APPENDICES
Appendix 1:
General Questionnaire
Appendix 2(A):
Questionnaire for e-Learning Students
Appendix 2(B):
Questionnaire for Traditional Learning Students
Appendix 3:
Abbreviations
Appendix 4:
Map of Literacy Rates in India
Appendix 5:
Table of Literacy Rates in India
219
Appendix: 1
Questionnaire
General Questionnaire
Definition: e-Learning is the use of technology to enable people to learn anytime (24*7),
anywhere and any number of times. It is defined as acquisition of knowledge and skill
using electronic technologies such as computer, internet, VSAT, local and wide area
networks.
Part - A
1. Have you ever got any training to study in the e-Learning environment?
Yes
No
If yes, then up to what extent it has improved your performance?
(i) 0-25%
(ii) 26 %- 50 %
(iii) 51% -75%
(iv) > 75%
(v) No comments
2. Do you believe that improving knowledge through e-Learning is better than
traditional Learning?
Yes
No
3. Do you think face to face learning is more important for in-depth and practical
teaching?
Yes
No
4. Can e-Learning bring a social change in India?
Yes
No
5. If you could get a chance to select the method of education, then what percentage
would you prefer to study through e-Learning?
(i) 0-25%
(ii) 26 %- 50 %
(iv) > 75%
(v) No comments
(iii) 51% -75%
220
6. Is your campus is providing e-learning tools / techniques for study?
Yes
No
If yes, then up to what extend e-Learning is used for the study?
(i) 0-25%
(ii) 26 %- 50 %
(iv) > 75%
(v) No comments
(iii) 51% -75%
7. Have you ever used e-Learning facility?
Yes
No
8. While using e-Learning tools, what are the barriers you find?
(i) Bandwidth /Connection
(ii) Access to the internet
(iii)Privacy
(iv) Any Other
9. Are you able to solve your typical problems through e-Learning?
Yes
No
10. In future, what would you like for e-Learning environment?
(i) I would like to spend more time for online learning as
compared to traditional study through class-room lectures.
(ii) I would prefer to go back to traditional learning.
(iii) I am happy with the current mixture of online and
traditional learning.
(iv) Any other
11. What is required to be done to make e-Learning reachable to each individual and
implement it at grass root level in India?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------221
Part –B
B1: Contribution of individual factors for learning (tick any one)
Q. No.
Contribution to overall
Learning
1
Role of Assignment
2
Cost of Education
3
Use of Technology
4
Course Content
5
Live Practical Projects
6
Library Facility
7
Travel Time and Cost
8
Knowledge of Faculty
9
12
Any time Learning
(24*7)
Participation of
Students
Faculty-Student
Interaction
Students Attendance
13
Easy access to masses
14
Students Placement
10
11
Rate-5
(Highest)
Rate-4
Rate-3
Rate-2
Rate-1
(Lowest)
222
B2: Select (√) whichever options suit the best
Traditional Learning V / S e-Learning:
Q. No.
Learning Parameters
15
Role of Assignment
16
Cost of Education
17
Use of Technology
18
Course Content
19
Live Practical Projects
20
Library Facility
21
Travel Time and Cost
22
Knowledge of Faculty
23
Any time Learning (24*7)
24
Participation of Students
25
Faculty-Student Interaction
26
Students Attendance
27
Easy access to masses
28
Students Placement
Traditional
Learning
e –Learning
Name and Address:
..................................…………………...................................................….................…..................
..................................…………………...................................................….................…..................
Age…......................................Gender.…….…………….. Qualification …………..................
Contact No.....…………..Name of Stream.....................Regular/Distance mode ……..………
Name of College / Institution........................................................................................................
Signature……………
* Thank you for your support
223
Appendix: 2(A)
Questionnaire for e-Learning Students
Definition: e-Learning is the use of technology to enable people to learn anytime (24*7),
anywhere and any number of times. It is defined as acquisition of knowledge and skill
using electronic technologies such as computer, internet, VSAT, local and wide area
networks.
Contribution of individual factors for e-Learning (tick any one)
Q.
No.
1
Contribution to
e-Learning
Course Content
Rate-5
Rate-4 Rate-3 Rate-2
(Highest)
2
Personal Interest
3
Ability to ask Questions
4
Participation of Students
5
Improvement in Learning
6
Clarity of Chapters/Topics
7
Faculty-Student Interaction
8
Discussion with Classmates
9
Level of Difficulty in
Learning
Availability of extra help for
the class
10
Rate-1
(Lowest)
Name and Address:
..................................…………………...................................................….................…..................
..................................…………………...................................................….................…..................
Age…......................................Gender.…….…………….. Qualification …………..................
Contact No.....…………..Name of Stream.....................Regular/Distance mode ……..………
Name of College / Institution........................................................................................................
Signature……………
* Thank you for your support
224
Appendix: 2(B)
Questionnaire for Traditional Learning Students
Definition: Traditional learning is classroom-based or practical- meaning the student can
see their teacher and classmates. Traditional education focuses on teaching, not learning.
Contribution of individual factors for Traditional learning (tick any one)
Q.
No.
1
Contribution to
Traditional Learning
Course Content
Rate-5
Rate-4 Rate-3 Rate-2
(Highest)
2
Personal Interest
3
Ability to ask Questions
4
Participation of Students
5
Improvement in Learning
6
Clarity of Chapters/Topics
7
Faculty-Student Interaction
8
Discussion with Classmates
9
Level of Difficulty in
Learning
Availability of extra help for
the class
10
Rate-1
(Lowest)
Name and Address:
..................................…………………...................................................….................…..................
..................................…………………...................................................….................…..................
Age…......................................Gender.…….…………….. Qualification …………..................
Contact No.....…………..Name of Stream.....................Regular/Distance mode ……..………
Name of College / Institution........................................................................................................
Signature……………
* Thank you for your support
225
Appendix - 3
Abbreviations
S.No. Abbreviation
Description
1.
365*24*7
365 days a year, 24 hours a day, 7 days a week
2.
AICTE
All India Council of Training and Education
3.
BPO
Business Process Outsourcing
4.
C-DAC
Center for Development of Advanced Computing
5.
CAGR
Compound Annual Growth Rate
6.
CBCS
Choice Based Credit System
7.
CD-ROM
Compact Disc-Read Only Memory
8.
DVD
Digital Video Disc
9.
EBC
e-Business Community
10.
ERA
e-Learning Revolution for All
11.
GOI
Government of India
12.
GER
Gross Enrollment Ratio
13.
GDP
Growth Domestic Product
14.
GIS
Geographical Information System
15.
HTML
Hyper Text Markup Language
16.
HSPA
High Speed Packet Access
17.
ICT
Information & Communication Technology
18.
IT
Information Technology
19.
ICE
Institute of Civil Engineers
20.
KPO
Knowledge Process Outsourcing
226
21.
LCD
Liquid Crystal Display
22.
LMS
Learning Management System
23.
MMS
Migration Monitoring System
24.
PDA
Personnel Digital Assistant
25.
PPP
Public-Private Partnership
26.
ROI
Return On Investment
27.
RTI
Right to Information
28.
SMU
Sikkim Manipal University
29.
SCORM
Sharable Content Object Reference Model
30.
SEZ
Special Economic Zone
31.
SVGA
Super Video Graphic Array
32.
TAC
Take a Challenge
33.
TBC
Take a Bigger Challenge
34.
VLE
Virtual Learning Environment
35.
VC
Venture Capital
36.
VSAT
Very Small Aperture Terminals
37.
WCDMA
Wideband Code Division Multiple Access
227
Appendix-4
Map of Literacy Rates in India
Source: http://www.mapsofindia.com/census2011/literacy-rate.html
228
Appendix 5
Table of Literacy Rates in India
Literacy Rate in India, Census 2011
Rank
State
Overall
Literacy Rate
Male Literacy
Rate
Andaman & Nicobar
86.3 %
90.1 %
Andhra Pradesh
67.7 %
75.6 %
Arunachal Pradesh
67.0 %
73.7 %
Assam
73.2 %
78.8 %
Bihar
63.8 %
73.5 %
Chandigarh
86.4 %
90.5 %
Chhattisgarh
71.0 %
81.5 %
Dadra & Nagar Haveli
77.7 %
86.5 %
Daman & Diu
87.1 %
91.5 %
Delhi
86.3 %
91.0 %
Goa
87.4%
92.8 %
Gujarat
79.3 %
87.2 %
Haryana
76.6 %
85.4 %
Himachal Pradesh
83.8 %
90.8 %
Jammu and Kashmir
68.7 %
78.3 %
Jharkhand
67.6 %
78.5 %
Karnataka
75.6 %
82.8 %
Kerala
93.9 %
96.0 %
Lakshadweep
92.3 %
96.1 %
Madhya Pradesh
70.6 %
80.5 %
Maharashtra
82.9 %
89.8 %
Manipur
79.8 %
86.5 %
Meghalaya
75.5 %
77.2 %
Mizoram
91.6 %
93.7 %
Nagaland
80.1 %
83.3 %
Orissa
73.5 %
82.4 %
Puducherry
86.5 %
92.1 %
Punjab
76.7 %
81.5 %
Rajasthan
67.1 %
80.5 %
Sikkim
82.2 %
87.3 %
Tamil Nadu
80.3 %
86.8 %
Tripura
87.8 %
92.2 %
Uttar Pradesh
69.7 %
79.2 %
Uttarakhand
79.6 %
88.3 %
West Bengal
77.1 %
82.7 %
INDIA
74.04 %
82.14 %
Source: http://www.mapsofindia.com/census2011/literacy-rate.html
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Female
Literacy
Rate
81.8 %
59.7 %
59.6 %
67.3 %
53.3 %
81.4 %
60.6 %
65.9 %
79.6 %
80.9 %
81.8 %
70.7 %
66.8 %
76.6 %
58.0 %
56.2 %
68.1 %
92.0 %
88.2 %
60.0 %
75.5 %
73.2 %
73.8 %
89.4 %
76.7 %
64.4 %
81.2 %
71.3 %
52.7 %
76.4 %
73.9 %
83.1 %
59.3 %
70.7 %
71.2 %
65.46 %
229
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251
Research
Papers
252
253
A Study of e-Learning in Indian
Education System
JayshreeJain#1, Prof. S. K. Sharma*2
#
Research Scholar, Pacific University, Udaipur
1email:jayshreejain1971@gmail.com,iice_udaipur@yahoo.com
*
Director, Pacific Institute of Engineering, Udaipur
2email:
sharmasatyendra_03@rediffmail.com
Abstract- This paper depicts a study of e-Learning
in Indian education system. E-Learning possesses
the prospective to bridge the educational gaps
existing in the society and improve the lives of
millions of people in the developing world who do
not enjoy the opportunities equivalent to rich and
developed countries.
It is widely acknowledged that the concept of eLearning has shown its importance in raising the
efficiency of “Learning Functions” and improving
public services and knowledge. It is also helpful in
bridging the geographical separations.
The purpose of this paper is to outline the
prospective linked with implementation of eLearning in Indian Education System.
The major focus of e-Learning is to cater to the
informational needs of the people and bring
awareness among them. e-Learning must not be
thought of as an entity that replaces traditional
education, but must be considered as a tool to help
and enhance the process of learning based on the
circumstances of the environment in which it is
implemented in the context of Indian education
system.
To implement e-Learning, several factors need to
be accounted for in the planning stages. For eLearning to be a success in an Indian Education
System, there needs to be total involvement of the
local community, leading to its acceptance and
ownership,
combined
with
continuous
communication among the various specialists. In
this regard, Indian government has also taken
some initiatives in order to make E-Learning, a
successful story in India.
Keywords: - e-Learning, Services, Approaches,
Technology, VLE,MIS, Levels, Benefits, eLearning tools
I.INTRODUCTION
The traditional educational technique was simple
oral recitation.A classroom course represented
the type of learning called Formal learning
because the learning has stated objectives and is
supposed to yield predetermined results
wherease-Learning does not requires support of
an educational or training institution.e-Learning
allows us to explore the potential of informal
learning such as Knowledge Management and
Electronic Performance Support.
The eLearning era appears to have finally dawn in
India. From being a largely outward looking
industry, where Indian companies primarily
served as a service provider for clients in US and
Europe, Indian companies are becoming inward
looking – a clear reversal of trend. In line with
this transformation are several Indian companies
that have lined up with some very innovative
offerings.[21]
Educompannounced that it has joined
hands with Great Lakes Institute of Management
to provide e-Learning education. Sify meanwhile
is planning to introduce a learning management
system in India Education System and they
already have a couple of customers who are
interested
in
its
products.
The Indian NGO sector too is not far behind and
many have already begun using e-Learning for
furthering the cause of education for the
marginalized and the disadvantaged sections of
the society. Smile foundation of Ahmadabad has
begun an innovative program called the Twin eLearning Program which is designed to offer
job-oriented skills to youth from the less
privileged sections of society living in urban
slums and peripheral rural areas in India.
At the government level, IGNOUhas announced
the details of the virtual university for Africa
after the Indian Prime Minister Mr. Manmohan
Singh promised such an institution in May, 2011,
at a summit in Addis Ababa, Ethiopia. The PanAfrican E-Learning Network of IGNOU will be
devised as a robust e-Learning network that will
go a long way in alleviating the needs of African
nations.
A. e-Learning
e-Learning comprises all forms of
electronically supported learning and teaching.
The information and communicationsystems,
whether networked learning or not, serve as a
specific media to implement the learning
process. The term will still most likely be
254
utilized to refer out-of-classroom and inclassroom
educational
experiences
via
technology, even the advances continue with
regards to devices and curriculum.
e-Learning is essentially the computer and
network-enabled transfer of skills and
knowledge.
e-Learning
applications
and
processes include Web based learning,
computer-based learning, virtual education
opportunities and digital collaboration. Content
is delivered via the Internet, intranet/extranet,
audio or video tape, satellite TV, and CD-ROM.
It can be self-paced or instructor-led and includes
media in the form of text, image, animation,
streaming video and audio.
management system, to laptop programs, where
students are required to bring laptops to class and
use them as part of a face-to-face class, to hybrid
learning, where classroom time is reduced but
not eliminated, with more time devoted to online
learning, which is a form of distance education.
e-Learning is naturally suited to distance
learning and flexible learning, but can also be
used in conjunction with face-to-face teaching, in
which case the term Blended learning is
commonly used. This broader interpretation
allows for 21st century applications and brings
learning and media psychology into the
equation.e-learning intersects numerous fields of
thought and practice, and cannot be trivialized
into a simple formula for success. As Figure 1.1
suggests, writings on the ‘theory’ of e-learning
encompass an array of academic perspectives:
training and education, learning and knowledge,
technology and the investigation of individual
market segments.
FIGURE 1.1 MERGING LANGUAGE AND FI ELDS OF
STUDY [23]
Training Education Information
Learning
Technology
Knowledge management
E - Learning
B. Approaches to e-Learning services
e-Learning services have evolved since
computers were first used in education. There is
a trend to move towards blended learning
services, where computer-based activities are
integrated with practical or classroom-based
situations.
Different types or forms of e-Learning
can be considered as a continuum, from no eLearning, i.e. no use of computers and/or the
Internet for teaching and learning, through
classroom aids, such as delivering classroom
lecture with PowerPoint slides available to
students through a course web site or learning
C. Technological Issues
In higher education especially, the
increasing tendency is to create a Virtual
Learning Environment (VLE) (which is
sometimes combined with a Management
Information System(MIS) to create a Managed
Learning Environment) in which all aspects of a
course are handled through a consistent user
interface standard throughout the institution. A
growing number of physical universities, as well
as newer online-only colleges, have begun to
offer a selected set of academic degree and
certificate programs via the Internet at a wide
range of levels and in a wide range of
disciplines. While some programs require
students to attend some campus classes or
orientations, many are delivered completely
online. In addition, several universities offer
online student support services, such as online
advising and registration, e-counseling, online
textbook purchase, student governments and
student newspapers. [22]
e-Learning also refers to educational
websites such as those offering learning
scenarios, worksheets and interactive exercises
for children. The term is also used extensively in
the business sector where it generally refers to
cost-effective online training.
D. Levels of e-Learning
e-learning falls into four categories, from the
very basic to the very advanced. The categories
are:
 Knowledge databases -- While not necessarily
seen as actual training, these databases are the
most basic form of e-learning. You've
probably seen knowledge databases on
software sites offering indexed explanations
and guidance for software questions, along
with step-by-step instructions for performing
specific tasks. These are usually moderately
interactive, meaning that you can either type in
a key word or phrase to search the database, or
make a selection from an alphabetical list.
FIGURE1.2 LEARNING TECHNOLOGIES, MODES
AND RELATIONSHIP [23]
255
your cyber hand and even view the cyber
whiteboard. It lasts for a set amount of time -from a single session to several weeks, months
or even years. This type of training usually
takes place via Internet Web sites, audio- or
video-conferencing, Internet telephony, or even
two way live broadcasts to students in a
classroom.[24]


Online support -- Online support is also a form
of e-learning and functions in a similar manner
to knowledge databases. Online support comes
in the form of forums, chat rooms, online
bulletin boards, e-mail, or live instantmessaging support. Slightly more interactive
than knowledge databases, online support
offers the opportunity for more specific
questions and answers, as well as more
immediate answers.
 Asynchronous training-- This is e-learning in
the more traditional sense of the word. It
involves self-paced learning, either CD-ROM
based, Network-based, Intranet-based or
Internet-based. It may include access to
instructors through online bulletin boards,
online discussion groups and e-mail. Or, it
may be totally self-contained with links to
reference materials in place of a live
instructor.
 Synchronous training -- Synchronous training is
done in real-time with a live instructor
facilitating the training. Everyone logs in at a
set time and can communicate directly with the
instructor and with each other. You can raise





E. Virtual Communication Tools
The following tools are covered they are:
 E-mails:E-mail is used by information workers,
librarians and others for formal and
informallearning and teaching activities
 Mailing Lists:It is possible to send e-mails to
groups using mailing lists. The process is
managedby a hosting service that maintain a
list of all the different discussion lists and the
people whosubscribe to them. It is run by a mail
server.
 News Groups:The user can read and post
message in a single environment rather than a
seriesof e-mails arriving at different times.
Here an individual will send a message to a
central source,which then copies it to
individuals and other news groups.


1.
Web forms: Web forms are often used as a
means for providing a reference service within a
library or information unit. They are commonly
based in –
• Reference service
•Administration of servicing such as mentoring
programmed.
•As a tool for obtaining information from
participants on e-learning programmed.
Polling:Polling enables us to setup a
survey/questionnaire and obtain feedback for a
wide range of people.
Instant messaging: It enables us to send and
display a message on someone’s screen in a
matter of seconds. It means the staff who is
working on a busy reference or help point may
message a colleague with a question and obtain
response.
Chat or conferencing: This enables users to hold
a live discussion by sending each other short
written messages.
Internet Telephony: In this tool a user can make
calls by using the internet. An individual can
makedistance phone calls through the computer
and the internet without paying long-distance
phone charges.
Bulletin Boards: Bulletin boards provide a
facility for discussion under various topic
headings andnot in real time. Many library and
information servicesprovide bulletin boards
within their websitesas a means of enabling
their customers to discuss ideas and share
information.
Video conferencing: it requires specialists and
very expensive machines are used in video
conferencing.
Virtual worlds:Used for e-learning within
Universities, it is possible to access through
dimensional virtual worlds.
F. Initiatives taken by the government in the
sphere of e-learning
The national Mission on education through
Information and communication technology: It
has been envisaged as the centrally sponsored
256
scheme to leverage the potential of ICT’s in
providing high quality personalized and
interactive knowledge modules over the internet
/intranet for all the learners in the higher
education institutions in anytime any where
mode.
The mission has two major components:
a. Content generation and
b. Connectivity along with the provision of
access devices for institutions and learners.
It plans to focus on appropriate pedagogy for
E-Learning which includes : providing facility
of performing experiments through virtual
laboratories, online testing and certification,
online availability of teachers to guide and
mentor leaders, utilization of available
Education satellite (EDUSAT) and Direct To
Home (DTH) platforms, training and
In the first phase of NPTEL [June2003June2007] supplementary content for 129 web
courses in engineering science and humanities
have been developed.
Second phase of NPTEL has been launched on
11th June 2010. The conversion of video
lectures into the streaming lectures is being
undertaken in the second phase. The web
courses are available on the site of NPTEL. [25]
Potential of e-Learning in Indian education
system
Technology and Learning when
implemented together will majorly help improve
many of the problems faced by India by creating
a complete education system -for every student,
young or old, rich or poor, urban or rural to
increase their possibility.
• e-Learning in India can enable an education
system that is no more limited to a particular
region or age group.
• It will enable anytime, anywhere learning from
multiple authorities from your home, village,
town, city through any web-enabled device.
• It is about students being able to earn and spend
reward points for achieving goals and
milestones, or completing assignments and
connecting to others in virtual classrooms.
• It will serve as a helping hand in the process of
identification of brilliant global students living in
villages of India, based on their ability to interact
within an intelligent e-Learning environment.
2.
empowerment of teachers to effectively
implement the new method of teaching ,learning
etc. The amount of Rs.4162 Crore is to be
incurred during the 11th Five Year plan for this
purpose.
National program on technology Enhanced
Learning (NPTEL): It is a project funded by
Ministry
of
Human
Resource
and
Development
(MoHRD) and was first
conceived in 1999 to enhance the quality of
engineering education in the country by
developing curriculum based on video and web
course. This is being carried out by Indian
Institute of Technology. [Mumbai, Delhi,
Guwahati, Kanpur, Kharagpur, Chennai,
Roorke] and Indian Institute of Science
[Bengaluru] as a collaborative project.
heaven for networking, knowledge application
and mentoring.
• There will be a shift in learning, so will there
be a change in the way schools and colleges
operate.
• Our teachers will become more focused on
problem solving techniques, critical thinking
skills and social and interpersonal skills.
• Teachers will become more like mentors and
guidance counselors to their students and as a
result India will be able to train more teachers
faster, and retain them, helping to increase the
teacher to student ratio in classes.
• It will then become easy to create and deliver a
complete open course-ware online education
media solution to any web enabled device.
• It will provide tremendous efficiency by
allowing a global community of enthusiasts,
teachers and practitioners to develop open course
ware.
• It will eliminate the need to repeat lesson plans,
and local and regional control of educational
content will become a thing of the past.
• There will be more avenues available to more
people like on job training and professional
training programs that traditionally were limited
to specialized organizations. [26]
FIGURE 1.3 ADVANCING NETWORK CAPACITY AND
LEARNING INTERACTIVITY [27]
• There will be new roles for schools – it can be
the end of thoughtless evaluation tests, grades
and abusive certificates. Indian Educational
institutions, schools, colleges will become
257
Benefits of e-Learning
1. Cost effective:e-Learning is more cost effective
than traditional learning because less time and
money is spent traveling. Since e-Learning can
be done in any geographic location and there
are no travel expenses, this type of learning is
much less costly than doing learning at a
traditional institute.
2. Flexibility: Flexibility is a major benefit of eLearning. e-Learning has the advantage of
taking class anytime anywhere. Education is
available when and where it is needed. eLearning can be done at the office, at home, on
the road, 24 hours a day, and seven days a
week.
3. PersonalizedLearning: e-Learning encourages
students to peruse through information by using
hyperlinks and sites on the worldwide
Web. Learners are able to find information
relevant to their personal situations and
interest. e-Learning allows selection of learning
materials that meet their level of knowledge,
interest and what they need to know to perform
more effectively in an activity.
4. Develops knowledge: E-Learning encourages
students to take personal responsibility for their
own learning. When learners succeed, it builds
self-knowledge and self confidence. Learner
surveys consistently suggest that four benefits
are seen as the critical deliverables when
designing online learning as compared with
other forms of technology based learning.
These are summarized in Table 1.1.
TABLE 1.1 TOP FOUR ONLINE LEARNING BENEFITS
COMPARED TO OTHER LEARNING TECHNOLOGIES
Online
learning
benefits
Computer
/CD ROM
Electronic
model
Teleconferen
ce
Televisio
n
Broad
cast
Video/
Television/
radio
Learner
control
Learner
control of
rate but not
content
Good
learning
retention
Reduced
learner
control
Reduced
learner
control
Reduced
learner
control
Accessible
learner
has
Internet
access
Reliably
accessible
hardware
dependent
regular
delivery
require
high band
width
regular
delivery
requires
high band
width
regular
delivery
friendly
with
existing
network
regular
delivery
friendly
with
existing
network
Available
on
demand
Available
on
demand
Just-intime
learning
ease of
use
is time
reliant
ease of
use
is time
reliant
ease of use
is time
reliant
Adapted
learning
Limited
Customization
modified
to
individual
group
context
Limited
Customization
Limited
Customization
Limited
Customization
II. CONCLUSION
e-Learning has great potential in India
given the huge population base and the rapid
growth of the economy. However, it is important
for an instructor to communicate how existing
practices integrate with a new concept. Preparing
learners to learn online is perhaps the greatest
skill that we can offer.
e-Learning provides a foundation
for a process to continue to review and
improve
our
(Indian)
learning
environment by the full engagement of
the community in an ongoing effort to
examine the issues, explore the emerging
technologies,
and
determine
the
priorities.
e-Learning recommendations and
strategies will generate a constructive,
responsive
environment
where
instructors will receive the support they
need to use e-Learning. Students will
also participate in learning environments
that prepare them not only for success as
lifelong
learners,
but
also
to
becomeleaders who dare to discover.
Also, with the help of government
programs we can bring a revolution in
the field of knowledge dispersion
andbring awareness in less developed
countries so that people living there can
lead a better life.
258
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circuit
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Online Music Teacher Education".Research and Issues in
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259
260
Analysis of e-Learning Attributes in
Distance Education
Jayshree Jain
Research Scholar, Pacific University, Udaipur
email:jayshreejain1971@gmail.com,iice_udaipur@yahoo.com
Prof. S. K. Sharma
Director, Pacific Institute of Engineering, Udaipur
email:sharmasatyendra_03@rediffmail.com
Abstract-Distance education is one of the methods
for educating executives & adult learners. In the is
competitive environment & flexibility the
importance of distance education has increased.
The quality assessment factors are now one of the
most important aspects in evaluating the distance
education. The quality assessment of distance
education is a continuous ongoing process as due to
changing and advancing technologies. The paper,
therefore addresses, the factors important for
quality assessment of distance education. The study
is an exploratory research in which sample size of
240 respondents is taken from Udaipur
(Rajasthan) district. The questions related various
aspects such as use of technology, content of course
material, class atmosphere, class room sessions,
interaction between student & instructor,
assignments, tests, facility of library, infrastructure
and attitude of students are taken into
consideration. These variables of interest are
reduced by applying data reduction technique
factor analysis a statistical tool.
The paper highlights five factors obtained from
factor analysis, which are highly contributing in
quality assessment they are knowledge level of
instructor, students performance, administrative
efforts, participation and interaction of students &
availability of resources.
Keywords:
Distance
Education,
Quality
Assessment, Factors, Knowledge of Instructor,
Students Performance, Availability of Resources,
Administrative Efforts.
I. INTRODUCTION
In order to determine quality factors of
distance education, one must be clear with the
definition of distance education. The term
distance education “encompasses a commitment
to open opportunity and levels inequalities, a
pedagogy that redirects some of the control and
authority that conventionally lies with teachers
toward the learners, a set of instructional design
principles and methods of facilitating interaction,
special leadership and managerial practices, a
rethinking of educational policy, and a way of
organizing resources that changes the balance of
system” [1].
A. Quality in Distance Education
In today’s changing global environment
Assurance and sustenance of quality in education
is
a
complex
phenomenon.
Different
educationists have perceived quality education in
different ways. Judgment about quality differs
according to whose views are sought [2]. Indian
complex socio-economic system accesses the
impacts of quality [3]. This quality of education
means quality of teachers, quality of learners,
quality of courses, quality of planning and
management, quality of infrastructure/resources
and quality of teaching and evaluation methods.
In terms of the system approach the quality of
input and process will shape the quality of
outputs that the graduates of education system.
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Therefore, the quality of distance education is
not a one-time affair. It is a continuous process
involving sustained efforts.
B. Assess Quality in Distance Education
The most difficult task in quality
assessment is to find the quality factors or
indicators. There are various tools used or
recommended for quality assessment. According
to Stewart, Hong, and Strudler they constructed
an instrument that “allows instructors to conduct
a comprehensive evaluation of the quality of
Web-based courses”. One of the limitations to
the instrument construction was the inability to
distance learning, however, few efforts have
been made to conceptualize and ground the
distance
education process theoretically, particularly in
terms of offering a quality educational product.
The current investigation provides a holistic
model with five primary factors that affect the
overall ecology of a distance learning
experience. Included in the model are
considerations for course delivery, instruction
quality, student participation and involvement,
course and program administration, and the
culture of teaching and learning [5].
II. METHODOLOGY
locate a previous instrument to assess construct
validity; however, theresearchers established a
panel of experts to review the content of the
instrument in order to ensurecontent validity.
The instrument was pilot tested, reliability
coefficient scores were calculated (Cronbach’s
alpha), and a factor analysis was utilized to
determine the structure of the data. There was no
mention of procedures used to reduce cultural
bias [4].
Distance education programs are
playing an increasingly important role in
educational programs throughout the world.
Despite
the
rapid
growth
of
questionnaire in the usable form was 240 (82%).
So the sample size of the study was 240. The
respondents under study belong to different
demographic groups like sex, education level,
income level etc. The questions related to factors
for quality assessment of distance education are
framed in a five pointer scale in which the value
0 stands for no impact, 1 stands for very low, 2
stands for low, 3 stands for medium, 4 stands for
high & 5 stands for very high. The responses
received on question pertaining to opinion
towards students attitude toward learning
process, indicates that 41% of students have
given this factor high consideration and 20%
have given this factor very high consideration,
the total score gained by this factor is 976.
The present study is an exploratory research
design where we have collected primary data
using structured pre-tested questionnaire. This
study was conducted in Udaipur district.
Similarly the responses received on
questions pertaining to class room sessions,
students achievements, use of technology,
qualification of faculty & location have total
score are shown in the Table 1.
The population of the study comprises of all
the students of Udaipur (Rajasthan) district
enrolled in distance education. For the selection
of respondents simple random sampling
technique was adopted. For data collection,
questions
were
mailed
electronically.
The total number of respondents to whom
questionnaire was sent was two hundred ninety.
The responses received were 247 (85%) and the
Factor analysis is a method for
identifying whether a number of variables of
interest Y1, Y2… Yn, such as course material,
class room session, use of technology as on, are
linearly related to a smaller number of
unobservable factors F1, F2… Fk .The total
numbers of variables in the present study were
13.The variables taken under consideration were
as
shown
in
Table1.
262
TABLE 1
LIST OF VARIABLES USED IN FACTOR ANALYSIS
Total Score
Total % of
Variance
Class Room Session
875
19.017
976
12.913
683
12.262
4
Attitude
Class Room
Atmosphere
Infrastructure
877
9.096
5
Use of Technology
866
8.572
6
Students Placement
679
7.117
7
Library
517
6.888
8
Course Material
680
6.280
9
Assignment
Testing Ability of
Faculty
Location
587
5.628
940
5.272
912
3.753
Interaction
Qualification of
faculty
557
2.850
934
0.353
S.N
o.
List of Variables
1
2
3
10
11
12
13
A. Preliminary Analysis
as other half contain the one-tailed significance
of these coefficients. There is no singularity of
data is found as the significance values &
correlation coefficient values are in accordance
(significance values < 0.05 & correlation
coefficient values < 0.9).The determinants value
is 2.454E-02 which is greater than the necessary
value of 0.00001.
The Kaiser-Meyer-Olkin measure of
sampling adequacy the statistical values lies
between 0 to 1.The data value is 0.502 in the
study which lies between 0.5 to 0.7 i.e. mediocre
range. Bartlett’s Measure tests null hypothesis
that the original correlation matrix is an identity
matrix. A significant test tells us that R-matrix is
not an identity matrix concluding that there is
some relationship between the variables in the
factor analysis.
In the correlation matrix the upper half
of the matrix contains the person correlation
coefficient between all pairs of variables where
All preliminary analyses prevails that
factor analysis is appropriate for the present
study.
263
TABLE 2
ROTATED COMPONENT MATRIX
Component
Variables
A. Knowledge of Instructor/Faculty
1
2
Qualification of
Faculty
.945
Testing Ability of
Faculty
.945
Use of Technology
.523 .460
Students Placement
.765
Class Room Session
.680
3
4
5
Is one of the most important factor which
emphasis
mainly on the qualification, testing ability &
B. Interpretation
Infrastructure
.810
Class Room
Atmosphere
.772
Assignment
.704
Interaction
-.674
Attitude
Factor analysis reduces the thirteen
variables into five important factors which are
important for quality assessment of distance
education. The factor produced by the analysis
represents some common themes therefore the
variable that load highly on factor one (F1) seem
to all related to knowledge of faculty member,
factor two (F2) seems to relate to all the aspects
related to performance of students. In factor
three (F3) all the variables are related to common
theme of administrative efforts, factor four (F4)
is related to participation and interaction of
students and last factor, five the variables are
related to a common theme availability of
resources.
.502
Course Material
-.646
Location
Library
.615
-.430
.454
III. CONCLUSION
From prior research, it is found that there are
five factors which are important for quality
assessment of distance education. These factors
are:
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
A Rotation converged in 8 iterations.
The principal component method is
used for factor analysis, the component matrix
shown above extracts five components or factors
which important to assess the quality of distance
education.
technical knowledge of the instructor. Instructor
responsibility has been described as vital to
distance learning program success, and it entails
both curriculum design and delivery. Faculty
involved in teaching through various distance
learning technologies have the responsibility to
264
design instructional programs that involve
learners at delivery sites in class dialogue, where
possible, and in the establishment of course goals
and objectives[6].
B. Student Performance
The performance of student depends
upon ability to use technology, achievements
including placements & learning ability in class
room sessions.
C. Administrative Efforts
This factor includes infrastructure,
facility of library & class room atmosphere. It
refers to providing students with access to library
with relevant course material, providing
computer lab with internet facility and all the
supporting services necessary for effective
distance learning.
location of the campus. Course material includes
many aspects such as the mechanism adopted for
delivery of course material, planning of course
material which covers the whole syllabus. Use of
e-books is grooving so there is a need of online
library management system.
REFERENCE
[1] Moore, M.G & Anderson, W.G. (Eds.) (2003). Handbook
of distance education. Mahwah, New Jersey: Lawrence
Erlbaum Associates Pp. 67-69.
[2] Robinson, B. (1992) Applying Quality Standards in Open
and Distance Learning. Paper presented at Quality Standards
& Research in European Distance Education Conference,
University of Umea, Sweden, March 5-6.
[3] Premji, A. (2003) Wipro Applying Thought in Schools.
Jawaharlal Nehru Memorial Lecture.
http://www.wiproapplyingthoughtsschools.com/?q=node/33
dated 14 Jan 2011.
D. Participation and Interaction of Students
The interaction between the student &
faculty decides how interactive the class room
session is. This factor also includes attitude of
students and process & involvement of students
while doing assignment given by the faculty
members. The involvement of participants in the
learning process is an inherent component of
both adult learning theory and the involvement
in learning concept for undergraduate education.
[4] Stewart, I., Hong, E, &Strudler, N (2004). Development
and validation of an instrument for student evaluation of the
quality of web-based instruction. The American Journal of
Distance Education, 18(3), Pp. 131-150.
[5] Miller,M.T (1996),.The Journal of Distance Education, A
Holistic Model for Primary Factors in the Ecology of
Distance Education Course Offerings,Michael T. Miller and
Dann E.
Husmann,Published at AU Press,Athabasaca,University, Vol
11, No 1.
E. Availability of Resources
The factor mainly focuses on the
approachability of the resources such as course
material delivery, facility of library in campus &
[6] Miller, M. T., &Husmann, D. E. (1994). Strategies for
improving instructional delivery in distance education
programs. MPAEA Journal of Adult Education, Pp. 23-29.
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