A Study of Problems and Prospects of E-Learning in India

A study of Problems and Prospects of
e-Learning in India
A Thesis Submitted to
Devi Ahilya Vishwavidyalaya, Indore
For the award of Degree of
Doctor of Philosophy
in
Management
under
Faculty of Management Studies
Submitted By
Ravindra Kumar Soni
Co-Supervisor Supervisor
Dr. Jyoti Sharma CS Dr. Manish Sitlani
Reader, Management Reader, Management
I.I.P.S. D.A.V.V. Indore I.I.P.S D.A.V.V. Indore
International Institute of Professional Studies

DEVI AHILYA VISHWAVIDHYALAYA
Indore (M.P.)
2015
I
DECLARATION
I, the undersigned, Ravindra Kumar Soni, hereby declare that the

present thesis entitled, “A Study of Problems and Prospects of e-
Learning in India”, is based on my own work. I have conducted
this work under the supervision of Dr. Manish Sitlani, Reader,
and co-supervision of Dr Jyoti Sharma, Reader, International
Institute of Professional Studies, Devi Ahilya University, Indore
(M.P.). I have put in more than 200 days of attendance and
work with my supervisor. I further declare that no part of this
work has been submitted for the award of any degree etc. to this
university or any other university or institute and my
indebtedness to other work, publications etc. have been duly
acknowledged at relevant places.
Ravindra Kumar Soni

Indore
Date:
II
CERTIFICATE
This is to certify that the thesis entitled “A Study of Problems

and Prospects of E-learning in India” embodies the work of
Ravindra Kumar Soni himself, who worked under my supervision
for the period as required under Ph.D. Ordinance of Devi Ahilya
vishwavidhyalaya, Indore.
To the best of my knowledge and belief, the thesis

i) embodies the work of candidate herself;
ii) has duly been completed;
iii) fulfills the requirements of the ordinance relating to Ph.D.
degree of the university; and
iv) is up to the standard both in respect of content and
language for being referred to the examiner.
Dr. Manish Sitlani

SUPERVISOR Indore
IIPS, DAVV, Indore (M.P.) Date:
Dr. Jyoti Sharma

CO SUPERVISOR Indore
IIPS, DAVV, Indore (M.P.) Date:
III
Expression of Gratitude
I wish to express my humble devotion to the almighty, who made this research work
possible for me and made it to reach its completion.
I could complete this study only due to dedicated involvement of my research

supervisor and co-supervisor. I would like to thank my research supervisor and guide
Dr. Manish Sitlani of the International Institute of Professional Studies, Devi Ahilya
Vishwavidhyalaya, Indore. He guided me, both consciously and unconsciously, how
good research is done. I appreciate all his contribution of time, ideas and moral
support to make my Ph. D. experience very productive. His encouragement,
supervision and support from the preliminary to the concluding level enabled me to
develop an understanding of the discipline. My sincere feelings of gratitude are
extended to co-supervisor Dr. Jyoti Sharma, of the International Institute of
Professional Studies, Devi Ahilya Vishwavidhyalaya, Indore, for her direction,
motivation and blessings. Without her moral support, guidance and support, it would
have been difficult to complete this work on time.
My acknowledgement would not be incomplete without offering my sincere thanks to

my wife, Mrs Alka Soni, whose silent support and encouragement allowed me to
finish this wonderful journey. I extend my thanks to my father, Shri Balkishun Soni
and my mother, Smt Yashoda Soni who always stood by my side, immensely
supported me during the exhaustive phase of my life and motivated me to accomplish
my task. It was my family, who made this dream come true. I am sure, this work of
mine will make them, including others, feel pride. I am also thankful to my daughter
Caarvi, Aarvi and son Aarav, who lovingly sustained all the negligence during the
entire time period. I wish to thank my brothers and sisters whose love and support
provided me inspiration and was my driving force. I also extend my heartfelt thanks
to my friends, who extended all possible support during the entire course of this work.
My feelings of gratitude will be incomplete without the mention of my relatives Shri
Ashok Soni, Smt Jyoti Soni, Shri Ashis Soni and Shri Anurag Soni. I wish to thank
Dr Ashis Sharma Rani Durgavati Vishwavidyalaya Jabalpur, who motivated me to
initiate this endeavor. I am also thankful to Dr. Sanjiv Pandey, ASC, Rani Durgavati
Vishwavidyalaya Jabalpur whose constant motivation helped me to complete this
giant endeavor. My sincere feelings of gratitude are also extended to entire
management of IGNOU and Guru Ghasidas Vishwavidyalaya for providing support
and sanctioning leave to complete this research work. I am specially thankful to Shri
Umeshwar Induwa ( Guru Ghasidas Vishwavidyalaya ) for helping me to complete
this research work.
I am also sincerely acknowledge the cooperation of Vice-Chancellor Devi Ahilya
University, Dr D P Singh and Registrar Devi Ahilya University Dr R D
Musalgaonkar. I am thankful to my colleague at IGNOU Regional Centre Jabalpur,
IGNOU Maidan Garhi New Delhi and Guru Ghasidas University Bilaspur for their
support. My feelings of thanks are also extended to Mr Ajay Verma Deputy Registrar,
and Mr. Santosh Patel of Devi Ahilya University for their timely support and
cooperation. This gratitude is also extended to all support staff at my research center,
International Institute of Professional Studies, Devi Ahilya Vishwavidhyalaya, Indore
and Central Library, DAVV, for their cooperation and necessary resources to
accomplish my research work.
The sincere feelings of gratitude are also extended to all the academicians of
International Institute of Professional Studies, Devi Ahilya Vishwavidhyalaya,
Indore, who extended their support for this study and gave valuable suggestions for
this research work.
Lastly, I thank all those not mentioned above specifically, who directly or indirectly
contributed in this endeavor of mine.
-----------------------
IV
Table of Content
Chapter PARTICULARS PAGE
No. NO.
I Declaration I
II Certificate II
III Expression of Gratitude III
IV Table of Content IV
V Summary V
VI Chapterization VI
1 Introduction 1-21
1.1 Introduction and Background 1-5
1.2 International Scenario 5-8
1.3 Indian Scenario 8-11
1.4 Rationale of Study 11-14
1.5 Scope of the Study 15-17
1.6 Probable Contribution of the Study 17-19
1.7 Summing Up 19-21
2 Current status of e-Learning in India 22-54
2.1 Overview 22-26
2.2 Various initiatives taken by government of 26-48
India
2.3 Initiative taken by various Non-government 48-52
Stakeholders
2.4 Summing Up 53-54
3 Review of Literature 55-77
3.1 Problems and Challenges of e-Learning in 55-63
India
3.2 Prospects of e-Learning in India 63-71
3.3 Critical Success factors for e-Learning 71-73
3.4 Models/Tools for Implementation of e- 73-76
Learning
3.5 Research gap 76-77
4 Research design and methodology 78-84
4.1 Objectives of the study 78
4.2 The Study 78
4.3 Population, Sample and Sampling 78-82
4.4 Data and Data Analysis Techniques 82-84
5 Data, Data Analysis and Findings 85-179
5.1 Problems of e-Learning Concerning Higher 85-132
Education in India
5.2 Prospects for e-Learning in India Higher 132-157
Education
5.3 e-Learning technology acceptance in India 157-162
5.4 Critical Success Factors for e-Learning in
higher education in India 163-169
5.5 Appropriate Model/tool of e-Learning 169-179
6 Conclusion 180-192
6.1 Key Recommendations 180-184
6.2 Limitations of the Study 184-185
6.3 Scope for further research 185-186
6.4 Conclusion 187-192
Bibliography 193-216
Webliography 217-219
Annexures 220-230
LIST OF TABLES
S.No. PARTICULARS PAGE NO.
Table 1.1 Snapshot of the Telecommunications Sector 13
Table 2.1 Number of Higher Education Institutes in India 24
Table 5.1 Mean and Standard Deviation (e-Learning is not 91
effective enough)
Table 5.2 Mean and Standard Deviation (It is not 92
interesting to use e-Learning)
Table 5.3 Mean and Standard Deviation (It is difficult for 93
me to adopt e-Learning0
Table 5.4 Mean and Standard Deviation (e-Learning is 94
complicated to use and hence frustrating)
Table 5.5 Mean and Standard Deviation (Face to face 95
communication is critical for higher education
and it is not available for e-Learning)
Table 5.6 Mean and Standard Deviation (e-Learning will 96
not add value to my performance)
Table 5.7 Mean and Standard Deviation (Isolation of 97
learner results in lack of direction thereby de-
motivates learners for e-Learning)
Table 5.8 Mean and Standard Deviation (Change is not 98
acceptable to every learner/ faculty/ administrator)
Table 5.9 Mean and Standard Deviation (e-Learning is not 99
engaging enough)
Table 5.10 Mean and Standard Deviation (Appropriate 100
softwares required for e-Learning are not
available)
technology required for adoption for e-Learning
is not available)
Table 5.12 Mean and Standard Deviation (Enquiry based 102
learning is not possible with e-Learning)
Table 5.13 Mean and Standard Deviation (It is difficult to 103
keep up with learners/faculty/administrator
technical demands in e-Learning)
Table 5.14 Mean and Standard Deviation (It is very difficult 104
to integrate e-Learning system with other
systems)
Table 5.15 Mean and Standard Deviation (Project based 105
learning is not possible with e-Learning)
Table 5.16 Mean and Standard Deviation (Available 106
Platforms/ tool/ software are inconsistent with e-
Learning environment)
Table 5.17 Mean and Standard Deviation (Environment does 107
not motivate me for e-learning)
Table 5.18 Mean and Standard Deviation (Government 108
policy does not facilitate Promotion of e-
Learning)
Table 5.19 Mean and Standard Deviation (Institutional 109
policy does not facilitate promotion of e-
Learning)
Table 5.20 Mean and Standard Deviation (Not all 110
learners/faculty/administrator are technologically
equipped enough in institutions)
Table 5.21 Mean and Standard Deviation (e-Learning does 111
not suits to all teaching learning styles)
Table 5.22 Mean and Standard Deviation (e-Learning does 112
not accommodates all kinds of teaching
pedagogy)
Table 5.23 Mean and Standard Deviation (e-Learning 113
doesn’t facilitate content flexibility as per the
need of learners/faculty/ administrator)
Table 5.24 Mean and Standard Deviation (e-Learning limits 114
the quality of content)
Table 5.25 Mean and Standard Deviation (Internet 115
connectivity is not accessible 24*7 and that
hampers the growth of e-Learning)
Table 5.26 Mean and Standard Deviation (Non availability 116
of internet hampers growth of e-Learning)
Table 5.27 Mean and Standard Deviation (Internet/Software 117
frequently crashes during e-Learning process)
Table 5.28 Mean and Standard Deviation (e-Learning is a 118
costly affair)
training required for adoption for e-Learning is
not available/given)
Table 5.30 Mean and Standard Deviation (Not all 120
learners/faculty/administrator are skilful in
language(s) required for e-Learning)
Table 5.31 Mean and Standard Deviation (I am not satisfied 121
with my previous experiences with e-Learning)
Table 5.32 KMO and Bartlett's Test statistics 122
Table 5.33 Total Variance Explained 123
Table 5.34 Component Matrix 124-126
LIST OF CHARTS AND DIAGRAMS
Chart/Diag. No PARTICULARS PAGE

NO.
Diagram 1 Components of e-Learning 4
Diagram 2 The Indian Education Ecosystem 8
Diagram 3 Existing and Expected Number of 12
Internet Users
Diagram 4 Scope of the Study 16
Diagram 5 Current status of NPTEL project (As on 31
Feb, 2015)
Diagram 6 Organization of Review of Literature 55
Diagram 7 Most prevailing challenges of e-Learning 62
Diagram 8 Number of Distance Teaching Institutes 79
in India with Student Enrollment
Chart 5.1A, Responses from Learners, Faculties and 91
5.1B,5.1C, administrators and combined responses
(e-Learning is not effective enough)
5.2B, 5.2C administrators and combined responses
(It is not interesting to use e-Learning)
(It is difficult for me to adopt e-Learning)
(e-Learning is complicated to use and
hence frustrating)
(Face to face communication is critical
for higher education and it is not
available for e-Learning)
(e-Learning will not add value to my
performance)
(Isolation of learner results in lack of
direction thereby de-motivates learners
for e-Learning)
(Change is not acceptable to every learner/
faculty/ administrator)
(e-Learning is not engaging enough)
5.10B, 5.10 C administrators and combined responses
(Appropriate softwares required for e-
Learning are not available)
(Appropriate technology required for
adoption for e-Learning is not available)
(Enquiry based learning is not possible
with e-Learning)
(It is difficult to keep up with
learners/faculty/administrator technical
demands in e-Learning)
(It is very difficult to integrate e-Learning
system with other systems)
(Project based learning is not possible
with e-Learning)
(Available Platforms/ tool/ software are
inconsistent with e-Learning
environment)
(Responses from Learners, Faculties and
administrators and combined responses
(Environment does not motivate me for e-
learning)
(Government policy does not facilitate
promotion of e-Learning)
5.19B,5.19C administrators and combined responses
(Institutional policy does not facilitate
promotion of e-Learning)
(Not all learners/faculty/administrator are
technologically equipped enough in
institutions)
(e-Learning does not suits to all teaching
learning styles)
(e-Learning does not accommodates all
kinds of teaching pedagogy)
(e-Learning doesn’t facilitate content
flexibility as per the need of learners/
faculty/ administrator)
(e-Learning limits the quality of content)
(Internet connectivity is not accessible
24*7 and that hampers the growth of e-
Learning)
(Non availability of internet hampers
growth of e-Learning)
(Internet/Software frequently crashes
during e-Learning process)
(e-Learning is a costly affair)
(Appropriate training required for
adoption for e-Learning is not
available/given)
(Not all learners/faculty/administrator are
skilful in language(s) required for e-
Learning)
(I am not satisfied with my previous
experiences with e-Learning)
Chart 5.32 Scree Plot 124
(e-Learning will increases the access and
reach of education)
(e-Learning can add on to efficiency and
effectiveness in teaching and learning)
(e-Learning can improvise the process of
teaching and learning as it integrates all
forms of media; print, audio, video, and
animation)
(e-Learning enables collaborative/group
learning)
(e-Learning facilitates greater interaction
among learners)
(e-Learning provides flexibility in
learning and teaching in respect of time
and place, and hence facilitates distance
and open education)
(e-Learning can bridge the
communication gap between students and
teachers and hence creates a background
for one-to-one teaching-learning)
(e-Learning tools can enhance the
pedagogic value of a course)
(e-Learning will bring new opportunities
for organizing and administrating
teaching-learning process in better
manner)
(e-Learning courses can reduce costs and
generate more revenues for
organizational growth and thereby paving
way for cost-effective education)
(There is infinite potential of e-Learning
in India, which is not yet been explored)
(With the help of e-Learning, teaching
and learning community can solve many
of educational administrative problems)
(e-Learning has enormous potential of
imparting education to the huge
population of India)
(e-Learning has the capacity to replace
conventional form of teaching and
learning)
(e-Learning has adaptability with other
systems of learning and thereby it has
enormous scope to offer higher education
in online and blended form)
Chart 5.48 Responses from learners (Prospects of 152
e-learning)
Chart 5.49 Responses from Faculties and 153
Administrators (Prospects of e-learning)
Chart 5.50 Combined Responses of Learners, 153
Faculties and Administrators (Prospects
of e-learning)
Chart 5.51 Responses from faculties and 159
Administrators (Perceived Ease of Use)
Chart 5.52 Responses from lerners (Perceived Ease 159
of Use)
Administrators (Perceived Usefulness)
Chart 5.54 Responses from learners (Perceived 160
Usefulness)
Administrators (Attitude towards using)
Chart 5.56 Responses from learners (Attitude 161
towards using)
Administrators (Intention to use)
Chart 5.58 Responses from learners (Intention to 162
use)
Chart 5.59 Mean values of responses of dignitaries 167
for ranking critical success factors
VI
Chapters Scheme
There are six chapters in this thesis, namely Introduction, Current status
of e-Learning in India, Literature review, Research design and methodology,
Data Presentation and analysis, and Conclusion.
1. Introduction
This chapter deals with conceptual framework of the study, generation
of research problem and rationale of the study. It analyses Indian and
International scenario of e-Learning. It has also covered the major problems of
e-Learning and scope of the study. At the end of this chapter the probable
contribution of the study has also been specified.
2. Current status of e-Learning in India
This chapter deals with the overview of e-Learning in India along with
the various initiatives taken by government of India and Non-government
Stakeholders. It has also looked at the existing e-Learning scenario in the
country and e-Learning market.
3. Literature review
This chapter reviews the work already done in the related area,
nationally and internationally. The available literature related to problem and
prospect of e-Learning in India has also reviewed. Efforts are made to briefly
describe the available studies with respect to their importance to the present
study. It also reviews the literature available on over all educational scenario of
India. Towards the end of this chapter, the research gap is analysed and
statement of problem is identified.
4. Research design and methodology
This chapter is related to design and methodology. It describes the

objectives of the study. It has elaborated about the way study has been
conducted including the sample size, methods of data collection and the tools
of data collection and data analysis.
4. Data Presentation and analysis

This chapter presented and analyzed the primary & secondary data. The
primary data collected is graphically presented and analysis is carried out
using data analysis tools. Data collected is further examined to determine
problems and prospects of e-Learning in India. It also examined the e-
Learning technology acceptance by faculties and learners in India.
6. Conclusion
This chapter discussed the various key recommendations in the light of
findings. It also presented the summary of the research work, conclusion, and
limitations. It also described the details of the scope for further research.
Bibliography
Webliography
Annexure
VI
Summary
The education system in India need to enhance the reach of education, improve
retention patterns, smooth out disparities in education, training of teachers and
compensate for the lack of teachers in remote areas. In spite of long-time
efforts by Indian policymakers through planning tools, Indian education system
has not succeeded in providing educational infrastructure to all the corners of
the country. Though the educational institutes of India are trying to deliver
quality education, every institution has distinct goals, standards and
regulations, budget pressures, security concerns, and technical legacies.
Therefore single solutions for the entire problem may not be an appropriate
model. Educational planners have a reasonable degree of agreement in saying
that ICTs can cure some of the major problems, which Indian Education
system has been facing for a long time. Effective utilization of ICT
infrastructure and cost effective e-Learning model may suitably address the
core issue.
e-Learning is a broadly used term generally referring to web-based learning,

online learning, blended learning, networked learning, distributed learning,
flexible learning, etc. It is increasingly being seen as a tool to widen the access
to education and developmental opportunities not only at the institutional level
but nation as a whole (Sharma & Mishra, 2008; Pulist, S. K., 2013). Web
Based learning and its newer and more general synonymous term e-Learning
are two of today’s buzz-words in the academic and business worlds. Decision-
makers associate with new ways of learning that are more cost efficient than
traditional ways of learning and which allow students to better control the
process of learning because they can decide when, where and how fast to learn.
Conventional system of learning is effective but it has its own limitation in
respect to accommodation of number of learners, time and place. The
education receiving population in India is growing exponentially. Therefore,
there is a need for new system of learning which is not only effective but has
more potential and can cater the entire population of the world. The e-Learning
is the solution for the problem and the system is already operational. There are
many institutions in world, which offer the e-Learning services.
The population receiving education in India is growing exponentially and this

is the main reason for exploring cost effective and qualitative alternatives. The
study of problem and prospects of e-Learning in India would be beneficial to
learners, educational institutes and capitalists exploring the opportunities for a
profitable venture. The study will be highly beneficial to the huge learning
community of India and the world. Further, studies in this direction are highly
beneficial for policymakers of today and tomorrow to for creating a suitable
environment for the growth of e-Learning in Indian context specifically and for
the world in general. This generates the very foundation for conducting this
research work.
Standing on this premise, this study is confined only to education sector in

India. The education sector can be broadly classified as Elementary Education
Sector and Higher Education Sector. Looking to the broad arena available for
the work under consideration, it was decided to limit this research work only to
higher education sector in India. This is justifiable in the sense that basic
understanding about the role of ICT in education and exposure to use of
computers is foundational requirement for conducting studies relating to
problems and prospects of e-Learning. As the beneficiaries of elementary
education figures in wide range from pre-school education to higher secondary
school education, it was not feasible to focus on this segment of education. As
the beneficiaries of higher education carry a better understanding of various
dimensions of e-Learning, it was decided to proceed with higher education
sector in India for this research work.
As far as higher education sector is concerned, various stakeholders include

learners, faculties, administrators, academic institutions, government and non-
government regulators/policymakers, society at large, etc. Researchers and
experts including Kundi et al. (2010) have opined that teachers, students and
education administrators are the main stakeholder of e-Learning in any
educational set up. Hence, it was further decided to focus majority on these
three categories of stakeholders in course of this research work. In a nutshell,
this research work is confined only to problems and prospects of e-Learning in
Higher Education in India from the perspective of teachers, students and
administrators.
The study was intended to investigate problems related to e-Learning in higher

education in India along with analysis of prospect of e-Learning in the related
area. This study was also aimed to identify critical success factors for
implementation of e-Learning in higher education sector in India and
identify/recommend a suitable e-Learning Model/Tool for the same.
The study was broadly descriptive cum exploratory in nature. The population
of this study comprised of all the learners, faculties and administrators
associated with higher education institutes in India which have adopted e-
Learning practices. The data collection instrument was instituted online using
docs.google.com service. But looking to the poor response on the same in spite
of repeated reminders, it was decided to go offline for collecting the required
data. Both secondary data and primary data was collected and analyzed.
Secondary data was collected through various websites, institutional
publications, journal and government publications of repute and prominence,
and primary data had been collected through structured survey instrument
(questionnaire) from learners, faculties and administrators associated with
higher education in India. For the purpose of collecting the required primary
data, self-structured survey instrument was developed and instituted, which
was developed on the basis of extensive literature survey. Though data has
been basically collected from the learners, faculties and administrators
associated with Indira Gandhi National Open University (IGNOU), detailed
structured interviews of faculties and administrators of identified
institutes/organizations offering higher educational courses through e-Learning
have also been considered to support the results of data analysis.
This research work has attempted to explore the problems concerning e-

Learning in formal higher education in India. On the basis of data analysis
conducted in course of study, the major problems concerning e-learning in
higher education in India were identified. Looking to the large number of
identified problems, data reduction tool factor analysis was applied and major
dimensions concerning these problems were identified. The various identified
dimensions included Perceptional Problems, Technology based Problems,
Environment based Problems, Pedagogy and Content based problems,
Accessibility based problems, Cost based problems, Training and Skill based
problems and Satisfaction based problems.
The study analyzed various prospects of e-Learning in Higher Education in

India. Against this thriving backdrop of e-learning activity, the industry is set
for major expansion in India. The increased availability of low-cost PCs and
the growing presence of broadband, particularly in rural areas, are bound to
boost the country’s e-learning industry. The prospect of making education
available to anyone, any time, anywhere is becoming increasingly appealing to
students, the corporate world and the populace at large. Based on the available
literature and responses collected from learners, faculties and administrator
respondents, major prospects have been identified for e-Learning in higher
education in India. These include Prospects for Online Education and Blended
Learning, Prospects for Distance and Open Learning, Prospects for
Personalized Learning, Prospects for Collaborative and Cooperative
Learning, Prospects for Academic Administration and Management, Prospects
for Cost-effective Education, Prospect for Teaching -Learning Process
Improvement, Prospects for Effective Education/Learning, and Prospects for
Mass Higher Education.
In the light of the findings of this research work indicating promising prospects
for e-Learning in higher education in India, it was further decided to explore
the critical success factors for the successful implementation of e-Learning in
India in the time ahead. For the same, it was decided to undertake extensive
review of available literature and conduct structured interview of the experts.
On the basis of extensive review of available literature and findings of the
structured interviews, critical factors have been identified for success of e-
Learning in higher education in India. The identified critical success factors
included Attitude of Users, Required Administrative and Technical Staff,
Flexibility, Support of Top Management and Organization Commitment,
Technical Support, Student Motivation, User-friendliness, Peer support and
Cost factor. Out of total nine critical success factors “Attitude of Users”, is the
most prominent critical success factors among all other factors and
“Flexibility” is the weakest critical success factors. Second prominent factor is
“Technical Support” and thereafter “Support of top management”, “Student
Support”, “Required Administrative Skills”, “Peer Support”, “Cost”, “User
Friendliness”, and “Flexibility”. The “Flexibility” seemed to be most feeble
critical success factor.
Looking into massive prospects of e-Learning, It was decided to test
technology acceptance as successful implementation of any technology
depends on acceptance by user. Various studies have been conducted in this
area. The Technology Acceptance Model (TAM) was first developed by Davis
(1989), based on the theory of reasoned action (TRA) (Fishbein & Ajzen,
1975) in psychology research. TAM proposes that perceived ease of use and
perceived usefulness of technology are predictors of user attitude towards
using the technology, subsequent behavioral intentions and actual usage
(Maslin Masrom, Technology Acceptance Model and E-learning ). TAM
consists of two beliefs, perceived utilities and perceived ease of application,
which determine attitudes to adopt a new technology. The attitude towards
adoption depicts the prospective adopter's positive or negative orientation/
behaviour about adopting a new technology (A.S.Rao, Technology acceptance
model for complex technologies in a period of rapid catching-up). Based on the
collected data and its analysis, it could be concluded that there exist a
considerable level of technology acceptance as far as acceptance of technology
for successful implementation of e-learning in higher education in India is
concerned.
Once, problems, prospects and critical success factors concerning future of e-

Learning in higher education in India were explored, it was decided to identify
a suitable model for successful implementation of e-Learning in Indian higher
education scenario. E-learning models are attempts to develop frameworks to
address the concerns of the learners/faculties/administrators and the challenges
presented by the technology that are required to overcome hurdles in
implementing online learning effectively. There are many models/tools have
been developed so far to resolve the problems and challenges of learning. As
evident from literature review, these models basically include “Demand-driven
Learning Model”, “Instructional Design Model”, “Community of Inquiry
Model”, “e-Learning Maturity Model” and “MOOCs Model”.
After extensive comparison of the various models of e-Learning from the

perspective of higher education in India, it was identified that a Massive Open
Online Courses (MOOCs) based model seems to be the best fit, as it addresses
majority of the problems associated with higher education in India. It is
observed in course of this research work that that the key problems and
challenges concerning Indian higher education system includes issues relating
to Quantity, Accessibility, Engagement and Cost. Moocs on mobile seems to
overcome all those mentioned problems and same time having all those
advantages required for e-Learning. Looking into mobile uses, comfortability,
access, availability, statics and usefulness of Moocs, the Moocs on mobile
(Mobimoocs) make it one of the best learning tool for education and training.
Based on the findings of this research work, suitable recommendations have

been made for those concerning the future of Higher Education in India.
India has a billion-plus population and a high proportion of the young and
hence it has a large formal education system. The demand for education in
developing countries like India has sky-rocketed as education is still regarded
as an important bridge of social, economic and political mobility (Amutabi and
Oketch, 2003). The globalization process has also created a large market of
offshore students. To reach them, information technology is the only
convenient medium, which can offer education as a service (Collins et al.,
2001; Bhattacharya and Sharma, 2007). It increases education provision
substantially and can contribute to mass education. It also creates competition
among the institutions for providing education and hence improves the quality
(Cross and Adam, 2007).
-------------------

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A Study of Problems and Prospects of E-Learning in India

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A study of Problems and Prospects of

Ravindra Kumar Soni

International Institute of Professional Studies

I, the undersigned, Ravindra Kumar Soni, hereby declare that the

Ravindra Kumar Soni

This is to certify that the thesis entitled “A Study of Problems

To the best of my knowledge and belief, the thesis

Dr. Manish Sitlani

Dr. Jyoti Sharma

I could complete this study only due to dedicated involvement of my research

My acknowledgement would not be incomplete without offering my sincere thanks to

Chart/Diag. No PARTICULARS PAGE

2. Current status of e-Learning in India

This chapter is related to design and methodology. It describes the

4. Data Presentation and analysis

e-Learning is a broadly used term generally referring to web-based learning,

The population receiving education in India is growing exponentially and this

Standing on this premise, this study is confined only to education sector in

As far as higher education sector is concerned, various stakeholders include

The study was intended to investigate problems related to e-Learning in higher

This research work has attempted to explore the problems concerning e-

The study analyzed various prospects of e-Learning in Higher Education in

Once, problems, prospects and critical success factors concerning future of e-

After extensive comparison of the various models of e-Learning from the

Based on the findings of this research work, suitable recommendations have

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