RESEARCH PROJECT REPORT ON To Study The Perception Of Students Towards Online Learning SUBMITTED TOWARDS PARTIAL FULFILLMENTOF POST

GRADUATE DIPLOMA IN BUSINESS MANAGEMENT (Approved by AICTE, Govt. of India) (Equivalent to MBA) ACADEMIC SESSION 2008 2010

UNDER THE GUIDANCE OF:

SUBMITTED BY:

INSTITUTE OF MANAGEMENT STUDIES C-238, BULANDSHAHR ROAD, LAL QUAN, POST BOX NO. 57, GHAZIABAD 201009 TO WHOM SO EVER IT MAY CONCERN
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This is to certify that the project entitled TO STUDY THE PERCEPTION OF STUDENTS TOWARDS ONLINE LEARNING submitted by GROUP 6 , for the partial fulfillment of the requirements for the award of two year Post Graduate Diploma in Business Management is a bonafide record of the work done by him under my guidance and that this has not been submitted by this group for any other Degree or Diploma.

ACKNOWLEDGEMENT

We owe a huge debt of thanks and deep sense of gratitude to my learned guide Prof. Timira Shukla under whose guidance, supervision and encouragement the present study of our project was undertaken and completed. Her sympathetic, accommodating and constructive nature remained a constant source of inspiration for me throughout the duration of my project. At last but not the least we would like to thank all of my faculty members who have enlightened us with their knowledge and guidance so that we will be able to fulfill the expectations of our teachers and parents. Again including the credit of our colleagues we thank them for their support and help without which it was a difficult task to complete the project successfully.

Contents

1. Executive Summary...06 2. Introduction....08 2(a) Literature Review...10 2(b)Objective of the study..12 3.Research Methodology..14 3(a) Data Collection Method.14 3(b) Research Tool.14 4.Data Analysis...16 4(a) Statistical Tools Chi Square Test.16 Factor Analysis..33

5. Conclusion .42 6. Recommendation43 7. Limitations..45 8. List Of Tables And Charts47 9. Annexure.48 10. References.52

CHAPTER 1

EXECUTIVE SUMMARY:
With fluctuations in the economy, increased technological competence, fast-paced lifestyles, geographic dispersion, and the need for workers to possess new skill sets and credentialing, the demand for online degrees has grown over the past decade. Furthermore, individual students invest thousands of rupees each year obtaining higher education. Increasingly, they select online degrees to reach that goal with the expectation of a sound return on investment. Jupiter Communications, a market research firm, reports that 72% of teenagers in the United States will be online by 2003 (Stanton, 2000). This alone indicates that students will learn and communicate electronically more than any previous generation. At the same time, teenagers are not the only digital learners. With the growing number of online courses, the increasing accessibility of computers, and the increasing number of computer users, students of all ages are taking advantage of distance learning or are using computers to enhance the traditional classroom experience. The purpose of this study was to gain insights into learners' perceptions of online learning. Adult students primarily choose online degrees to obtain credentialing for promotions and employment, as well as to cultivate lifelong learning while overcoming such potential barriers as full-time work responsibilities and remote geographic location. Despite the increasing interest in pursuing an online degree toward obtaining additional credentials, the economic climate causes students to place a high premium on whether online degrees translate into jobs or careers. This translation is dependent on the current

hiring practices that are influenced by the organizations hiring gatekeepers view. Results of the study indicated that most learners agreed that course design, learner motivation, time management, and comfortableness with online technologies impact the success of an online learning experience. Participants indicated that technical problems, a perceived lack of sense of community, time constraints, and the difficulty in understanding the objectives of the online courses as challenges. Suggestions for addressing the challenges are provided.

CHAPTER 2

INTRODUCTION:
Perception is the process by which organisms interpret and organize sensation to produce a meaningful experience of the world. Sensation usually refers to the immediate, relatively unprocessed result of stimulation of sensory receptors in the eyes, ears, nose, tongue, or skin. Perception, on the other hand, better describes one's ultimate experience of the world and typically involves further processing of sensory input. In practice, sensation and perception are virtually impossible to separate, because they are part of one continuous process. Thus, perception in humans describes the process whereby sensory stimulation is translated into organized experience. That experience, or percept, is the joint product of the stimulation and of the process itself. "e" learning. However you write it, definitions abound. The convergence of the Internet and learning, or Internet-enabled learning. The use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere. The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts. A phenomenon delivering accountability, accessibility, and opportunity to allow people and organizations to keep up with the rapid changes that define the Internet world. A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy.

Adapting a definition from the Wisconsin Online Resource Center, Robert J. Beck suggests that learning objects have the following key characteristics: 1. Learning objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes. 2. Are self-contained each learning object can be taken independently 3. Are reusable a single learning object may be used in multiple contexts for multiple purposes 4. Can be aggregated learning objects can be grouped into larger collections of content, including traditional course structures 5. Are tagged with metadata every learning object has descriptive information allowing it to be easily found by a search[

What we know about learning is an important starting point for exploring the use of technology and the design and success of online and blended learning. The basis of effective online learning is comparable to the foundation of effective learning in general. Although e-learning (and various blended approaches that integrate online components into traditional classes) continues to grow rapidly, it still remains at an early stage of development. Consequently, developers and deliverers of online learning need more understanding of how students perceive and react to elements of e-learning (since student perception and attitude is critical to motivation and learning) along with how to apply these approaches most effectively to enhance learning.

2(a) LITERATURE REVIEW:

Because many new technologies and web- based activities are interactive, online coursework has the potential to create environments where students actively engage with material and learn by doing, refining their understanding as they build new knowledge (Johnston, Killion & Omomen, 2005; Pallof & Pratt, 2003). With computer technology permeating the academic landscape, and the Net Generation dominating the academic scene, educators are called to reflect on and reconfigure curriculum design, facilitation, and evaluation to align with the e-learning era and learners orientations and preferences. The degree to which learning style preferences were satisfied in an e-learning format contributed to learners perceived connection to the learning. Within Kolbs Learning Style framework, learners characterized as divergers and assimilators expressed the highest satisfaction with technology as it accommodated their preference for autonomous learning and no compelling need to form connections with others. The limitless availability of information in a mobile environment fed their curiosity for knowledge beyond the prescribed classroom curriculum. According to one learner, the ability to take my work wherever I go and do research whenever Im inspired to do so, enables me to work when the time is right or when an idea surfaces. As well, the visual stimulation afforded by graphs, charts, video vignettes, and interactive websites was appealing to these groups of learners who were oriented toward reflective observation. (Munro Carolin Rekar, The Icfai University Journal of Higher Education-Nov. 2006) Spreading Internet connectivity, better exploitation of the evolving technology for the creation of educational resources, and a resultant cost-cutting in the investment for higher education are considered to be the vital keys to transform the digital divide into a digital dividend. Encouraging cross-border higher education, paying attention to issues

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such as affordability, accessibility, and appropriateness, and above all, maintaining the quality are some of the few potential options left for the developing countries to adopt, which will effectively define the global profile of higher education in the 21st century. ( John Daniel, Asha Kanwar and Stamenka Uvalic-Trumbic-Feb. 2007) Guendoo (2008) hypothesized that any negative perceptions traditional universities currently have about online doctoral degree graduates applying for faculty positions may change. One can predict that the gap in perception between the subjects of this study (community college leaders) and those of the Adams and DeFleur study [traditional four-year colleges] will continue to close over time (Guendoo, 2008, p. 4). Students who take an online course for its flexibility may dislike online chats or other synchronous activities that occur at fixed times. One professor teaching an online course affirmed this, saying, "I think people gravitate toward a Web model or virtual classroom for flexibility" (Carr, 2000, p. 32). esponses are further shaped by the level of students' individual computer skills. Students who use computers at home or in residence halls generally have less computer anxiety because they are more familiar with the technology used in their courses. Focus groups have indicated that "students view their lack of training in computers as the strongest inhibitor to computer use" (McMahon et al., 1999, p. 302). Inexperienced computer users can be intimidated in a lab. According to Ropp's (1999) review of the literature, most research concludes that the less experience people have with computers, the more computer anxiety they exhibit.

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2(b) OBJECTIVE OF THE STUDY :

In particular, this study aims to address four objectives: (1) To identify the behavior and the ways students were accessing the online materials available through various institutions., courses available in (2) To obtain the students perceptions of improving students grades, (3) To determine factors which might contribute to a positive perception of institutions providing online courses, and (4) To propose ways of improving quality of courses as a more valuable online-learning vehicle.

various institutions in relation to their role in learning and thereby

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CHAPTER 3

13

RESEARCH METHODOLOGY
A descriptive conclusive research design was used to present the study. The study was conducted to study the students perception regarding online study. Research design indicated a plan of action to be carried out in connection to the proposed research work. It provides only a guideline for the researcher to enable him to keep track of his actions and to know that he is moving in the right direction in order to achieve his goals.

1.DATA COLLECTION METHOD

Both Primary and Secondary data has been used in the present study. For Primary Data collection we gathered the information through the questionnaire and through the interactions conducted with the various students.

2.RESEARCH TOOL
The research tool used was questionnaire . Questionnaire was designed in English Language and consisted of questions. SPSS was used to co-relate motivation and creativity in an organization.

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CHAPTER 4

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DATA ANALYSIS : Setting of Hypothesis:- We have assumed : H0 (null Hypothesis) -> There is no relation between the independent variables. H1(alternate Hypothesis) -> There is a relation between the independent variables. Chi-Square Test Frequencies

Gender Observed N 73 68 141 Expected N 70.5 70.5 Residual 2.5 -2.5

male female Total

1.1 Table Showing Frequencies Of Gender

Age Group Observed N 67 45 25 4 141 Expected N 35.3 35.3 35.3 35.3 Residual 31.8 9.8 -10.3 -31.3

25 35 45 55 Total

1.2 Table Showing Frequencies Of Age Group

Occupation

student business housewife office work Total

Observed N 53 42 31 15 141

Expected N 35.3 35.3 35.3 35.3

Residual 17.8 6.8 -4.3 -20.3

1.3 Table Showing Frequencies Of Occupation

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why have you opted for this course Observed N 47 43 40 11 141 Expected N 35.3 35.3 35.3 35.3 Residual 11.8 7.8 4.8 -24.3

effective time flexibility lower fee other(please specify) Total

1.4 Table Showing Frequencies Of Why Have You Opted For This Course

duration of the course Observed N 39 100 1 1 141 Expected N 35.3 35.3 35.3 35.3 Residual 3.8 64.8 -34.3 -34.3

long term short term 3.00 4.00 Total

1.5 Table Showing Frequencies Of Duration Of The Course

opted for which course Observed N 48 39 11 24 19 141 Expected N 28.2 28.2 28.2 28.2 28.2 Residual 19.8 10.8 -17.2 -4.2 -9.2

post graduate graduate schooling technical part time Total

1.6 Table Showing Frequencies Of Opted For Which Course

most preferred online learning provider Observed N 25 28 57 21 10 141 Expected N 28.2 28.2 28.2 28.2 28.2 Residual -3.2 -.2 28.8 -7.2 -18.2

ignou aima symbiosis anna mallai others Total

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1.7 Table Showing Frequencies Of Most Preferred Online Learning Provider

no. of online courses you have done Observed N 52 48 32 6 3 141 Expected N 28.2 28.2 28.2 28.2 28.2 Residual 23.8 19.8 3.8 -22.2 -25.2

one two three four more Total

1.8 Table Showing Frequencies Of No. Of Online Courses You Have Done

estimated no. of hours spend per week online Observed N 23 45 39 18 16 141 Expected N 28.2 28.2 28.2 28.2 28.2 Residual -5.2 16.8 10.8 -10.2 -12.2

<1 1-3 4-6 7-10 >10 Total

1.9 Table Showing Frequencies Of Estimated No. Of Hours Spend Per Week

course fee structure Observed N 31 37 56 14 3 141 Expected N 28.2 28.2 28.2 28.2 28.2 Residual 2.8 8.8 27.8 -14.2 -25.2

very good good 0.k poor very poor Total

1.10 Table Showing Frequencies Of Course Fee Structure

mode of payment Observed N 47 27 50 17 141 Expected N 35.3 35.3 35.3 35.3 Residual 11.8 -8.3 14.8 -18.3

d.d cheque online payment cash Total

1.11 Table Showing Frequencies Of Mode Of Payment

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1.12 Table Showing Test Statistics

Descriptive Statistics Mean 1.7589 2.0567 2.1064 1.7447 2.4823 2.7376 2.0071 2.7092 2.4397 2.2624 Std. Deviation .84431 1.01259 .96141 .49863 1.44718 1.13166 .98195 1.21619 1.00973 1.05320 N 141 141 141 141 141 141 141 141 141 141

age group occupation why have you opted for this course duration of the course opted for which course most preferred online learning provider no. of online courses you have done estimated no. of hours spend per week online course fee structure mode of payment

1.13 Table Showing Descriptive Statistics

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Variables

Chi Square Chi Square Degree Tabulated 3.841 7.815 7.815 7.815 7.815 9.488 Freedom 1 3 3 3 3 4

Of Level

of Accept /Reject Accept Ho Reject Ho Reject Ho Reject Ho Reject Ho Reject Ho

calculated Gender 0.177 Age group 61.979 Occupation 22.376 Opted for 22.943 this course Duration of 185.894 the course Opted for 32.156 which course Most preferred online learning provider No. of 74.496 online courses done No. of hours 24.071 spend per week online Course fee 60.099 structure Mode of 21.468 payment 43.362

significance 0.05 0.05 0.05 0.05 0.05 0.05

9.488

0.05

Reject Ho

9.488

0.05

Reject Ho

9.488

0.05

Reject Ho

9.488 7.815

4 3

0.05 0.05

Reject Ho Reject Ho

1.14 Table Showing Acceptance/Rejection Of Hypothesis

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1.15 Table Showing Correlations

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Frequency Tables & Bar Charts:

Gender Cumulative Percent 51.8 100.0

Valid

male female Total

Frequency 73 68 141

Percent 51.8 48.2 100.0

Valid Percent 51.8 48.2 100.0

1.16 Frequency Table Of Gender

2.1 Bar Graph Showing Gender Frequencies

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Age Group Cumulative Percent 47.5 79.4 97.2 100.0

Valid

25 35 45 55 Total

Frequency 67 45 25 4 141

Percent 47.5 31.9 17.7 2.8 100.0

Valid Percent 47.5 31.9 17.7 2.8 100.0

1.17 Frequency Table Of Age Group

2.2 Bar Graph Showing Age Group Frequencies

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Occupation Cumulative Percent 37.6 67.4 89.4 100.0

Valid

student business housewife office work Total

Frequency 53 42 31 15 141

Percent 37.6 29.8 22.0 10.6 100.0

Valid Percent 37.6 29.8 22.0 10.6 100.0

1.18 Frequency Table Of Occupation

2.3 Bar Graph Showing Occupation Frequencies

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Why have you opted for this course Cumulative Percent 33.3 63.8 92.2 100.0

Valid

Effective time flexibility lower fee other(please specify) Total

Frequency 47 43 40 11 141

Percent 33.3 30.5 28.4 7.8 100.0

Valid Percent 33.3 30.5 28.4 7.8 100.0

1.19 Frequency Table Of Why Have You Opted For This Course

2.4 Bar Graph Showing (why have you opted for this course) Frequencies

Duration of the course

25

Valid

long term short term 3.00 4.00 Total

Frequency 39 100 1 1 141

Percent 27.7 70.9 .7 .7 100.0

Valid Percent 27.7 70.9 .7 .7 100.0

Cumulative Percent 27.7 98.6 99.3 100.0

1.20 Frequency Table of Duration Of The Course

2.5 Bar Graph Showing duration of the course Frequencies

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Opted for which course Cumulative Percent 34.0 61.7 69.5 86.5 100.0

Valid

post graduate graduate schooling technical part time Total

Frequency 48 39 11 24 19 141

Percent 34.0 27.7 7.8 17.0 13.5 100.0

Valid Percent 34.0 27.7 7.8 17.0 13.5 100.0

1.21 Frequency Table Of Opted For Which Course

2.6 Bar Graph Showing opted for which course Frequencies

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Most preferred online learning provider Cumulative Percent 17.7 37.6 78.0 92.9 100.0

Valid

ignou aima symbiosis anna mallai others Total

Frequency 25 28 57 21 10 141

Percent 17.7 19.9 40.4 14.9 7.1 100.0

Valid Percent 17.7 19.9 40.4 14.9 7.1 100.0

1.22 Frequency Table Of Most Preferred Online Learning Provider

2.7 Bar Graph Showing most preferred online learning provider Frequency

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No. of online courses you have done Cumulative Percent 36.9 70.9 93.6 97.9 100.0

Valid

one two three four more Total

Frequency 52 48 32 6 3 141

Percent 36.9 34.0 22.7 4.3 2.1 100.0

Valid Percent 36.9 34.0 22.7 4.3 2.1 100.0

1.23 Frequency Table Of No. Of Online Courses You Have Done

2.8 Bar Graph Showing no. of online courses you have done Frequencies

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Estimated no. of hours spend per week online Cumulative Percent 16.3 48.2 75.9 88.7 100.0

Valid

<1 1-3 4-6 7-10 >10 Total

Frequency 23 45 39 18 16 141

Percent 16.3 31.9 27.7 12.8 11.3 100.0

Valid Percent 16.3 31.9 27.7 12.8 11.3 100.0

1.24 Frequency Table Of Estimated No. Of Hours Spend Per Week

2.9 Bar Graph Showing estimated no of hours spend per week online Frequencies
Course fee structure

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Valid

very good good 0.k poor very poor Total

Frequency 31 37 56 14 3 141

Percent 22.0 26.2 39.7 9.9 2.1 100.0

Valid Percent 22.0 26.2 39.7 9.9 2.1 100.0

Cumulative Percent 22.0 48.2 87.9 97.9 100.0

1.25 Frequency Table Of Course Fee Structure

2.10 Bar Graph Showing course fee structure frequencies

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Mode of payment Cumulative Percent 33.3 52.5 87.9 100.0

Valid

d.d cheque online payment cash Total

Frequency 47 27 50 17 141

Percent 33.3 19.1 35.5 12.1 100.0

Valid Percent 33.3 19.1 35.5 12.1 100.0

1.26 Frequency Table Of Mode Of Payment

2.11 Bar Graph Showing mode of payment Frequencies

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Factor Analysis :
Factor Analysis is the appropriate statistical technique for data reduction. This will give us the most important attributes amongst fifteen of them. The important attributes can then be clubbed/ grouped together to form factors. These factors help us in finding the perception of students towards online studies. The factors identified are such that the first factor explains the maximum amount of variance between the statements; the second factor explains some more variance; till a stage is reached when the inclusion of any other factor does not result in an increase in variance explained, or the increase in negligible. Under every factor column against each of the statements is a numerical value termed as factor loading. Statements that have a high factor loading compared to others are then isolated. There may be four or five such statements that are essentially pointing towards a single factor.

KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. Bartlett's Test of Sphericity Approx. Chi-Square Df Sig.

.669 428.801 105 .000

1.27 Table Showing Kmo And Bartletts Test

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Communalities Initial enrolling for online course is beneficial the content provided by these online courses is better than other courses these courses have been an added advantage to your ongoing learning using the online units is an effective way to learn about the assigned topics problems are faced in recovering your saved / completed work problems are faced in registering or navigating at website there is a need of regular classes along with online classes the online courses easily accessible prefered online course is of intense value in the market online courses are good in regard to full time courses the interest level generated in this courses are of intense level the internet access and speed is a hindrance in the online learning process i am comfortable in communicating electronically learning is the same in class and at home at internet online learning is better than distance education 1.000 1.000 Extraction .628 .694

1.000

.460

1.000

.590

1.000

.550

1.000

.595

1.000 1.000 1.000

.867 .703 .556

1.000

.691

1.000

.540

1.000

.650

1.000

.660

1.000 1.000

.471 .425

Extraction Method: Principal Component Analysis.

1.28 Table Showing Communalities

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1.29 Table Showing Totalvarience Explained

35

2.9 Graph Showing Scree Plot

36

Component Matrix(a) Component 1 enrolling for online course is beneficial the content provided by these online courses is better than other courses these courses have been an added advantage to your ongoing learning using the online units is an effective way to learn about the assigned topics problems are faced in recovering your saved / completed work problems are faced in registering or navigating at website there is a need of regular classes along with online classes the online courses easily accessible prefered online course is of intense value in the market online courses are good in regard to full time courses the interest level generated in this courses are of intense level the internet access and speed is a hindrance in the online learning process i am comfortable in communicating electronically learning is the same in class and at home at internet online learning is better than distance education .516 -.688 2 .410 .282 3 .329 -.127 4 .005 .298 5 -.293 .192

.514

.351

-.081

.230

.117

.612

.414

-.075

.099

-.168

.330

-.335

.432

.340

.164

-.444

-.046

.322

.505

-.192

.146 -.149 -.297

.216 .378 .585

.030 -.345 .067

.145 .632 -.346

.882 -.138 -.034

-.633

.313

.406

.163

-.040

-.116

.598

.378

-.154

-.050

.665

.130

.404

-.104

.128

.444

.528

-.382

.188

-.045

-.404 -.220

.411 .231

.248 -.437

-.244 -.357

.134 .070

Extraction Method: Principal Component Analysis. a 5 components extracted.

1.30 Table Showing Component Matrix(A)

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Rotated Component Matrix(a) Component 1 enrolling for online course is beneficial the content provided by these online courses is better than other courses these courses have been an added advantage to your ongoing learning using the online units is an effective way to learn about the assigned topics problems are faced in recovering your saved / completed work problems are faced in registering or navigating at website there is a need of regular classes along with online classes the online courses easily accessible prefered online course is of intense value in the market online courses are good in regard to full time courses the interest level generated in this courses are of intense level the internet access and speed is a hindrance in the online learning process i am comfortable in communicating electronically learning is the same in class and at home at internet online learning is better than distance education .622 -.260 2 .272 .295 3 -.235 .676 4 .264 -.193 5 -.208 .214

.630

-.064

-.006

.080

.230

.756

-.018

-.118

.025

-.050

.014

-.201

-.123

.683

.165

-.244

.179

.545

.417

-.180

.116 .353 .063

.066 -.056 .643

-.007 .754 .017

.062 -.079 -.371

.920 -.008 -.024

-.277

.635

.432

.150

-.044

.200

.707

-.011

.007

-.015

.446

.096

-.522

.378

.163

.755

-.075

.135

-.239

.096

-.153 -.042

.638 .090

.047 .007

-.157 -.642

.115 .057

Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a Rotation converged in 8 iterations.

1.31 Table Showing Rotated Component Matrix(A)

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Component Transformation Matrix Component 1 2 3 4 5 1 .714 .618 -.156 .235 2 -.375 .680 .566 -.276 3 -.533 .234 -.263 .764 4 .244 -.290 .765 .521 -.011 5 .075 .129 -.041 .119 .981

-.171 -.004 -.094 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization.

1.32 Table Showing Component Transformation Matrix

FACTORS:Factor loading and labeling of variables generated by rotated composite matrix

Component 1

Factors(variables) 12,13,14,20,23

Factor Name Enrolling Online Courses is beneficial, Content provided , Advantages to your ongoing learning, Value in the market, Internet access / speed is a hindrance Course is easily accessible, Interest level generated , Communicating electronically , Learning is the same in class / home, Online units is an effective way to learn , Online learning is better than distance education Problems in recovering saved/ completed work , Need of regular classes Problems in registering and navigating of websites

Cumulative Name A

19,20,24,25

15,26

16,18

17

Interpretation:
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Students are looking for online courses which are A in nature and moreover they are going for the courses which are beneficial to them , the content / data provided is very good and which enhances there learning skills although internet access / speed is a hindrance yet they feel online courses have intense value in the market. The Second factor which came out was B these factor effect students perception. As most of the students wants those online courses which are easily accessible they have greater interest level and those course which are user friendly so that they ca gain maximum out of these online courses being at home, business, working anywhere and everywhere. The third factor which came out is over here is C. They hace a perception that online couses is an effective way to learn the assigned topics and whether the online courses are better than the distance education. The fourth factor i.e. D which counts the perception of students toward ongoing learning is that they prefer those online courses in which they dont face any problem in recovering there complete work and they perceive a need of regular classes along with online classes so as to gain the maximum. The last contributing factor is E i.e. if they face any problem in enrolling /registering for any online course they dont opt or go for it.

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CHAPTER 5

41

CONCLUSION :
Online courses and programs continue to grow in higher education settings. Students are increasingly demanding online access, and universities and colleges are working to meet the demands. In a recent study, nearly 68% of students were "satisfied" or "very satisfied" with using the Internet as the primary source of course materials (Beatty, 2000). Reasons for students' satisfaction ranged from accessibility and convenience to flexibility and student-teacher interaction. With online learning, students control when, where, and what they learn, as well as how often and how quicklyand this level of control is what creates satisfied students. Whether students are involved in full-scale distance learning programs or dabbling in online activities for a traditional class, their perception of the experience profoundly affects the process of education. Learning varies with each individual, as do preferences for the methods used to learn. Given the appropriate tools, students can become lifelong learners with a passion for knowledge. The challenge for educators is therefore the same as it has always been: how to help students learn. The difference between the blackboard-bound classroom and the cyber-connected classroom is just a matter of space, and educators must learn how that space helps to define student perceptions of education. most learners agreed that course design, learner motivation, time management, and comfortableness with online technologies impact the success of an online learning experience. Participants indicated that technical problems, a perceived lack of sense of community, time constraints, and the difficulty in understanding the objectives of the online courses as challenges.

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RECOMMENDATIONS :
The course quality of the online courses need to be of high standards. The data and information provided should be authentic and free of any type of errors. The website should be easy to access and explore. The online course providers should provide the information in the easiest way possible. The information provided should be in a friendly manner. The online course providers should try and arrange for regular classes held in pre-defined intervals so as to make them more beneficial. Registration and enrollment process should be error free and easy.

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CHAPTER 6

44

LIMITATIONS :
No project is completed without limitation ant it becomes essential to figure out the various concept and that we under went during study the following point in this direction would add to our deliberation----

During the study many a time on various questions asked by us respondent showed cold shoulders. The second limitation was the time duration of two month is not enough to know about relationship between creativity and motivation. Employees sometime fell hesitated while telling their views about the company. Data collection As we are the fresher in the marketing research we faced problem to figure out the project

These limitations were very common and yet we came across these with a positive note and the subsequent chapters in this report shall explain the rationality behind the structural compilation.

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46

CHAPTER 7

LIST OF TABLES AND CHARTS:1. TABLES

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1.1 Table Showing Frequencies Of Gender 1.2 Table Showing Frequencies Of Age Group 1.3 Table Showing Frequencies Of Occupation 1.4 Table Showing Frequencies Of Why Have You Opted For This Course 1.5 Table Showing Frequencies Of Duration Of The Course 1.6 Table Showing Frequencies Of Opted For Which Course 1.7 Table Showing Frequencies Of Most Preferred Online Learning Provider 1.8 Table Showing Frequencies Of No. Of Online Courses You Have Done 1.9 Table Showing Frequencies Of Estimated No. Of Hours Spend Per Week 1.10 Table Showing Frequencies Of Course Fee Structure 1.11 Table Showing Frequencies Of Mode Of Payment 1.12 Table Showing Test Statistics 1.13 Table Showing Descriptive Statistics 1.14 Table Showing Acceptance/Rejection Of Hypothesis 1.15 Table Showing Correlations 1.16 Frequency Table Of Gender 1.17 Frequency Table Of Age Group 1.18 Frequency Table Of Occupation 1.19 Frequency Table Of Why Have You Opted For This Course 1.20 Frequency Table Of Duration Of The Course 1.21 Frequency Table Of Opted For Which Course 1.22 Frequency Table Of Most Preferred Online Learning Provider 1.23 Frequency Table Of No. Of Online Courses You Have Done 1.24 Frequency Table Of Estimated No. Of Hours Spend Per Week 1.25 Frequency Table Of Course Fee Structure 1.26 Frequency Table Of Mode Of Payment 1.27 Table Showing Kmo And Bartletts Test 1.28 Table Showing Communalities 1.29 Table Showing Total variance Explained 1.30 Table Showing Component Matrix(A) 1.31 Table Showing Rotated Component Matrix(A) 1.32 Table Showing Component Transformation Matrix

2. GRAPHS
2.1 Bar Graph Showing Gender Frequencies 2.2 Bar Graph Showing Age Group Frequencies 2.3 Bar Graph Showing Occupation Frequencies 2.4 Bar Graph Showing (why have you opted for this course) Frequencies 2.5 Bar Graph Showing duration of the course Frequencies 2.6 Bar Graph Showing opted for which course Frequencies 2.7 Bar Graph Showing most preferred online learning provider Frequency 2.8 Bar Graph Showing no. of online courses you have done Frequencies 2.9 Graph showing scree plot

ANNEXURES:

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Questionnaire on Students Perception Towards Online Learning:

Dear Respondant , You are kindly requested to fill the questionnaire regarding your perception towards online studies. 1) Gender : MALE ( ) FEMALE ( )

2) To which age group you belong A) 20 30 B) 30-40 C) 40 50 D) more than 50 ()

3) What is your occupation: A)Student B) Business C) Housewife D) Office Work 4) Why have you opted for this course? A) Effective B) Time flexibility C) Lower fee D) Others (please specify) 5) What is the duration of the course you prefer A) Long term B) Short term 6) Which course have you opted for A) Post graduate B) Graduate C) Schooling D) Technical E) Part time 7) Which is the most preferred online learning providers A) IGNOU B) AIMA C) Symbiosis D) Anna mallaiE) Others 8) Number of Online courses you have done A) One B) Two C) Three D) Four E) More 9) Estimated Number of hrs. spend per week online A) <1 B) 1-3 C) 4-6 D) 7-10 E) >10

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10) What do you feel about the course fee structure? A) Good B) Very good C) O.K. D) Poor E) Very poor 11) Which mode of payment do you prefer the most? A) D.D. B) Cheque C) online payment D) Cash 12) Enrolling for online courses is beneficial? A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 13) The content provided by these online courses is better than other courses A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 14)These courses have been an added advantage to your ongoing learning A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 15) Using the online units is an effective way to learn about the assigned topics. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 16) Problems are faced in recovering your saved /completed work. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 17) Problems are faced in registering or navigating at website. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 18) There is a need of regular classes along with online classes. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 19)The online course is easily accessible. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

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20)Preferred online course is of intense value in the market. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 21) Online courses are good in regard to full time courses. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 22) The interest level generated in this course are of intense level. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 23) The internet access and speed is a hindrance in the online learning process. A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 24) I am comfortable in communicating electronically A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 25) Learning is the same in class and at home at internet A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 26) Online learning is better than distance education A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

DATE: Thanks for your time and co-operation

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CHAPTER 8

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REFERENCES ;
Chakravarti, Laha, and Roy, (1967). Handbook of Methods of Applied Statistics, Volume I, John Wiley and Sons, pp. 392-394. Peter Lindsay & Donald A. Norman: Human Information Processing: An Introduction to Psychology, 1977. www.Gurukulonline.co.in Sharma, j.k. business statistics (second edition), Pg.450,720.

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