A PROJECT REPORT

ON

“STUDENTS PERCEPTION TOWARDS ONLINE LEARNING

PLATFORMS: A STUDY OF CHAMBA TOWN”
SUBMITTED TO THE HIMACHAL PRADESH UNIVERSITY, SHIMLA
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF

MASTER OF COMMERCE

(2022-2024)

SUPERVISED BY:- SUBMITTED BY:-

DR. VIRENDER SINGH ANITA

DEPARTMENT OF COMMERCE ROLL NO-35220020250

DEPARTMENT OF COMMERCE
HIMACHAL PRADESH UNIVERSITY
INTERNATIONAL CENTRE FOR DISTANCE
EDUCATION AND OPEN LEARNING (ICDEOL)

1
 CERTIFICATE
This is to certify that ANITA a student of [Link] 4TH semester has
successfully completed the research on the projects STUDENTS’
PERCECTION TOWARDS ONLINE LEARNING PLATFORM : A
STUDY OF CHAMBA TOWN under the guidance of [Link]
SINGH during the year 2022-2024 in partial fulfillment of the requirement

MASTER OF COMMERCE

SIGNATURE OF SUPERVISOR DATE

DR. VIRENDER SINGH PLACE: CHAMBA
DEPARTMENT OF
COMMERCE

2
 DECLARATION

I the undersigned solemnly declare that the project report “STUDENTS

PERCEPTION TOWARDS ONLINE LEARNING PLATFORM : A
STUDY OF CHAMBA TOWN” is based on my own work carried out
during the course of our study under the supervision of DR. VIRENDER
SINGH. I assert the statements made and conclusions drawn are an
outcome of my research work. I further certify that

I. The work contained in the report is original and has been done by me
under the general supervision of my supervisor.

II. The work has not been submitted to any other Institution for any other
degree/diploma/certificate in this university or any other University of
India or abroad.

III. We have followed the guidelines provided by the university in writing

the report.

IV. Whenever we have used material (data, theoretical analysis, and text)
from other sources, we have given due credit to them in the text of the
report and giving their details in the references.

NAME: Anita
UNIVERSITY
ROLL NO
35220020250

3
 ACKNOWLEDGEMENT

The success and final outcome of this project required a lot of guidance and
assistance from many people and I am extremely fortunate to have got this
all along the completion of my project work. Whatever I have done is only
due to such guidance and assistance and I would not forget to thank you.

I would like to express my special thanks of gratitude to my teacher DR.

Virender Singh and the commerce faculty staff to provide us with the
correct equipment/gears needed to fulfill this project.

I am really thankful to them.

Secondly I would also like thank my parents and friends who helped me a
lot in finishing this project within the limited time.

The entire information regarding this projected has been collected with the
help of primary and secondary data and even aspect, concerns and ideas
have their own reference.

I am making this project not only for marks but also increase my
knowledge.

I have collected the data especially secondary data for the completion of
this project with the help of online concerned websites and other references
sources.

THANKS AGAIN TO ALL WHO HELPED ME.

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 PREFACE
COVID-19 pandemic has disrupted teaching in a variety of institutions. It has
tested the readiness of academic institutions to deal with such abrupt crisis.
Online learning has become the main method of instruction during the
pandemic.

The concept of traditional education has changed radically within the last
couple of years. Being physically present in a classroom isn’t the only learning
option anymore-not with the rise of the internet and new technologies, at least.
Nowadays, you have access to a quality education whenever and whenever you
want, as long as you can get online. We are now entering a new era- the
revolution of online education.

Online classes make education more flexible, which in turn makes higher
education more inclusive. Many students, particularly adult students or working
students need flexibility in their schedules and module choices in order to
access education. Online classes also provide opportunities for students from
traditionally marginalized groups. Studies have shown that students who are
frist in their families to study at university level, people from low socio-
economic backgrounds, people of color and students with disabilities benefits
significantly from the availability of online courses.

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 TABLE OF CONTENTS

PAGE
CHAPTER PARTICULARS NO
NO.

INTRODUCTION OF ONLINE LEARNING

1. PLATFORM 7-23

2. REVIEW OF LITURATURE 24-33

3. RESEARCH METHODLOGY 34-38

4. DATA ANALYSIS AND INTERPRETATION 39-49

5. FINDING, SUGGESTION AND CONCLUSION 50-53

REFERENCES 54-56

OUESTIONNAIRE 57-60

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 CHAPTER-1
INTRODUCTION

7
CONCEPT OF ONLINE LEARNING:

The word learning is used routinely in discussions about teaching in higher

education, so it’s important to clarify what we are referring to when we talk
about learning. Educational researchers agree that learning is much deeper
than memorization and information recall. Deep and long-lasting learning
involves understanding, relating ideas and making connection between prior
and new knowledge to new and different contexts.

ONLINE LEARNING

Online-learning has been a part of the higher education experience for some
years, but never to the level seen during the height of the epidemic. Teaching
professionals all across the world have been compelled frequently with little
notice to get familiar with a variety of online platforms in order to conduct
entire course completely remotely. As a result, internet platforms ONLINE such
as GOOGLE innovated to fulfill this new need, swiftly adding features such as
video-conferencing to their Classroom settings service

8
Meanwhile, COVID-19 continues to illustrate the value of education. People all
throughout the world are anxiously awaiting the release of a successful
vaccination that will allow them to resume their lives as they are before the
outbreak. The work of scientists and researchers in the field of medicine now
has a clear and direct impact on individuals from all walks of life. This
enhanced focus may lead to a higher knowledge of breakthroughs in this subject
in the future, as revitalized respect for the work of researchers in general. The
way education is delivered has permanently altered since the advent of
technology. In reality, online education has evolved into a flexible instructional
technique of teaching in which students may readily acquire access to study
material from the comfort of their own homes. Furthermore, online education
gives a fantastic chance for students who are unable to enroll regular classes, as
well as assists students in determining their own study pace. Online education
instills the habit of self-discipline and performance management in pupils while
also providing them with access to an infinite amount of educational materials.
Students may simply establish their own learning speed as long as they have the
necessary equipment and access to a reliable internet connection. Change is
constant and inevitable, therefore, anything in this world tends to be obsolete
with every new advancement or development, and intelligence lies in the ability
to adopt to change. E-learning is primarily referred to as the use of technology
and network communication for teaching and learning. It is also referred to as a
technology- enabled transfer of skill and knowledge to a large number of
[Link] online class is a system where students can learn subjects, discuss
issues with fellow students, clarify doubts with instructor and share material and
check academic progress with help from internet-oriented technologies. Today,
online classes are becoming so popular that they are likely to be expected in any
formal education curriculum. Moreover, increase in the COVID pandemic
worldwide has also added to the importance of online classes.
Ultimately it is the acceptance of students and teachers that helps in reaping the
benefits of online classes. Educational institutes across the world have

9
closed due to the COVID-19 pandemic jeopardizing the academic calendars.
Most educational institutes have shifted to online learning platforms to keep the
academic activities going. However, the questions about the preparedness,
designing and effectiveness of e-learning is still not clearly understood,
particularly for a developing country like India, where the technical constraints
like suitability of devices and bandwidth availability poses a serious challenge.

In this study, we focus on understanding l Student’s perception and preference

towards the online learning through an online survey of 200 students. We also
explored the student’s preferences for various attributes of online classes, which
will be helpful design effective online learning environment. The results
indicated that majority of the respondents (70%) are ready to opt for online
classes to manage the curriculum during this pandemic. Majority of the students
preferred to use smart phone for online learning. Using content analysis, we
found that students prefer recording class to improve the effectiveness of
leaning.

The students opined the flexibility and convenience of online classes makes it
attractive option, whereas broadband connectivity issues in rural areas makes it
a challenge for students to make use of online learning initiatives. However, in
many education system where many courses are practical oriented , shifting
completely to online mode may not be possible and need to device a hybrid
mode, the insights from this article can be helpful in designing the curriculum
for the new normal.

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 FEATURES OF ONLINE LEARNING PLATFORMS
1. Easy-to-use interface:

First of all, we need an interface that is easy to use. The icons and text should
be clear and legible. Teachers and students must be able to navigate through the
app smoothly. A lot of teachers are still getting used to the idea of using EBooks
and online content delivery platforms in classrooms.

As instructors are required to design courseware, they must be comfortable in

using the platform efficiently. The tool should be designed in such a way that

someone who does not know coding must be able to use and operate it without
difficulty. As for students, they will appreciate a platform which allows them to
navigate easily and functions smoothly.

2. Custom branding:

An institution would want a platform which offers a touch of personalization.

Just like all the learning resource provided by an institute has their logo over it,
similarly, the learning platform must also incorporate their brand image/log and
color palette.

It will give the students a sense of belonging rather than using a third-party tool.
Therefore, you must look for a vendor who can provide a white-label platform,
which you can customize as per your liking.

3. Offline Reading:

Though it’s an online education platform, it must also be accessible offline.

Students might want to download some content and read later. And in case
there’s no internet connectivity, students should not be deprived of the chance

11
to study. So, there must be an option for users to download content and read it
offline.

4. Cloud-hosted Platform:

Ensure that it is a cloud-based platform. Meaning, all the data is saved on the
accessible from anywhere and anytime. Moreover, it can be update as and when
required, and the change would be reflected in all students’ eBooks.

5. Interactive Elements:

You should be able to add interactive elements to the platform. Online

interactivities include quizzes, audio files, videos, simulations, gasification etc.
the tool must also allow students to make notes and share with their peers or
teachers, bookmark pages, search for with the courseware. Hence, look for the
interactivities that the platform offers.

6. Assessment Tools:

Quizzes and assessment are an important part of education. Ensure that the tool
lets you create different types of quizzes to keep the students engaged

and interested in the course. You can have various styles of quizzes, such as
drag and drop, match the pair, answer in brief, labeling, multiple choice
questions, fill in the blanks etc.

The platform must enable teachers to add quizzes anywhere in the course
module-at the end of each chapter or in between chapters. Teachers must be
able to review the assessments and provide feedback online.

7. Analytics:

12
An analytic tool helps measure the effectiveness of the learning program as well
as they teaching effectiveness. It will provide detailed insights into the learning
pattern of each student. Teachers need this report to get actionable information.

They can get insights into this information helps them improve their teaching
approach, redesign the course content or pay more attention to a student who
needs help.
8. Licenses, Access and Validity:

Find out whether the tool allows teachers to give individual license to each
student or create a group license. Based on the license type, access codes are
generated, with which students can access the eBooks. Also enquire about the
validity of the licenses.

Some platform allows teachers to set the validity of the course for every student,
post which the students won’t be able to view the course. Licenses and access
code give the educators control over who can view the content.

9. Device Agnostic:

The online education platform must be device agnostic. Since it is an

application, it must be readable on most of the devices and operating systems.
Students might have different device with different operating system-Window,
IOS or Android.

The learning platform that you select must be able to deliver content on all
devices and operating systems. This will save the students and their parents
from the trouble to buy a new device that’s compatible with the learning
platform.

13
10. Content Security/DRM Protection:

The platform should give you complete control over the content. In order to
protect your content from unauthorized use and download, you can encrypt the
eBook with DRM(Digital Right Management) protection. This will ensure that
only those users with the access codes can view the courses

14
GROWTH AND DEVELOPMENT OF GLOBAL ONLINE
LEARNINIG

The size of the e-learning market in the US is expected to increase USD 6.22
billion over between 2017-2021, accelerating at a CAGR of over
5%Educational institutes across the world have closed due to the COVID-19
pandemic jeopardizing the academic calendars. Most educational institutes have
shifted to online learning platforms to keep the academic activities going.
However, the questions about the preparedness, designing and effectiveness of
e-learning is still not clearly understood, particularly for a developing country
like India, where the technical constraints like suitability of devices and
Bandwidth availability poses a serious challenge. In this study, we focus on
understanding Agricultural Student’s perception and preference towards the
online learning through an online survey of 307 students. We also explored the
student’s preferences for various attributes of online classes, which will be
helpful to design effective online learning environment. The results indicated
that majority of the respondents (70%) are ready to opt for online classes to
manage the curriculum during this pandemic. Majority of the students preferred
to use smart phone for online learning.
Using content analysis, we found that students prefer recorded classes with quiz
at the end of each class to improve the effectiveness of learning. The students
opined that flexibility and convenience of online classes makes it attractive
option, whereas broadband connectivity issues in rural areas makes it a
challenge for students to make use of online learning initiatives. However, in
agricultural education system where many courses are practical oriented,

15
According to the WORLD ECONOMIC FORUM, around 1.2 billion children
are out of classrooms with schools shut down globally due to COVID-19
pandemic. To leverage technology to the market players in support of distance
education, remote and online learning during this pandemic. Several
government administrations globally have revolutionized market with advent of
digitalization over recent years.

E-learning is the major project of ministry of education that provides students

with more choices to customize their education based on strengths, needs and
interests.96 billion and the current user base will grow at 44 percent CAGR to
9.6 million users by 2021. In fact, India's e-learning market is the second largest
after the US which is forecasted to grow by 15.64 percent and exceed $48
billion by 2020.

ONLINE LEARNING PARTNERS- PROFILE

BYJUS:

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History:

Byju's' app was developed by Think and Learn Pvt. Ltd, established by Byju
Raveendran in 2011. Raveendran, who was trained as an engineer, started
coaching students to pass mathematics exams in 2006. In 2011, he founded an
educational company with the help of his students offering online video-based
learning programs for the K-12 segment as well as competition exams. In 2012,
Think and Learn entered both Deloitte Technology Fast 50 India and Deloitte
Technology Fast 500 Asia Pacific ratings and has been present there ever since.

In August 2015, after 4 years of developments, the firm launched Byju's: The
Learning App. In 2017, Think and Learn launched Byju's Math App for kids
and Byju' Parent Connect app to help parents track their child's learning course.
By 2018, it had 1.5 crore (15 million) users and 900,000 paid users. In July
2019, Byju's won the sponsorship rights for the Indian cricket team jersey,
replacing its former sponsor Oppo. Shah Rukh Khan is the brand ambassador
for Byju's.

UNACADEMY:

17
History:

In 2010, Unacademy started as a YouTube channel by Gaurav Munjal. In 2015

Unacademy was officially registered as an education company in Bangalore. A
privately held company, Unacademy has secured funding through a series of
offerings, including investments from US private equity firm General Atlantic,
Facebook, Nexus Ventures, Blume Ventures, and Flipkart CEO Kalyan
[Link] of December 2020, Unacademy was valued at 2.0 billion
US dollars.

Acquisition:

Unacademy started off as a YouTube channel created by Gaurav Munjal in

2015 when he was an engineering student in Mumbai. Gaurav uploaded a short
video tutorial on computer graphics on his YouTube channel to help his peers
prepare for the semester exams. In December 2015, Gaurav Munjal
roped in two of his friends, Hemesh Singh and Roman Saini, and launched
Unacademy app to create free interactive content.
By 2017, it had over 1 million learners, 5000 plus registered educators and over
40,000 classes launched. In January 2022, Unacademy became one of the
founding members of IAMAI's India EdTech Consortium along with
other edtech firms lik Simplilearn, PrepInsta Prime,
UpGrad, Byjus and Vedantu.
In 2018, Unacademy acquired WiFiStudy for $10 million, a Jaipur-based online
exam preparation and learning platform founded by Dinesh Godara in 2013. In
March 2020 acquired Kreatryx, an online preparation platform for GATE and
ESE. In the same year, Unacademy acquired CodeChef, an educational
initiative for the programming community founded by Indian billionaire Bhavin
Turakhia in 2009, PrepLadder, a postgraduate medical entrance exam
preparation platform, in a cash and stock deal worth $50 million.

18
GOOGLE MEET:

History:

After being invite-only and quietly releasing an iOS app in February 2017,
Google formally launched Meet in March [Link] service was unveiled as a
video conferencing app for up to 30 participants, described as an enterprise-
friendly version of Hangouts. It has launched with a web app, an Android app, a
Symbian app, and an iOS app. While Google Meet introduced the above
features to upgrade the original Hangouts application, some standard Hangouts
features were deprecated, including viewing attendees and chat simultaneously.
The number of video feeds allowed at one time was also reduced to 8 (while up
to 4 feeds can be shown in a "tiles" layout), prioritizing those attendees who
most recently used their microphone. Additionally, features such as the chat box
were changed to overlay the video feeds, rather than resizing the latter to fit.
Hangout is scheduled to cease operation in the first half of 2021. During the
2020 COVID-19 pandemic, the use of Meet grew by a factor of 30 between
January and April 2020, with 100 million users a day accessing Meet, compared
to 200 million daily uses for Zoom as of the last week of April [Link]
suspended its usual 60-minute limit for unpaid accounts.

19
ZOOM

History:

Zoom was founded by Eric Yuan, a former corporate vice president for Cisco
[Link] left Cisco in April 2011 with 40 engineers to start a new company,
originally named SaaS bee, [Link] company had trouble finding investors
because many people thought the videotelephony market was already saturated.
In June 2011, the company raised $3 million of seed money from WebEx
founder Subrah Iyar, former Cisco SVP and General Counsel Dan Scheinman,
and venture capitalists Matt Ocko, TSVC, and Bill Tai. On July 3–4, using
Zoom Webinar, the International Association of Constitutional Law organized
the first "round-the-clock and round-the-globe" event that traveled through time
zones, featuring 52 speakers from 28 countries. Soon after, a format of
conferences which "virtually travel the globe with the sun from East to West”,
becamecommon, some of them running for several days.

After gaining 635% in 2020, Zoom became the most well-known video
conferencing app used during the COVID-19 pandemic. In October 2020,
Zoom's market cap crossed $140 billion, valuing the company more than 130-
year-old ExxonMobil. However, in November, after announcing the efficiency
of the COVID-19 vaccine, Zoom's stock price dropped more than 15%. In
January 2021, Zoom raised $2 billion through a common stock offering.

20
 OTHER ONLINE APPS:-

VEDANTU
The company was launched in 2014. Its name Vedantu is derivative Sanskrit
words Veda (knowledge) and Tantu (network). The organization is run by IIT
alumni Vamsi Krishna (co-founder & CEO), Pulkit Jain (co-founder and head
of product), Saurabh Saxena (co-founder) and Anand Prakash (co-founder and
head of academics).It primarily provides services to students from grades 4 to
12 of Indian Certificate of Secondary Education (ICSE) and Central Board of
Secondary Education. The company's primary business is live online tutoring in
STEM, Hindi, English, Sanskrit, German, French, environmental science and
social science.

It provides test preparation courses for Indian Institute of Technology Joint

Entrance Examination (JEE) Foundation, National Talent Search Examination
(NTSE), National Eligibility cum Entrance Test (NEET) and Problem Solving
Assessment (PSA).Other courses include coding, [Link] is an
online learning platform that offers live tutoring and personalized learning
experiences. Vedantu is available as a mobile app for Android and iOS devices
and Windows Phone, among others. Courses for Various Exams: Vedantu offers
courses for various competitive exams such as JEE, NEET, CBSE, ICSE, and
state board exams. The platform provides comprehensive study materials, mock
tests, and expert guidance to help students prepare for these exams.

21
VIDYAKUL
Vidyakul is a company based in Gurugram, Haryana, India, specialising in the
edtech sector. Founded in 2019, it now employs 102 individuals. The company
was established by Raman Garg and Tarun Saini

Vidyakul mission is to bridge the gap between students and teachers all over
India by creating an online platform that enables students to meet renowned
teachers for quality, integrated, interactive learning. At Vidyakul, we work to
provide students, parents, and teachers with a perfect online platform to solve
all their problems related tolearning and teaching

22
ADDA24/7

Adda247 houses multiple platforms such as the Adda247 mobile app, Adda247
Youtube channels, [Link], [Link], [Link], and
Career Power. With more than 1 million video-views daily on adda247
platforms, more than 0.5 Million Daily Active Users on App, 2.5 million Daily
Active Users on the web, Adda247 is one of the largest and fastest-growing
education technology platforms in India.

Adda247 provides a comprehensive online learning platform for aspirants of

government job exams in India. Currently, we cater to various Bank Exams
(SBI, RBI, IBPS, etc), Staff Selection Commission Exams (SSC), Railways,
Teaching exams & Defence Exams. Our offerings include Online Live Classes,
On-demand Video courses, Mock Tests, Ebooks & Books. We help aspirants in
the complete cycle of their exam preparation starting from beginning to final

Scope of the study:

23
 The main aim of this study was to investigate the effects of integrating
this networking system regarding student’s perception towards the learning
platforms.

 This method may enhance students learning effectiveness, learning

motivation and learning interest as well as encourage diverse development and
teamwork.

The finding was also showed that there is a significant difference between
male and female of the use of online learning platform. Male students’
perspective is more positive than female in the use of online learning platforms.

24
 CHAPTER-2
REVIEW OF LITURATURE

Introduction
25
Literature review, like any other document, should contain an introduction, a
body, and a conclusion. Your introduction should clearly explain the overall
research topic and the depth of the information to be presented; it often also
explains the types of sources that will be used. In essence, a literature review
identifies, evaluates and synthesises the relevant literature within a particular
field of research. It illuminates how knowledge has evolved within the field,
highlighting what has already been done, what is generally accepted, what is
emerging and what is the current state of thinking on the topic. In addition,
within research-based texts such as a Doctoral thesis, a literature review
identifies a research gap (i.e., unexplored or under- researched areas) and
articulates how a particular research project addresses this gap. Literature refers
to a collection of published information/materials on a particular area of
research or topic, such as books and journal articles of academic value.
However, your literature review does not need to be inclusive of every article
and book that has been written on your topic because that will be too broad.
Rather, it should include the key sources related to the main debates, trends and
gaps in your research area. A review of literature presents much more than a
summary of relevant sources. The act of reviewing involves evaluating
individual sources as well as synthesizing these sources in order to gain a broad
view of the field. At this ‘field level’, a literature review discusses common and
emerging approaches, notable patterns and trends, areas of conflict and
controversies, and gaps within the relevant literature. When you can clearly
observe these things, you will be able to situate your own research and
contribute to ongoing debates within the [Link] other words, when reviewing
the literature, “not only do you need to engage with a body of literature, you
also need to be able to compare, contrast, synthesize, and make arguments with
that literature in ways that indicate a readiness to contribute to the literature
itself” (O’Leary, 2010, p.81). Although the term field is used in this module,
please note that some literature reviews address multiple fields of research.
List of Reviews
26
York and Martha 2013 Studied about the students perception about online
learning [Link] participants of the study consisted of 167 students
whose english language proficiency level was according to the common
european framework of reference . A questionnaire adapted from owston, were
used in the study. Stephanie a andel, triparna de vreede, paul e spector, balaji.
This article examines a review of literature related to online learning and
teaching. The authors provide a brief historical perspective of online education
as well as describe the unique aspects of online teaching and learning. The
barriers to online teaching, the new faculty roles in online learning
environments, and some implications for online learning and teaching are also
provided. This article is intended to stimulate reflections on effective strategies
to enhance faculty success in their transition from traditional pedagogical
platforms to online learning and teaching.

Loh, wong, quazi –2016 conducted study with objective of

understanding students perception of e-learning. In this study increasingly
incorporating technologies, such as social media and web 2.0 tools into teaching
in response to changing students need. The purpose of this paper was to revisit a
fundamental question, frequency asked in marketing,” what do our students
think now?” Will help to determine the effectiveness of this application.
Building students trust in online learning environments by (ye diana wand
2014) this study represents an attempt to address the challenge by identifyin the
social and technical factors that can likely induce or influence student’ s
perception about the trustworthiness of an online course that can be empirically
validated.

Shih , Tsai – ( 2017) focused on Students perception of a flipped

classroom approach to facilitating online project based learning in marketing
27
research courses.A combine strategy was aimed at improving teaching
quality and learning efficiency. This method may enhance students learning
effectiveness, learning motivation and learning interest as well as encourage
diverse development and teamwork.

Chakravarty -2017 Conducted a study with the objective to find out

Students perception of the use of online learning platforms . In this study
it is clear that the studentsare having positive perception on online learning
platforms. The finding was alsoshowed that there is a significant difference
between male and female of the use of online learning Male students’
perspective is more positive thanfemale in the use of online learning
platforms. Students perception on theuse of online leraning platforms
inclassroom this research involves 40 participant consists of junior and senior
students.

His study indicates that majority of the students considerer the use of
edmodo or quipper in english teaching and learning is effective and
efficient in terms of [Link] participants agreed that the online learning
platforms can help them in practicing languages skills, acquiring
newvocabularies and improving their understanding the contents of the
lesson.

Jung & Jeongmin, 2018 Studied about the students perception about online
learning platforms. In this study it was clear that the students are having
positive perception on online learning platforms. Motivation is generated
through effective learning. Effective online learning requires effective
instructional design and proceduresbased on the concept of a good education. It
will positively impact the instructions if the plan is correct. For example,
designing learning must consider the method, flexibility of time, student
involvement in activities, and presentation of material.
28
Variations in teachers' teaching style and their expertise in using technology in
interacting with students also significantly affect the Motivation and results of
e-learning. Efforts to improve online learning have focused primarily on the
technology platform for delivering ducational content and supporting student
discourse. In this paper we describe an alternative approach that invokes two
powerful forces behind human learning: narrative and agency. Each of these
constructs and their potential impacts on learning is reviewed, and the design of
a large-enrollment online undergraduate course that leverages these elements
is described. This article is intended to stimulate reflections on effective
strategies to enhance faculty success in their transition from traditional
pedagogical platforms to online learning and teaching.

Padmanabhan, singh – 2020 focused on Students perception of a flipped

classroom approach to facilitating online project based learning in marketing
research [Link] social features help in videocentric online learning
platforms? A social presence perspective. In this study it is clear that,
there are boundary conditions for the positive effects of social perspections
on user outcomes. The degree to which social presence perceptions are more
beneficial for some individuals versus others (personality traits). Towards
best practices in online learning and teaching in higher education by jared
keengwe, terry t kidd. This article examines a review of literature related to
online learning and teaching. The authors provide a brief historical
perspective of online education as well as describe the unique aspects of online
teaching and learning. The barriers to online teaching, the new faculty roles in
online learning environments, and some some implications for online learning
and teaching are also provided.

Kulal & Nayak, 2020 Conducted a study with the objective to find out
Students perception of the use of online learning platforms .

29
The increasing use of technology in online learning benefits students, but the
main concern is unstable internet connections in remote areas, not providing
comfort in learning. Several studies on using technology can change the
learning experience and improve student performance, such as posting videos
after class and using social media platforms such as Facebook, YouTube, and
other e-learning tools. The effect on perceived satisfaction and effectiveness
online is when teachers have sufficient and up-to-date knowledge in their area
of expertise. Based on the description above, we developed a research
instrument from the aspects: Teachers’ methods of online learning, Students’
convenience in online education, Motivation to learn online, and The
effectiveness of online learning, to gain a detailed understanding of students’
experiences of online learning during COVID 19.

Muthuprasad, Aishwarya, Aditya, jha (2021) conducted study with

objective of understanding .Student’s perception and preference for online
education in india duringcovid-19 pandemic. In this study it indicates that
majority of thestudents are ready to opt online classes. Many of the students
prefer recorded online classes to revise again and again.
The students prefer quiz at the endof each class to improve the
effectiveness of learning. Firima zona tanjung., aries utomo –
2021Investigating student’ s perception on online learning amidst covid-19
pandemic . In this study it is clear that a support system needs to be
increased to engage students in teaching and learning activities. The use of
social media, e- resources and learning apps results a different impact on
respondents’ perception on learning effectiveness students rated convenience,
technical issues, and pedagogical preferences as important elements in their
learning experiences. The article discusses these themes as a contribution to
reducing the “distance” that students experience in online learning and to
developing quality distance education experiences for students in higher
education.

30
Perceptions of turkish efl students on online language learning platforms and
blended language learning. By iskur istifci, the purpose of this study is to
examine the perceptions of efl students studying english at the school of foreign
languages, anadolu university (ausfl) on blended language learning and online
learning platforms.

Sarkar, Das, Rahman, Zobaer (2021) had studied the topic Perceptions
of public university students towards online classes during COVID-19
pandemic. This study explores public university
student's perceptions towards online classes during the COVID-19 pandemic.
The study followed both a qualitative and quantitative approach, where the
survey technique was used as an instrument of data collection. The study also
explored that most students did not feel comfortable in online classes. Still,
considering the present pandemic situation, they decided to participate in online
classes to continue schooling. Besides, the study discovered that female
students showed better real perceptions than male students regarding online
classes, and urban students have more optimistic appreciation than rural
students rural studentsA study of student learning and engagement was
conducted using surveys and an analysis of student projects on 96 students
enrolled in the new course. Surveys were also administered to 129 students
taking a traditional online course in other departments to provide a
comparison data set.
Results of this study indicated significant benefits of employing narrative
and increasing student choice on interest and perceived relevance of the
course material, critical thinking, and the acquisition of design skills. We
conclude by discussing the implications of these results on the design of
online instructional environments generally, and call for the increased adoption

of interactive sto story telling elements into web based learning platforms to
make education more accessible and convenient. Besides, information

31
technologies are introduced in the educational process. That is why it is
important to implement such platforms in higher education.
Agung, Surtikanti, Quinones (2021) had studied about, Students’
perception of online learning during COVID-19 pandemic. The current study
is a collective case study consisting of analysis of survey on students’
perceptions of their online learning during the pandemic. Their perceptions
of their online classroom that were recorded through a survey. The recorded
perceptions are in terms of students’ participation, accessibility, material and
assignment delivery, and the use of e-learning platforms. The results were then
summarized into tables and narrative descriptions. University level learning
and teaching via e-learning platforms by dan benta, Gabriela bologa, simona
dzitac, ioan dzitac. Web-based adaptive collaborative learning environments are
more often used to support face to face teaching activities. This paper describes
how the educational process may be improved and students may be motivated to
do homework tasks and to attend classes in higher education. We describe the
implementation and use of e-learning platforms and present our experience in
using such platforms in our faculty. The performance of two groups of students
is analyzed. The analysis focuses on two aspects: attendance on classes and
homework tasks submission. Therefore, the first group had no contact with e-
learning environment and they had to attend classes in a traditional way
(face-to-face interaction) and to submit their homework via e-mail. The
second group had to attend classes and also to use ane-learning platform where
they could access course resources and homework tasks. They had also to
submit their homework via the platform, while respecting a strict deadline
and using the professors ’ feedback to improve their homework quality. This
paper highlights the importance and the benefits of using collaborative e-
learning platforms in higher education to support face to face teaching
Garg (2021) conducted “ Online Education: A Learner’s Perspective During
COVID-19” has focused on the possible substitution of the regular mode
education with only the online mode of education since all educational

32
institutions were made to shift to the online mode of education to continue to
impart education uninterrupted by the COVID-19 pandemic. The results of the
research show the reluctance of learners to use only the online mode of
education, as they find it less productive in terms of their knowledge building
and skill development due to deficient pedagogy and assessment. The
interactive learning mode enforces peer interaction, which helps learners gain
confidence, assess themselves and improve their deficient skill sets

Mustafa, Qiao, Yan, Anwar, Hao, Rana(2022) focused on Digital

students’ satisfaction with and intention to use online teaching [Link]
the COVID-19 pandemic, online teaching modes were found vital to continue
students’ learning process, but sustainable implementation of online teaching
models is an area of concern for policymakers. Psychiatrists are also eager to
know students’ behavior toward learning and modes of teaching during
COVID-19. We have drawn a model based on the big five personality traits to
study students’ satisfaction with online teaching modes and their adoption
intentions toward online teaching modes. We have collected data from 718
bachelor’s and master’s level students from four different universities. We have
applied the SEM-ANN dual-stage approach to test personality traits’ influence
and ranked them based on their normalized importance. The results revealed
that agreeableness, conscientiousness, neuroticism, and openness positively
influence students’ satisfaction with online teaching models, but that
extraversion negatively influences their satisfaction. Agreeableness,
extraversion, and neuroticism positively impact, but openness negatively
influences. Conscientiousness does not affect adoption intention.

33
 CHAPTER-3
RESEARCH METHODLOGY

34
INTRODUCTION

Research methodology is a way of explaining how a researcher intends to carry

out their research. It’s a logical, systematic plan to resolve a research problem. A
methodology details a researcher’s approach to the research to ensure reliable,
valid results that address their aims and objective. It encompasses what data
they’re going to collect and where from, as well as how it’s being collected and
analyzed.

NEED OF THE STUDY

Online education and learning has been very helpful for teaching and learning
specially during Covid Era worldwide. During and Post covid era has been
witnessed as significant in the field of education which resulted into emergence
of various online plateform imparting education worldwide. This study is based
on the implications of online learning in terms of its benefits and challenges to
teachers and [Link] study report is an outcome of a study undertaken on
student’s perception Towards online learning platform. The study is based on
the opinion of the students regarding which study platform is the optimal,
effective, and impactful and so on. The data collected has been subjected to
analysis and interpretation on the basis of objectives and suggestions.
OBJECTIVE OF THE STUDY

1) To study the concept of online education and learning platforms.

2) To analysis the student’s perception towards online learning platform.

3) To examine the opinion of students on the impact, comfortability and

support of teachers in an online course.

35
 RESEARCH METHODLOGY
TITLE OF THE STUDY

A Study on STUDENTS PERCEPTION TOWARDS ONLINE LEARNING

PLATFORM : A STUDY OF CHAMBA TOWN
SCOPE OF STUDY
This study includes Students perception regarding online learning platforms. The
results are limited by the sample size 100 numbers and therefore the opinion of
only selected student is taken into consideration. Mainly this study is conducted
in chamba and the scope is limited.
TOOLS OF DATA COLLECTION
The information is relevant for study was drawn from Primary data collected
through survey method, which alone was not sufficient. Hence Secondary data
was collected to study successfully.
DATA SOURCES:
There are two sources of collection data:

1) Primary sources

2) Secondary sources
In the survey being conducted both primary and secondary sources of data have
been in collection of relevant information.
Primary data:

Primary data is collected by the random sampling method. Here we have

randomly interviewed 100 students through Questionnaire and personal
interview and collected the primary data.

36
Secondary data:
These are generally published sources which have been collected originally for
some other purpose; they are not gathered specially to achieve the objectives of
the particular research project hand but already assembled. Like newspaper,
journals, magazines, internet searches and libraries etc.
Survey techniques:
Once the researcher has decided to use survey method for collecting data he has
to make a decision to adopt any one of the following survey techniques.

1. Personal interview

2. Telephone survey

3. Mail survey
QUESTIONNAIRE
It is the most commonly used instrument in collecting primary data. A
questionnaire consisting of set of questions presented to a respondent for his/her
answer. The questionnaire is very flexible in the same sense that there are many
ways to ask questions.
DATA COLLECTION

Method used to collect data for the study was through survey. Survey is a
systematic collection of information directly from the respondents, survey was
through personal interview which involves collection of data through face to face
communication with the help of questionnaire.
METHOD OF SAMPLING

Chamba city has a huge population and each person’s opinion cannot be
collected. So the respondents were chosen randomly of Chamba city by
convenience sampling technique
.
37
Sample Size:

Sample size for the study consisted of 100 persons residing in Chamba City.

PLAN OF ANALYSIS

 Raw primary data has been collected with help of questionnaire. The raw
data has been tabulated with the help of table. From the table, concept,
analysis and inferences are drawn which in turn was used for
interpretation. Based on, these charts were prepared to better pictorial
understanding of the study.

 From the set of inferences and interpretation, conclusion have been drawn
which in followed by suggestions, keeping the objectives in mind
throughout the study.

LIMITATION OF THE STUDY

The effectiveness of various electronic media is measured in keeping in mind

the constraints and limitation give below:
1. The present study was confined to Chamba city and its adjoining areas.
The finding of this study may not applicable to other areas.
2. The limitations and biasness of sampling techniques used in this study
may influence the findings of this study.
3. Due to limitation of time and resource, all the possible factors
influencing media effectiveness could not be considered.
4. Sample size of 100 respondents has been taken which is too small to
generalize trend.

38
 CHAPTER-4
DATA ANALYSIS AND
INTERPRETATION

39
This chapter contains the presentation of data collected directly from the
respondents with the help of a questionnaire in the form of a charts and
interpretations are made on the basis of the presented data with regards to each
question.

Table 4.1 classification of respondents based on age

Age No of respondents Percentage

17-20 45 45
20-22 30 30
22-24 20 20
24-above 05 05
Totals 100 100

(Source: Primary Data)

Figure No.1.1

Classification of the Respondents'

Age
17-20 20-22 22-24 24-above

5%

20%

45%
30%

Interpretation:

It clearly shows that the number of the respondents is different in different age
group. There are 20 respondents in 17-20 age groups, 30 respondents in 20-22
age groups, 45 respondents in 22-24 age groups whereas only 5 respondents
are 24-above.

40
Table 4.2 Classification of respondents based on gender
Gender No of respondents Percentage
MALE 55 55
FEMALE 45 45
TOTAL 100 100

(Source: Primary Data)

Figure No. 2.1

Classification of the Respondent's Gender

Male female

45%

55%

Interpretation:

It clearly shows that the total numbers of male students are 55percent and the
total no of female students are 45percent. It shows the gender wise classification
of male and female students of Chamba city.

41
TABLE 4.3 Classification of respondents on basis of course of
studying

Course of studying No of respondents Percentage

UG Students 50 50
PG Students 40 40
Higher Secondary 10 10
Totals 100 100

(Source: Primary Data)

Figure No: 3.1

Respondents Course of Studying

UG Students PG Students Higher Secondary

10%

50%

40%

Interpretation:

It clearly shows that the education level of students are different. In higher
secondary there are only 10 respondents, in UG there are 50 respondents and in
PG there are 40 respondents.

42
Table 4.4 Respondents have attended any online classes
Even attend any online class No of respondents Percentage
Yes 70 70
No 15 15
Maybe 15 15
Total 100 100

(Source: Primary Data)

Figure: 4.1

Classification of Respondents Attend Any

Online Class
YES NO MAYBE

15%

15%

70%

Interpretation:

It clearly shows that respondents have attend any online classes. Most of the
respondents have attend online class. 70 percent of respondents have attend
online class and 15 percent respondents not attend online class and 15 percent
respondents are neutral.

43
Table 4.5 Respondent perspective on different mode of education
Mode of education No of respondents Percentage
Online Education 20 20
Offline Education 50 50
Both 30 30
Totals 100 100

(Source: Primary Data)

Figure 5.1

Different Mode of Education

Onlinr teaching traaditional offline mode both

20%
30%

50%

Interpretation:

This figure 5.1 shows the different mode of education. In 50 percent

respondents prefer traditional offline mode, 30 percent respondents prefer both
and only 20 percent respondents prefer online teaching.

44
Table 4.6 Respondents preference towards various online
platform.
Online Platform No of Respondents Percentage
Byju,s 20 15
Google meet 40 40
Unacademy 10 10
Zoom 20 20
Other 10 10
Totals 100 100

(Source: Primary data)

Figure: 6.1

Respondents Preference Towards Various

Online Platfrom
BYJU,S GOOGLE MEET UNACADEMY ZOOM OTHER

10% 20%
20%

10%
40%

Interpretation:

This figure 6.1 shows the respondents preference towards various online
platforms. In byju,s there are 20 respondents, there are 40 students in google
meet, there are 10 respondents in unacademy , 20 respondents in zoom whereas
only 10 respondents prefer other.

45
Table 4.7 Respondents view on online mode of education is
effective.
Online mode is effective No of respondents Percentage
Ease of Access of Info 10 10
Can Learn At Own Place 25 25
Learning At Anywhere 40 40
Helps in Developing Skill 25 25
Total 100 100

(Source: Primary Data)

Figure 7.1

Classification on the Based of Online Mode is

Effective
ease of access of info can learn at own place
helps in developing
learning anywhere skill

25% 10%

25%

40%

Interpretation:

This figure shows the respondents’ classification on the base of online mode is
effective. In this 10 percent respondents prefer online learning ease of access of
info, 25 percent respondents prefer can learn at own place, 40 percent
respondents prefer learning anywhere and 25 percent respondents prefer helps
in developing skill.

46
Table 4.8 Respondents view on whether online education is useful
in higher education.
Useful in higher education No of respondents Percentage
Yes 55 55
No 15 15
Maybe 30 30
Totals 100 100

(Source: Primary Data)

Figure 8.1

Classification on the Base of Online Education isUseful

in Higher Education
YES NO MAYBE

30%

55%
15%

Interpretation:

It clearly show that the online education useful in higher education. In 55

respondents prefer Yes, and 15 respondents prefer No and 30 respondents prefer
Indifferent.

47
Table 4.9 Respondents views on satisfaction with regard to any
support require from teacher in online education.
Satisfaction With Online learning No of Respondents Percentage
Yes 66 66
No 10 10
Maybe 24 24
Totals 100 100

(Source: Primary Data)

Figure 9.1

Classification on the Base of Respondents

Satisfaction with Online Education
YES NO MAYBE

24%

10%
66%

Interpretation:

It clearly shows the respondents classification with satisfaction with online

education. In most of respondents 66 percent are satisfaction with online
learning, whereas 10 percent respondents are not satisfied and 24 percent
respondents are neutral.

48
Table 4.10 Respondents view on time consumption on online
learning platforms
Time Consuming in E-
Learning No of Respondents Percentage
Yes 75 75
No 25 25
Totals 100 100

(Source: Primary data)

Figure 10.1

Classification of Respondents on the Base of

Time Consuming in E-learning
YES NO

25%

75%

Interpretation:

This figure 10.1 clearly shows the respondents classification on the base of time
consuming in E-learning. In 75 respondents response Yes whereas 25
respondents response No.

49
 CHAPTER-5
FINDINGS, CONCLUSIONS AND
SUGGESTION

50
Findings:

1. Most of the respondents feel that offline learning platform is better then
online platforms.
2. Respondents are well aware regarding their growth parameters which is
only possible in campus based study.
3. In exception case, online platform is an effective way of learning.
Example in COVID-19 era everything was shut down due to global
pandemic but online study platform was the only way that could
compensate the students learning.
4. Most of the respondents have a lot of health related issue while taking
classes via online method. They have eyesight issue, back pain, and neck
pain issue. And it is not the good indicator for the students.
5. Most of respondents feel that they can only enhance their extracurricular
through campus based study, Although it is not possible through the
online method.
6. Respondents give preference to the campus based study. And maximum
respondents deny the online study for the actual growth of the student.
7. Most of respondents prefer that online mode is effective, because in
online learning enable to learn anywhere.

8. Respondents are feeling comfortable while using online learning

platform.
9. Most of respondents say that online learning is time consuming.
10. Most of respondents say that a full-fledged class can make the students
to be in touch with the teachers, but it is not possible in online mode of
education.

51
 Conclusion:

From this study it is clear that, not all the students are happy with online
learning method. This method stores more burdens to them which will
drive them to anxiety states, which will lead to serious lethal conditions.
Most of students prefer offline mode of education, because in offline
mode they can quick response from teacher for any quire and there is face
to face communication. Students can easily and confidently explore
themselves in various streams only through offline mode education. On
stop doubt clarification is possible and easy only in offline mode of
learning. Moreover, online mode of learning is the easy way to exhaust
our money and data. But in online you can learn anything from anywhere.
In distance education online mode is best because some time students
can’t afford the fees of and offline institution. Interaction of students and
teacher is more important in studies, but in online mode of teaching it is
quiet difficult. At least for the upcoming academic students should learn
in offline method to ensure themselves and analyze themselves to be a
confident and knowledgeable youngster.

52
Suggestion:

 Some of respondents suggested that the time for e-learning is to be

reduced so that can avoid huge consumption of data.

 In this finding Most of the respondents suggested that the learning

processes are to be made easy.

 Most of them suggested that e-learning should be enable for students living
far away and who cannot get access to the institution very often.

 According to this study Majority of respondents suggested increasing the

interaction between teachers and students in the e-learning process.

 According to them there should be a proper care taken by the teachers and
parents to reduce the mental stress among students.

 Some of them suggestion that e-learning tools are to be made user

friendly.

 The response rate to teachers’ questions and the interaction between

students and teachers are to be increased.

 Most of them suggested to used the applications which does not require
huge amount of data to work and which can give quality output.

 The teachers who are incharge should take care the limitations of some
students who face connectivity issues due to poor range.

 Most of respondents recommend to reduce the duration for e-learning

since it results in increased health issue among students.

 According to respondents online learning platform can improve their

quality that students learn easily.

53
REFERENCES:

54
55
BIBLOGRAPHY:

 Loh, C., Wong, D. H., Quazi, A., & Kingshott, R. P. (2016). Re-
examining students’ perception of e-learning: an Australian
perspective. International Journal of Educational Management,
30(1), 129-139.
 Chakraborty, M. (2017). Learner engagement strategies in online
class environment (Doctoral dissertation).
 Jung, Y., & Lee, J. (2018). Learning engagement and persistence in
massive open online courses (MOOCS). Computers & Education,
122, 9-22.
 Andel, S. A., de Vreede, T., Spector, P. E., Padmanabhan, B., Singh,
V. K., & De Vreede, G. J. (2020). Do social features help in video-
centric online learning platforms? A social presence perspective.
Computers in Human Behavior, 113, 106505.
 Kulal, A., & Nayak, A. (2020). A study on perception of teachers and
students toward online classes in Dakshina Kannada and Udupi
District. Asian Association of Open Universities Journal, 15(3), 285-
296.
 Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. Social
Sciences & Humanities Open.
 Sarkar, S. S., Das, P., Rahman, M. M., & Zobaer, M. S. (2021, July).
Perceptions of public university students towards online classes
during COVID-19 pandemic in Bangladesh. In Frontiers in
Education (Vol. 6, p. 703723). Frontiers Media SA.
 Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2021).
Students’ perception of online learning during COVID-19 pandemic:
A case study on the English students of STKIP Pamane Talino.
SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235.

56
  Garg, A. (2021). Case study: Student's response towards online
learning in Engineering Education during COVID-19 Pandemic.
Journal of Engineering Education Transformations, 34(3), 62-69.
 Mustafa, S., Qiao, Y., Yan, X., Anwar, A., Hao, T., & Rana, S. (2022).
Digital students’ satisfaction with and intention to use online teaching
modes, role of big five personality traits. Frontiers in psychology, 13,
956281.

ONLINE WEBSITES:
 [Link]

 [Link]

 [Link] -
online-learning/

 [Link]

 [Link]

BOOKS:

Kothari C R (2007) ‘ Research methodology – Methods and

Techniques’, New age international publishers

57
QUESTIONNAIRE:

58
 STUDENTS PERSEPECTION TOWARDS ONLINE
LEARNING PLATFROM:A STUDY OF CHAMBA TOWN
QUESTIONNAIRE
NAME
Short-answer text

1. AGE
o 17-20
o 20-22
o 22-24
o 24-above
2. GENDER
o Male
o Female
3. COURSE OF STUDYING:
o UG students
o PG students
o Higher secondary

4. EVEN ATTIEND ANY ONLINE CLASSES:

o Yes
o No
o Maybe
5. WHICH MODE OF TEACHING WILL YOU PREFER?
o Online teaching
o Traditional offline mode
o Both
6. DO YOU THING ONLINE MODE IS EFFECTIVE?
o Yes
o No

59
7. ONLINE MODE IS EFFECTIVE MODE OF EDUCATION BECAUSE:
o Ease of access of info
o Can learn at own place
o Learning at anywhere
o Helps in developing skill
8. ONLINE EDUCATION IS NOT EFFECTIVE BECAUSE:
o Need to feel connected to their class
o Lack of interaction
o Lack of real time feedback
o More expensive
9. WHICH TEACHING PLATFROM YOU LIKE IN ONLINE LEARNING
PLATFROM?
o Byju’s
o Google meet
o Unacademy
o Zoom
o Other

10. WHAT EXTEND YOU FEEL COMFORTABLE WHILE

LEARNING ONLINE PLATFROM?
o Comfortable
o Non comfortable
o Other
11. DO YOU THINK ONLINE EDUCATION WILL HELPS IN
OVERCOMING THE PROBLEM OF HIGHER EDUCATION?
o Yes
o No
o Maybe

12. DO YOU THINK ONLINE EDUCATION WILL IMPROVING

THE QUALITY OF HIGHER EDUCATION?
o Yes
o No
o Maybe

60
13. DO ONLINE EDUCATION WILL PROVIDE MORE
KNOWLEDGE THEN TRADITIONAL EDUCATION?
o Yes
o No
o Maybe

14. DO YOU THING ONLINE EDUCATION

GRADUTES/STUDENTS WILL HAVE EQUAL CHANCE OF
RECRITMENT AS ON-CAMPUS STUDENTS?
o Yes
o No
o Maybe
15. E-learning is time consuming?
o Yes
o No

16. ARE YOU SATISFIED WITH REGARD TO ANY SUPPORT

REQUIRED FROM TEACHER IN ONLINE
EDUCATION/LEARNING?
o Yes
o No
o Maybe
17. WHAT IS OPINION ABOUT ONLINE LEARNING PLATFROM?
Long- answer text

61