age
group of 10-20, 21-40, and 40& above. Any sample of any occupation in this study
associated with online learning is a student.
3.2.2. SAMPLING METHOD
The Cluster sampling method was used in this study. In a clustered sample,
subgroups of the population area unit are used because of the sampling unit, instead of
people. The population is split into subgroups, referred to as clusters, that area unit
indiscriminately chosen to be enclosed within the study.
3.3. METHODS OF DATA COLLECTION
Primary data, as well as secondary data, have been used to conduct the study. The
primary data for this study has been collected through a web-based questionnaire – a
survey.
The secondary has been collected through literature sources like articles, magazines,
blogs, and already published online research papers.
3.4. ANALYSIS OF DATA
The questionnaire was drafted using Google Forms and it consists of 19 questions.
Google Forms, Microsoft Excel and SPSS Statistics were used throughout the analysis. The
statistical tools involved in the study are – the Chi-square test, Regression Analysis, and
ANOVA.
24
CHAPTER – 4
DATA ANALYSIS & INTERPRETATION
This chapter focuses on the analysis of the results of the study. It includes the key
interpretations of descriptive statistics as well as included hypotheses testing. Since most
of the data was analysed through SPSS Statistics, this chapter encompasses the evaluation
of those results. Various statistical tools like Chi-square tests, Regression Analysis,
ANOVA, etc. were used to analyse the data, the results of which are presented in a tabular
form in this chapter. For comparing the values in chi-square to determine whether or not
the null hypothesis is rejected or accepted, Chi-square distribution table is used. The table
is put under the section 4.3 – Hypothesis analysis.
4.1. RELIABILITY ANALYSIS
Cronbach’s Alpha reliability test is used to measure the consistency and reliability of
the data collected. Cronbach’s Alpha ranges between 0 and 1. Cronbach’s Alpha below 0.5
is considered unreliable and inconsistent. The data collected through the questionnaire was
analysed using SPSS Statistics.
Reliability Statistics
Cronbach's Alpha
Cronbach's Alpha Based on
N of Items
Standardized Items
.953
.955
37
Table 4.1
INTERPRETATION
It can be seen from table 4.1 shown above that Cronbach’s Alpha is at 0.953. This
indicates a high level of consistency and reliability of the data. It implies that since
Cronbach’s Alpha is 0.953, the data of the study being conducted on ‘Digitization of
Education: : Implementation of Marketing Strategies by Ed-Tech Companies to Influence
individuals in the Pre & Post-Pandemic’ can be accepted.
25
4.2. DESCRIPTIVE STATISTICS
The following is the analysis and interpretation of the data collected through the
questionnaire.
4.2.1. AGE
Age Category
No. of Respondents
% Of Respondents
10 – 20
29
21.6
21 – 40
51
50
41 & above
22
28.4
Total
102
100
Table 4.2
Figure 4.1
Source: Data Collected through questionnaire
INTERPRETATION
As seen from the table and figure above, out of 102 respondents, 21.6% are in the age
group of 10 – 20 consisting of 29 respondents, 50% are in the age group of 21 – 40
consisting of 51 respondents, and 28.4% are in the age group of 41 & above consisting of
22 respondents.
26
4.2.2. OCCUPATION
Table 4.3
Occupation Category
No. of Respondents
% Of Respondents
Student
54
52.9
Employee
34
33.3
Homemaker
5
4.9
Teacher
4
3.9
Special Educator
1
1
Wellness Coach
1
1
House Wife
1
1
Online Tutor
1
1
Industry Mentor
1
1
Total
102
100
Figure 4.2
Source: Data Collected through questionnaire
INTERPRETATION
As visible from the figure above, 52.9% are 54 students who responded, 33.3% are 34
working employees who responded, 4.9% are 5 homemakers who responded, 3.9% are the
4 teachers who responded, and the rest 1% are respondents in backgrounds such as Special
Educator, Wellness Coach, Online tutor, and Industry mentor.
27
4.2.3. LOCATION
Figure 4.3
Source: Data Collected through questionnaire
INTERPRETATION
The above pie diagram shows the location of the individuals who filled the survey.
Among 102 respondents, 70.6% of them from Bangalore filled the survey and the rest are
from either outside Bangalore or Karnataka from places like Mysore, Chennai and Nagpur.
28
4.2.4. MODE OF OCCUPATION
Mode of Occupation
No. of Respondents
% Of Respondents
Online Mode
83
81.4
Offline Mode
5
4.9
Hybrid Mode
14
13.7
Total
102
100
Table 4.4
Figure 4.4
Source: Data Collected through questionnaire
INTERPRETATION
As and when the pandemic outbroke, the mode of occupation for everyone in the world
changed to online mode, when some remained in offline mode and some in the hybrid mode
(online & offline). The above table and figure state that out of 102 respondents, 83(81.4%)
respondents had their mode of occupation in online mode, 5(4.9%) respondents had it in
offline mode and the remaining 14(13.7%) respondents had their mode of occupation in
hybrid mode, which is both offline and online mode.
29
4.2.5. E-LEARNING OR OFFLINE LEARNING
Figure 4.5
Source: Data Collected through questionnaire
INTERPRETATION
As seen in the above figure, 47.1% - 48 respondents would opt for and think that Elearning/Online courses are better and affordable and 65.7% - 67 respondents would opt
for and think that offline learning is better and affordable. This question gave the
respondent to choose both the options and that is the reason why adding up the responses,
it’s over 102 which was the expected number of responses.
4.2.6. AFFORDABILITY OF ONLINE COURSES
Figure 4.6
Source: Data Collected through questionnaire
INTERPRETATION
The above figure is based on the affordability of e-learning/online learning. Around 73.5%
of the respondents think that it depends on what the course is, 20.6% of the respondents
think that it is affordable, 3.9% of the respondents though it is costly, and the rest 1.9%
think it is cheap.
30
4.2.7. SOURCE TO ACCESS EDUCATIONAL RESOURCES
Figure 4.7
Source: Data Collected through questionnaire
INTERPRETATION
The above figure shows what are the sources to access online educational resources. This
question gave the respondents to choose as many options as they needed that helped them
access educational resources. Among 102 respondents, 81 of them chose Wi-Fi, 69 of them
chose Computer/tablet, 1 of them chose Radio, 2 of them chose Television, 54 of them
chose Phone Internet and 60 of them chose Smartphone as their source to access
educational resources.
31
4.2.8. ENGAGEMENT IN ONLINE LEARNING
Figure 4.8
Source: Data Collected through questionnaire
INTERPRETATION
From above the figure, we see the difference in engagement of respondents in online
learning. 40.2% of the respondents frequently engaged in online learning, 37.3% of the
respondents engaged in online learning on a regular basis, and the rest 22.5% engaged in
online learning rarely.
32
4.2.9. PURCHASE AND ACCESS OF AN ONLINE COURSE IN THE POST OR
PRE-PANDEMIC
Figure 4.9
Source: Data Collected through questionnaire
INTERPRETATION
The above figure was the output of the response from 102 respondents on whether they
purchased or accessed an online course in the pre/post-pandemic or not. This question
provided the respondents to choose as many options as from the options provided.
From the responses received, 17.6% - 18 respondents did purchase and access online
courses in the Pre-pandemic, 52.9% - 54 respondents did purchase and access online
courses in the post-pandemic, and 35.3% - 36 respondents did not purchase or access any
online course.
33
4.2.10. PURCHASE OF ONLINE COURSE
Figure 4.10
Source: Data Collected through questionnaire
INTERPRETATION
The above figure states what the respondents chose or added the companies they purchased
or accessed online courses from. This question provided the respondents to choose as many
options as needed. 13.7% - 14 respondents accessed it from BYJUs, 18.6% - 19 respondents
accessed it from My Captain, 18.6% - 19 respondents accessed it from Unacademy, 10.8%
- 11 people accessed it from UpGrad, 5.9% - 6 respondents accessed it from Vedantu, 2%
- 2 respondents accessed it from Collegedunia, 2.9% - 3 respondents accessed it from
Toppr, 10.8% - 11 respondents accessed it from Simple learn, and the rest 16.7% of the
respondents accessed it from websites or companies such as Coursera, Udemy, Great
Learning & Internshala and also accessed it from their colleges or universities & schools
and the place they are employed in as well.
34
4.2.11. PRESENCE IN THE ONLINE WORLD
Figure 4.11
Source: Data Collected through questionnaire
INTERPRETATION
The above figure states the given companies’ presence in the online world. The below will
show you an easy interpretation of the above figure. And also, this question was surveyed
based on a Likert Scale, based on the scaling - 1:Bad, 2:Not Bad, 3:Neutral, 4:Good, 5:Very
Good. The below table will state numerically how many respondents fall under a
particular category in terms of what they think of the companies’ presence in the online
world.
Companies
Table 4.5
1: Bad
2: Not Bad
3: Neutral
BYJUs
9
20
20
30
24
My Captain
14
31
31
24
3
Unacademy
9
14
34
36
10
Upgrad
11
17
30
35
10
Vedantu
13
23
41
19
7
Collegedunia
25
39
27
9
3
Toppr
25
25
33
14
6
Leverage Edu
25
40
25
9
4
Simple Learn
19
33
30
13
8
35
4: Good
5: Very Good
4.2.12. PURCHASE OF ONLINE COURSES FROM OUTSIDE COMPANIES
Figure 4.12
Source: Data Collected through questionnaire
INTERPRETATION
This question was not a compulsory question, but this question was about if there were any
purchases of online courses from outside companies. This question is related to figure 4.10.
From the responses from this question, the outside companies other than the given
companies mentioned in figure 4.10th question are – Coursera, YouTube, Udemy, Extra
Marks, Imarticus, etc.
36
4.2.13. RATING OF CHARACTERISTICS FOR BYJUS (1:Bad, 2:Not Bad, 3:Neutral,
4:Good, 5:Very Good)
Figure 4.13
Source: Data Collected through questionnaire
INTERPRETATION
This question was conducted based on the Likert Scale and was to be answered based on
what the respondents would rate BYJUs based on the following characteristics mentioned
in the below table with the scaling (1:Bad, 2:Not Bad, 3:Neutral, 4:Good, 5:Very Good).
BYJUs
1: Bad
2: Not Bad
3: Neutral
4: Good
5: Very
Good
Online Presence
4
9
27
41
22
Affordability
11
19
40
27
6
Flexibility of the
11
32
40
32
11
Effectiveness
4
14
35
42
8
Clear Guidance
4
25
27
35
12
Course
37
Interesting
7
16
30
39
11
2
13
27
36
25
Courses
Digitally
Appealing
Table 4.6
4.2.14. RATING OF CHARACTERISTICS FOR MY CAPTAIN (1:Bad, 2:Not Bad,
3:Neutral, 4:Good, 5:Very Good)
Figure 4.14
Source: Data Collected through questionnaire
INTERPRETATION
This question was conducted based on the Likert Scale and was to be answered based on
what the respondents would rate My Captain based on the following characteristics
mentioned in the below table with the scaling (1:Bad, 2:Not Bad, 3:Neutral, 4:Good, 5:Very
Good).
38
BYJUs
1: Bad
2: Not Bad
3: Neutral
4: Good
5: Very
Good
Online Presence
10
21
43
25
4
Affordability
11
21
47
19
5
The flexibility
9
24
50
15
5
Effectiveness
9
21
51
17
5
Clear Guidance
10
25
45
18
5
Interesting
9
24
44
20
6
11
18
49
19
6
of the Course
Courses
Digitally
Appealing
Table 4.7
4.2.15. RATING OF CHARACTERISTICS FOR UNACADEMY (1:Bad, 2:Not Bad,
3:Neutral, 4:Good, 5:Very Good)
Figure 4.15
Source: Data Collected through questionnaire
39
INTERPRETATION
This question was conducted based on the Likert Scale and was to be answered based on
what the respondents would rate Unacademy based on the following characteristics
mentioned in the below table with the scaling (1:Bad, 2:Not Bad, 3:Neutral, 4:Good, 5:Very
Good).
BYJUs
1: Bad
2: Not Bad
3: Neutral
4: Good
5: Very
Good
Online Presence
5
12
37
36
13
Affordability
3
23
45
27
5
The flexibility
3
19
46
28
7
Effectiveness
4
19
41
35
4
Clear Guidance
4
19
43
30
7
Interesting
3
18
43
29
10
4
18
40
31
10
of the Course
Courses
Digitally
Appealing
Table 4.8
4.2.16. RATING OF CHARACTERISTICS FOR UPGRAD (1:Bad, 2:Not Bad,
3:Neutral, 4:Good, 5:Very Good)
40
Figure 4.16
Source: Data Collected through questionnaire
INTERPRETATION
This question was conducted based on the Likert Scale and was to be answered based on
what the respondents would rate UpGrad based on the following characteristics mentioned
in the below table with the scaling (1:Bad, 2:Not Bad, 3:Neutral, 4:Good, 5:Very Good).
BYJUs
1: Bad
2: Not Bad
3: Neutral
4: Good
5: Very
Good
Online Presence
9
12
35
39
8
Affordability
7
27
46
20
3
The flexibility
5
16
44
34
4
Effectiveness
8
15
46
28
6
Clear Guidance
4
21
46
28
4
Interesting
6
18
46
26
7
6
17
39
32
9
of the Course
Courses
Digitally
Appealing
Table 4.9
41
4.2.17. SOURCE OF INFLUENCE
Figure 4.17
Source: Data Collected through questionnaire
INTERPRETATION
From the above figure, we get to know the source of influence for the respondent to opt for
online courses/e-learning. The respondents were free to choose as many options as needed
for this question.
Among the 102 respondents, 72.5% - 74 respondents were influenced by Social Media
Advertisements on Instagram, Facebook, LinkedIn, and YouTube., 33.3% - 34 respondents
were influenced by Google Search Pages, 29.4% - 30 respondents were influenced by Word
of mouth or Sales done by companies, 3.9% - 4 respondents were influenced by Magazines,
10.8% - 11 respondents were influenced by Newspaper Ads, 25.5% - 26 respondents were
influenced by Influencer Marketing or Brand Ambassadors, 10.8% - 11 respondents were
influenced by companies they were employed in, and 38.2% - 39 respondents were
influenced to opt for online courses because of Schools/Colleges/Universities.
42
4.3. HYPOTHESIS TESTING
I.
Hypothesis 1
H0: There is no significant difference between the ages of the individuals opting for
online courses.
H1: There is a significant difference between the ages of the individuals opting for
online courses.
A chi-square check for independence compares 2 variables in an exceedingly
contingency table to check if they're connected. in an exceedingly a lot of general sense,
it tests to check whether or not distributions of categorical variables take issue from
every another.
Table.4.10
agevariable
Observed N
Expected N
Residual
10 - 20
29
34.0
-5.0
21 - 40
51
34.0
17.0
41 & above
22
34.0
-12.0
Total
102
Table.4.11
Chi-Square Test Statistics
agevariable
Chi-Square
13.471a
df
2
Asymp. Sig.
.001
a. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 34.0.
INTERPRETATION
From the above table.4.11, it can be seen that the value of Chi-square (Pearson Chi-Square) is
13.471, the degree of freedom is 2 and the value of p is .001. This means the test is significant
because – one, the value of p is lesser than 0.05 (p<0.05), and two, the calculated chi-square
value is greater than the chi-square critical value, that is, 13.471>9.21. Therefore, the null
hypothesis is rejected and the alternative hypothesis is accepted.
43
II.
Hypothesis 2
H0: Mode of Occupation has no significant role in opting for online learning.
H2: Mode of Occupation has a significant role in opting for online learning.
A chi-square check for independence compares 2 variables in an exceedingly
contingency table to check if they're connected. in an exceedingly a lot of general sense,
it tests to check whether or not distributions of categorical variables take issue from
every another.
Table.4.12
Chi-Square Tests
Value
df
Asymp. Sig. (2sided)
Pearson Chi-Square
26.607a
16
.046
Likelihood Ratio
14.231
16
.582
Linear-by-Linear Association
1.310
1
.252
N of Valid Cases
102
a. 24 cells (88.9%) have an expected couof nt less than 5. The minimum expected
count is .05.
INTERPRETATION
From the above table, it can be seen that the value of Chi-square (Pearson Chi-Square) is
26.607, the degree of freedom is 16 and the value of p here is 0.046. The chi-square critical
value is 15.338. To conclude, the calculated chi-square value is greater than the chi-square
critical value, 26.607>15.338. There the null hypothesis is rejected and the alternative
hypothesis is accepted. This means the mode of occupation plays a significant role for
individuals opting for online learning.
44
III.
Hypothesis 3
H0: Affordability does not play a significant role in the buying behaviour of an
individual.
H3: Affordability does play a significant role in the buying behaviour of an
individual.
Table 4.13
Chi-Square Tests
Valu
df
Asymp.
e
Sig. (2sided)
Pearson Chi-
36.5
15
.001
15
.174
1
.002
01a
Square
Likelihood Ratio
19.9
39
Linear-by-Linear
9.24
Association
8
N of Valid Cases
102
a. 19 cells (79.2%) have an expected couof nt
less than 5. The minimum expected count is .02.
Table 4.14
ANOVA
Model
Sum of
df
Mean
Squares
1
Regressi
F
Sig.
10.08
.002b
Square
4.723
1
4.723
on
0
Residual
46.855
100
Total
51.578
101
.469
a. Dependent Variable: Do you think e-learning or buying online courses is
costly/affordable/cheap?
b. Predictors: (Constant), Have you purchased and accessed any of the
online courses in the pre/post-pandemic?
45
INTERPRETATION
From the above table, it can be seen that the value of chi-square (Pearson Chi-Square) is 36.501,
the degree of freedom is 15 and the value of p in the chi-square table is .001. The critical chisquare value is 30.58. The calculated value of chi-square is greater than the critical chi-square
value. The ANOVA table indicates the statistical significance of the regression model that was
run. Here, the p-value (Sig.) is 0.002, which is less than 0.05. This shows the regression model
is a good fit for the data. Therefore, in both the cased, chi-square test and ANOVA analysis,
alternative hypothesis is accepted.
IV.
Hypothesis 4
H0: Physical news & articles, the internet, and the whole of social media do not
play a role in influencing individuals in opting for online courses.
H4: Physical news & articles, the internet, and the whole of social media play a
significant role in influencing individuals to opt for online courses.
Regression is a statistical tool that is used to determine the strength of the
relationship between dependent and independent variables. In this case, the
independent variable is What mode of learning is better and affordable? (Opting for
an online course) and from the mentioned companies how have you been
influenced to opt for online courses.
Table 4.15
Model Summary
Model
R
R Square
.295a
1
Adjusted R
Std. Error of the
Square
Estimate
.087
.078
11.971
a. Predictors: (Constant), What mode of learning is better and affordable?
(Opting for an online course)
Table 4.16
ANOVAa
Model
Sum of
df
Mean
Squares
Regression
Residual
F
Sig.
Square
1362.279
1
1362.279
14330.515
100
143.305
46
9.506
.003b
Total
15692.794
101
a. Dependent Variable: From the mentioned companies how have you been influenced to
opt for online courses?
b. Predictors: (Constant), What mode of learning is better and affordable? (Opting for an
online course)
INTERPRETATION
From the above table, it can be seen that the value of R is 0.295. This shows that there is a
moderate positive correlation between variables. The value of R2 is 0.087, this means that 8.7%
of the change in the dependent variable is attributed to the independent variable. The ANOVA
table indicates the statistical significance of the regression model that was run. Here, the pvalue (Sig.) is 0.003, which is less than 0.05. This shows the regression model is a good fit for
the data. Therefore, the alternative hypothesis is accepted.
47
CHAPTER – 5
FINDINGS AND CONCLUSION
5.1. FINDINGS
Conducting the study, “A Study on Digitalization of Education: Implementation of
Marketing Strategies by Ed-Tech Companies to Influence individuals in the Pre & PostPandemic”, many valuable factors/insights have come forward.
➢ People from age 10-20, 21-40, and 40 & above, there was no limit to the age because
learning anything has no age limits. Learning goes on even when you get older and
older. There are few things that you still want to do or interest you and you might
want to learn and acquire that skill no matter how aged you are.
➢ The occupation mattered in this study but few respondents’ occupations state the
same thing as there are no age limits. Few respondents who were homemakers were
also included in the survey and they also have access to online courses or e-learning,
it can be learning a new cooking style or recipe, yoga classes, etc.
➢ Most of the respondents resided in Bangalore and some respondents were from
Chennai, Pondicherry, UP, and Nagpur. And some of those responses from places
other than Bangalore were not only students but also tutors or coaches.
➢ When the pandemic broke out, the world did turn upside down and had a drastic
change in everything for every individual. When this breakout occurred, everything
converted into online mode and the study states that the majority of the respondents’
mode of occupation turned into online mode and the rest were in offline and hybrid
mode.
➢ The majority of the people thought offline learning was better and more affordable
than online/e-learning. This is because e-learning was best suited for building
primary or secondary skills and not being able to do offline learning, did reduce our
efficiency and effectiveness towards learning anything at all, this was not only for
students but also for working employees.
➢ Most of the purchases of online courses that were being made were post-pandemic
more than pre-pandemic.
48
➢ Out of the 4 top companies provided in the study, BYJUs stood above all. This is
because BYJUs has been building its online presence and has been providing
quality products(courses) and really good teaching with different technology.
➢ From the secondary information collected from articles and already published
research papers, news-letters and other websites, we discover and understand what
methods or tools are used to bring in more viewers and purchasers for online/elearning. Tools such as SEO, mobile learning apps, etc.
5.2. CONCLUSION
This study on – ‘Digitalization of Education: Implementation of Marketing Strategies by
Ed-Tech Companies to Influence individuals in the Pre & Post-Pandemic’ bought in allot of
insights. The goal of this research was to gain insights into how individuals how individuals
were influenced to opt for E-learning by Ed-tech companies. A survey was conducted and the
responses of 102 participants were analysed. Results suggest that among those 102 participants,
students being the majority respondents, they have opted for e-learning because they have been
influenced through social media like Instagram, LinkedIn, YouTube, and Facebook and also
have been influenced by other means in the internet. Mainly students who fall in the age
category of 10-20 & 21-40 have been influenced majorly by social media only. For example:
Influencer marketing done by celebrities and brand ambassadors attract more of the Gen Z
people who fall under the age 10-20 and 21-40.
Edtech may be a huge and numerous businesses with an outsized runway of chance across
the business lifecycle, although current risks (regulation, funding cycles, competition) ought to
stay high of mind for investors. Advances in online learning and rising technologies can still
improve instructional outcomes. Despite the speed at that technology has modified virtually
every side of our life, our college education has not modified a lot. We've got adults habituated
to content on our hand-held devices and laptops, and college texts square measure losing the
battle to the Netflixes and Primes of the globe. Edtech is education’s means of adopting current
technologies to produce quality at scale. So, to conclude, there is more scope in how ed-tech
companies can grow in respect to influencing consumers to opt for e-learning and also has the
best scope in developing, building and bringing in innovation in the Education Technology and
E-learning sector.
49
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ANNEXURE
QUESTIONNAIRE
1. Name*
2. Age*
3. Occupation*
4. Location*
5. What became your mode of occupation when the pandemic started?
✓ Online mode
✓ Offline mode
✓ Hybrid mode
6. What is better, affordable and/or worth it?*
✓ E-learning/Online courses
✓ Physical learning
7. Do you think e-learning or buying online courses is costly/affordable/cheap?
✓ It is costly
✓ It is affordable
✓ It is cheap
✓ It depends on what the course is.
8. Which of the below technology do you use to access educational resources?*
✓ Wi-Fi
✓ Computer/Tablet
✓ Radio
✓ Television
✓ Phone Internet
✓ Smartphone
9. How much do you engage and give time for online learning?*
✓ On a regular basis
✓ Frequently
✓ Rarely
10. Have you purchased and accessed any online courses pre/post pandemic?*
✓ Yes, pre pandemic
✓ Yes, post pandemic
✓ No, haven’t purchased any
11. If your answer for the above question was “yes”, which of the below companies have
you purchased it from?*
✓ BYJU’s
✓ My Captain
✓ Unacademy
✓ UpGrad
✓ Vedantu
✓ Collegedunia
✓ Toppr
✓ Leverage Edu
✓ Simple Learn
✓ Other:
12. What would you rate the below companies out of 5 based on their presence in the
online world?*
✓ BYJU’s
✓ My Captain
✓ Unacademy
✓ UpGrad
✓ Vedantu
✓ Collegedunia
✓ Toppr
✓ Leverage Edu
✓ Simple Learn
13. Apart from the mentioned companies, are there any other companies you have
purchased or accessed your online courses from?
14. Taking few major companies such as BYJU’s, My Captain, UnAcademy and UpGrad,
how would you rate them out of 5 based on the below mentioned
characteristics?*(1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good)
BYJU’S
Rating
Online Presence
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Affordability
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Flexibility of the course
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Effectiveness
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Clear Guidance
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Interesting courses
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Digitally Appealing
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
My Captain
Online Presence
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Affordability
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Flexibility of the course
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Effectiveness
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Clear Guidance
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Interesting courses
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Digitally Appealing
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Unacademy
Online Presence
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Affordability
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Flexibility of the course
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Effectiveness
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Clear Guidance
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Interesting courses
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Digitally Appealing
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
UpGrad
Online Presence
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Affordability
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Flexibility of the course
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Effectiveness
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Clear Guidance
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Interesting courses
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
Digitally Appealing
1:Bad, 2:Not, 3:Neutral, 4:Good, 5:Very Good
15. From the mentioned companies how have you been influenced to opt for online
courses?*
✓ Social Media Advertisements (Instagram, Facebook, LinkedIn, YouTube)
✓ Google Search Page
✓ Word of mouth/Sales
✓ Magazines
✓ News Paper Ads
✓ Influencer marketing/Brand Ambassadors
✓ Through the companies, you are employed in
✓ School/College/University
16. Do you think there are other ways that individual learners like you could be
influenced by these ed-tech companies to purchase the courses?