A Consumer Preference and Perception Towards Online Education in Ahme

Comprehensive Project Report-II
On
A customer preference and perception towards online
education in
Ahmedabad city
SUBMITTED TO:
S. V. INSTITUTE OF MANAGEMENT, KADI KADI SARVA

VISHWAVIDYALAYA UNIVERSITY, GANDHINAGAR
Under the guidance of Prof. Bhavik Panchal
SUBMITTED BY:
NO.
EXAM NO.
BATCH
321
2016-18
316
2016-IS
NAME Bhavik Parmar Devang Modh Harish Parmar
Ghanshyam Sarasariya Sujeet Thakur
322
2016-18 2016-18 2016-18

351
Submitted in the partial fulfilment for the requirement of

the award of the degree of
MASTER OF BUSINESS ADMINISTRATION (MBA)
(2016-2018)
STUDENT'S DECLARATION
We, Bhavik, Devang, Harish, Ghanshyam and Sujeet, hereby

declare that the Comprehensive Project Report - Il entitled "A
customer preference and perception towards online
education in Ahmedabad city" is a result of our own work and our
indebtedness to other work publications, references, if any, have
been duly acknowledged.
Date: -
-
Place:
Students Name
Signature
Blavik Parmar
Devang Modh
Harish Parmar
Ghanshyam Sarasariya
Sujeet Thakur
INSTITUTE'S CERTIFICATE
Certified that this Comprehensive Project titled "A customer

preference and perception towards online education in
Ahmedabad city" is the bono-fide work of Bhavik, Devang.
Harish, Ghanshyam and Sujeet (321, 316, 322.__and 351), who
carried out the research under my supervision. I also certify
further, that to the best of my knowledge the work reported
herein does not form part of any other project report or
dissertation on the basis of which a degree or award was conferred
on an earlier occasion on this or any other candidate.
Dr. Bhavin Pandya, Professor & Head of department S.V. Institute

of Management - Kadi
Prof. Bhavik Panchal Project Guide, Assistant Professor S.V. Institute of
Management - Kidi
PREFACE
Industrial activity plays an important role in economic

development of our country. The knowledge of present market
scenario is very much essential and keeping that in view, our
college gave us a very good opportunity of industrial interaction
in terms of Comprehensive Project- II.
As a part of Our Academic requirement of MBA program, we have

selected EDUCATION INDUSTRY as the industry to be
analyzed under the subject named CP-2. The reason to
choose Education Industry is very obvious. One, that online
presence of people increasing and also people want convenience for
everything. The second reason is the people awareness on online
education is increased from last few years so, this what inspires us to
prepare project on online education.
Secondly, it has major effects on offline/regular education system.

So, to analyzing that effect we are preparing this report. Through
education Industry Amalysis, we can have good exercise of
learning and also help us to understand current trend of industry with
its all-possible dimensions.
We have referred many magazines, websites, and newspapers to

study this industry and the kind of changes it is going through.
This project not only going to help in our present scenario
but we are very much sure it is going to help us in our future
also
ACKNOWLEDGEMENT
उद्यमेन हि सिध्यन्ति कार्याणि न मनोरथैः ।
नास्ति विद्या समं चक्ष नास्ति सत्य समं तपः |
न हि सुप्तस्य सिंहस्य प्रविशन्ति मुखे मृगाः।। नास्ति राग समं
द:खम नास्ति त्याग समं सखम ||

It is matter of great privilege for us to be part of S.V. Institute of
Management, Kadi and do project which enhanced our practical
knowledge. We do acknowledge that this project report is outcome of
constructive support and corporation of many individual.
The feeling of accomplishment and exhilaration that escorts the successful

completion of task would be incomplete without the gratitude of the
people who made it possible.
We are thankful to our Head of the Department Dr. Bhavin Pandya

(S.V. Institute of Management) for giving this opportunity.
We are gratified to Prof. Bhavik Panchal. Assistant Professor of S.V.

Institute of Management Kadi who created this opportunity to work on
the project by giving us very good direction and suggestions and
all other Faculty members for guiding and providing us support in
the preparation of this project
report.
We are sincerely thankful to our friends and our family members for
giving us valuable suggestions and advices throughout the
execution of the project.
EXECUTIVE SUMMARY
The purpose of this comprehensive project is to enable us to

study an industry in its totality and appreciate the use of an
integrated approach in understanding the environmental
issues and problems.
Tlu
From the last few years the technological advancement and increased users of
everything's easier for everyone. If you want to
internet made
purchase anything you will easily access online shopping sites and
order product to get at your hand.
We all knew without education we are nothing so to get

education we have many options but mostly we follow
traditional way of education from attending a regular class. Whereas
new way of getting education is online education/virtual
education/E-learning. The like shopping sites, internet also
made easierto get education via online. This is really made easy for
those who want to work as well as study
further.
In this project report we compared both online education and

traditional way of education. So, we can get idea which is more
preferred by the society. To know their perception and preference
we constructed online questionnaire via google form to get faster
fill up at their own convenience.
We prepared literature review, so we can get idea what past research has
been carried out for online education and what needs to improve on it.
We also listed out top 10 international education organization sites as
well as top 10 Indian online education sites.
In our research we did global analysis of online education providers as

well as Indian scenario for education industry and how its growing day by
day.
We also did inferential statistics, chi-square and T-test to know deep

end we also give mention some
analysis of our research. At the
finding and suggestions we got from respondent while
filling up questionnaire.
TABLE OF CONTENT
SR NO.
PARTICULAR
PAGE NO.
Student Declaration
Institute's Certificate
Preface
Ackrowledgement
Executive summery
Chapter 1: Introduction About Education Industry
1.1
Introduction About Education Industry
1.2
History of Education
Introduction About Online Education

Online Education Types
1.5
Benefits of Online Education
Overview of World Market
1.7
Overview of Indian Market
1.8
Overview of Gujarat Market
Chapter 2: Major Education Industry
World Major Players in Online Education
22
India's Major Players in Online Education
Chapter 3: Research Methodology
3.1
Introduction About Title
3.2
Objectives of Research
Research Methodology
Limitations of Research
20
Chapter 4: Literature Review

4.1
Literature Review
11
4.2
Literature Gap
Chapter 5: Data Analysis and Interpretation

27
Chapter 6: Inferential Statistics
Chapter 7: Findings and Suggestions

45
Chapter 8: Conclusion
46
Bibliography
Annexure
CHAPTER #
INTRODUCTION ABOUT EDUCATION INDUSTRY

CHAPER CONTENT
Introduction About Education Industry
History of Education
Introduction About Online Education
1.1
Online Education Types

Benefits of Online Education
1.6
Overview of World Market Overview of Indian Market Overview of
Gujarat Market
KADI SARVA VISHWAVIDYALAYA UNIVERSITY. GANDHINAGAR
1.1
INTRODUCTION ABOUT EDUCATION INDUSTRY
TIT
Education is the process of facilitating learning, or the

acquisition of knowledge, skill, values, beliefs and habits.
Educational methods include storytelling. discussion,
teaching, training, and directed research. Education frequently
takes place under the guidance of educators but learners may also
educate themselves. Education can take place in formal or informal
settings and any experience that has a formative effective on the way
one thinks, feels or acts may be considered educational. The
methodology of teaching is called pedagogy.
Education is commonly divided formally into such stages is
preschool or kindergarten, primary school, secondary school and
then college, university, or apprenticeship.
A right to education has been recognized by some

governments and the United Nations. In most regions,
education is compulsory up to a certain age.
1.2
HISTORY OF EDUCATION
Education began in prehistory, as adults trained the young

in the knowledge and skills deemed necessary in their
society. In pre-literate societies, this was achieved orally and
through imitation. Story-telling passed knowledge, values, and
skills from one generation to the next. As cultures began to
extend their knowledge beyond skills that could be readily leamed
through imitation, formal education developed. Schools existed in
Egypt at the time of the Middle Kingdom.
Plato founded the Academy in Athens, the first institution of higher

leaming in Europe. The city of Alexandria in Egypt, established in 330
BCE, became the successor to Athens as the intellectual cradle of Ancient
Greece. There, the great Library of Alexandria was built in the 3rd
century BCE. European civilizations suffered a collapse of
literacy and organization following the fall of Rome in CE 476.
In China, Confucius (551-479 BCE), of the State of Lu, was the

country's most influential ancient philosopher, whose educational
outlook continues to influence the societies of China and
neighbours like Korea, Japan, and Vietnam. Confucius gathered
disciples and searched in vain for a ruler who
"https://en.wikipedia.ore/wiki/Education
S.V. INSTITUTE OF MANAGEMENT. KADI (BATCH 2016-18)

KADI SARVA VISHWAVIDYALAYA UNIVERSITY, GANDHINAGAR
would adopt his ideals for good govemance, but his Analects
were written down by followers and have continued to influence
education in East Asia into the modern era.[citation needed]
After the Fall of Rome, the Catholic Church became the

sole preserver of literate scholarship in Western Europe. The
church established cathedral schools in the Early Middle Ages as
centres of advanced education. Some of these establishments ultimately
evolved into medieval universities and forebears of many of Europe's
modern universities. During the High Middle Ages, Chartres Cathedral
operated the famous and influential Chartres Cathedral School. The
medieval universities of Western Christendom were well-integrated
across all of Western Europe, encouraged freedom of inquiry, and
produced a great variety of fine scholars and natural
philosophers, including Thomas Aquinas of the Naples, Robert of
of
the University of Oxford, an early expositor of a systematic method
scientific experimentation, and Saint Albert the Great, a
pioneer of biological field research. Founded in 1088, the
University of Bologne is considered the first, and the oldest
continually operating university.
Elsewhere during the Middle Ages, Islamic science and

mathematics flourished under the Islamic caliphate which was
established across the Middle East, extending from the
Iberian Peninsula in the west to the Indus in the east and to the
Almoravid Dynasty and Mali Empire in the
south.
The Renaissance in Europe ushered in a new age of scientific and

intellectual inquiry and appreciation of ancient Greek and Roman
civilizations. Around 1450. Johannes Gutenberg developed a
printing press, which allowed works of literature to spread more
quickly. The European Age of Empires saw European ideas of
education in philosophy, religion, arts and sciences spread out across
the globe.
Missionaries and scholars also brought back new ideas from other civilizations -
as with the Jesuit China missions who played a significant role in the
transmission of knowledge, science, and culture between China and
Europe, translating works from Europe like Euclid's Elements for Chinese
scholars and the thoughts of Confucius for European audiences.
The Enlightenment saw the emergence of a more secular
educational outlook in Europe.
In most countries today, full-time education, whether at school

or otherwise, is compulsory for all children up to a certain
age. Due to this the proliferation of compulsory education,
combined with
S.V. INSTITUTE OF MANAGEMENT, KADI (BATCH 2016-18)
population growth, UNESCO has calculated that in the next 30 years

more people will receive formal education than in all of human history
thus far.?
INTRODUCTION ABOUT ONLINE EDUCATION
What is online education?
Online education is a type of educational instruction that is delivered via the

internet to students using their home computers. During the last decade,
online degrees and courses have become popular alternative for a wide
range of non-traditional students, include those who want to continue
working full-time or raising families. Most of the time, online degree
programs and courses are offered via the host school's online
learning platform, although some are delivered using alternative
technologies. Although there are subtle dissimilarities, the main
difference between online and traditional learning
is the fact that online education liberates the student from the usual trappings of on-campus
degree
programs including driving to school. planning their schedule

around classes, and being physically present for each sequence of
their coursework.
If this sounds drastic, it really isn't. The truth is, the education
methods and materials provided in online degree programs are often
the same as those provided for on-campus programs. According to Robert
Monroe. Director of the Online Hybrid MBA at Carnegie Mellon
University's Tepper School of Business, the best online education
programs actually mirror their on-campus equivalent.
ONLINE EDUCATION TYPES
Although online education is often similar to on-campus instruction, it can

be delivered in a number of
ways. Distance learning is usually
offered using one of these methods, or a combination of
them:
100% Online Education - Fully-online degrees are earned from

the comfort of your own home with no required visits to your
college or university campus.
https://en.wikipedia.org/wiki/Education http://www.online-
education.net/artides/general/what-is-online-education.html

3
✓ Hybrid Education - Hybrid education allows students to pursue a

combination of online and
Online Courses. While online courses

on-campus courses. ✓
may be part of a degree program, they can also be
taken on their own in order to master a certain subject or learn a
specific skill. MOOCs - MOOCs, or massive open online courses,
are usually delivered in lecture form to online "classrooms" with as
many as 10.000 people.
No matter which type or types of online education one chooses to pursue,

the options are typically plentiful. Where online education put down
roots in just a handful of college majors, it has since expanded to
nearly every field and discipline in academia, with very few
exceptions. With that being said. certain fields lend themselves to
online learning for various reasons. Across the nation, the most
popular degree programs offered online include:
Nursing
Business Administration
• Criminal Justice
• Accounting . Computer and Information Technology
• Early Childhood Education
BENEFITS OF ONLINE EDUCATION
The benefits that come with online learning depend a lot on the
individual. While some students simply enjoy the convenience of
studying in their pajamas, others must choose online education in
stay home with their children. Still, the biggest perk
order to
that comes with online degree programs has to do with
location. Simply put, when you pursue online education, you don't
have to uproot your life to do it, you can just stay home.
✓ "The primary benefit of an online program is flexibility." notes
Monroe. "In a well-designed
online program, students are not limited to programs
physically located near their home." ✓ Staying home to
pursue a degree can not only make earning a degree
possible, but also less
time-consuming. For example, students who pursue online
degrees may not have to:
I LILI
"http://www.online-education net/artides/general/what-is-online-education.html

Quit their jobs to attend school

• Commute to and from their college campus
• Plan their day around their course schedule
• Spend money on parking or babysitting ✓
At the same time, it
allows them to study and take tests at a time and place
that works best for
them, learn at their own pace, and transition through their courses
faster. ✓ Of course, nothing is perfect, and while there are many
benefits, online education does have
one drawback-the lack of a personal connection. "The
primary
benefit of a campus-based program, compared to an
online program, is the opportunity it provides for personal
interactions with your professors and your fellow students," says
Monroe. "For many. learning is fundamentally a social activity and
these
person-to-person interactions are a very important
component of their education." ✓ To lessen the impact,
many online schools have begun offering a wide range of
services that
connect students with their peers and instructors.
Commonly, those features include online message boards
and chat rooms, video conferences, and web-based
forums.
OVERVIEW OF WORLD MARKET
The state of the eLearning market globally continues to shift,

grow, and evolve. This is illustrated by increasing budget
allocations for eLearning programs, the growing prevalence of
eLearning in various geographic markets around the world,
new trends in emerging technologies and tools that support
eLeaming. and the swelling role of social
100 learning as a top leaming and development (L&D) priority.
The size of the eLearning market was

250 eluga te Education estimated to be over USD 165 Billion in 2015
and is likely to grow by 5% between 2017 and 2024. exceeding
USD 240 Billion. Factors such
5 http://www.online-education.net/artides/geneal/what-is-anline-education.html

5
as the possibility of allocating a lower budget for eLearning

purposes (compared to traditional education methods.)
together with increasing flexibility in learning are
expected to drive industry growth.
The U.S. eLearning market is likely to be valued at over USD 27

billion by the end of 2016, primarily
as a result of the fact eLearning and related products and services have
significantly expanded across the region in recent years. Users have
developed an appreciation for the ease of access and improved
effectiveness new animated, engaging interactive learning tools
provide. Also, as the use of online and mobile devices becomes
increasingly prevalent. the eLearning market is expected to grow
over the next years. The adoption of eLearning tools by more and
more both academic and non-academic sectors (especially
corporate.) together with all the above mentioned factors, is expected
to positively impact market size, fuel the demand for eLearning
services, and drive industry growth over the coming
years.
User experience across eLearning tools continues to undergo

constant improvement, as the service suppliers provide these
educational tools through newest available technologies and
users are able to benefit from a visually engaging interface and a
media-driven learning experience. Further, these services are
expected to boost employee productivity, a large part of the
reason many firms opt for eLearning solutions over traditional
learning methods. Clearly, this factor is also anticipated to
positively impact the eLearning market demand over the next five
years. The eLearning sector will most likely benefit from the
rising interest in distance learning, as well as the
expanded use of these
Login
services on smartphones, tablets. Other mobile devices, and
wearable technology. These factors open several possible
growing paths for industries engaged in eLearning products and
services.
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ப்பாயா
GUES
At the same time. technology obsolescence and management

turnover could become the Achilles heel of a very dynamic and
constantly evolving market segment. Vendor-developer partnerships
and the need for the need for highly
Rain & Perlu
Yley Co.rse
tours
developed IT infrastructure could pose a number of industry

challenges over the 2017 to 2024-time range."
Teclinavio market research analysts have estimated the higher education

segment to be the largest market segment during the predicted period.
The availability of a wide range of low-cost PG courses online
will
result in this segment's impressive market share of more
than 65% by 2020.
2016-2021 TOP EFTEEN WORLDWIDE SELE-PACED ELEARNING FIVE-YEAR
GROWTH RATES BY COUNTRY
Axross all product types
According to Ambient Insight Research the worldwide five-year
compound annual growth rate (CAGR) for self-paced eLearning is
market
distinctly negative at -6.4%. This means global revenues for this
segment are actually dropping steadily due to the switch
towards more effective knowledge transfer methodologies,
Ambient Insight asserts. Of the 122 countries tracked by Ambient
Insight, only 15 show a positive (more than 15%) growth rate for self-
paced eLearning,
E-Learning enables students separated over a large geographical area and

that have limited learning opportunities to have access to tutoring
and education on a wide range of subjects including healthcare,
engineering, and others. The major players provide a vast array of
solutions that can be customized
https://eclass.teicrete.gr/modules/document/file.ph/TP271/Additional 20
material/doce bo-elearning: trends-report-2017.pdf ?
https://www.technavio.com/report/global-education-technoloev-e-learnine-market

according to the requirements of the user. This software can

collect real-time user data and use it to provide a better and
immersive environment to the user. Furthermore, these allow the student
base to have flexibility in their learning schedule as they do not bind
the student to certain times and locations for access of these
solutions.
| 1.7 |
OVERVIEW OF INDIAN MARKET
India, have taken initiatives to improve the literacy rates of the general
population, primarily in rural and semi-rural locations. For instance, the
HRD Ministry of Government of India has launched NPTEL, an
eLeaming initiative for courses in engineering. science, and humanities
streams.
According to industry experts, the future of education in

India will depend on online courses. Currently half of the
population is actually under 25 years of age and India is expected
to be facing a shortage of 250 million skilled workers by 2022,
As of 2015. India is already the second largest market for

eLearning after the United States. However, in terms of
revenue India is ranked fourth by Ambient Insight in the top
seventeen eLearning buying countries in 2016. The sector is
expected to reach $1.29 billion by 2018, growing at 17% CAGR.
(Trade & Investment Queensland)
This can be attributed to increasing regulatory initiatives such as

government-funded literacy development projects in small villages and
rural areas. This measure is forecast to drive the industry demand in
the region.
Corporate training market is disproportionately small, with

estimated spends of only 1-2% of employee costs and a
total outlay of less than $1 billion.
Given the inadequacies in India's current education
system that does not adequately provide for vocational and
employment-ready skills, a significant portion of organizational
training budgets, even at leading IT services companies,
goes towards entry-level skill building. Infosys, for
example, has
"https://eclass teicrete.gr/modules/document/file.php/TP271/Additional 20
material/docebo-elearning trends-report-2017.pdf

vast resources and an entire campus in Mysore, dedicated to

training 25.000+ fresh recruits for 3-6
months every year.
INDIA
6TH LARGEST GLOBAL ECONOMY BY 2020
HELE THE POPULATION 6.
CONDIMOR
5
500 MILLION
by 2017
THE ELEARNING MARKET IN INDIA IS ESTIMATED TO IL
AROUND 11.2 MILLION HY 2012
2nd
GOVERNMENT'S SHILLING INITIATIVES DRIVE THE GROWTH
DICITALINIO
WARTO
Rrd
TOT OUTING COUNTRY OR MOOTLE LERANG
Even the government's skilling initiatives are entirely focused on

imparting employability-related skills for millions of working-age
youth. There is an ambitious initiative underway to impart jobskills
to 500 million people by 2022 under the Skill India Mission,

India internet users are expected to reach 500 million by 2017, of
which nearly 2/3rds are expected to be on mobile. Mobile learning
is going to have a massive impact on the training industry in
India. According to Ambient Insight, by 2019 India will be the third
top-buying country for mobile learning."
The online education market in India to grow at a tremendous

CAGR of approximately 19% during the forecast period. With the
introduction of many conducive government policies, the market for online
education in India has a positive outlook until the end of the forecast period.
In a bid to extensively incorporate digital literacy in India, the
government is making policies related to technology adoption and
online education delivery infrastructure. The Digital India Initiative
is one of the key initiatives with a long-term vision to
provide quality and technologically aided education. This
initiative aims to bridge the digital divide by providing high
quality and affordable broadband services across the
country. Moreover, this will facilitate the use and
integration of devices like smartphones and tablets, across
the country. Furthermore, the National Optical Fiber
Network launched by the government in 2011 aims at building
and improving Internet infrastructure throughout the nation. Also, the
govemment is encouraging big companies like Qualcomm and Reliance to
develop new technologies in the education sector to change the face of the
Indian education system
In 2015, the online higher education segment dominated this market

and accounted for close to 77% of the market share. The higher
education market is changing dynamically in terms of education
technology, teaching methods, and hardware usage in classrooms. An
enormous demand for higher education comes from students who
cannot afford regular higher education programs. Therefore, the
current skill gap in India and immense competition in the job market is
inspiring students to enrol for such
courses, and this is expected to
spur the growth of this market segment."
T
In this market research, the analysts have estimated the

content segment to be largest product segment with a market
share of more than 64% until the end of 2020. Content is the most
important element of online education as it is the forms the base of the
syllabus and is the source of information for the students enrolled in
online courses. With a significant rise in enrolment for online courses,
the demand for content development will increase during the forecast
period.
"https://eclass.teicrete.gr/modules/document/file.php, TP271/Additionak20material/docebo-
elearnine trends-report-2017.pdf 10 https://www.technavio.com/report/india-education-
technolov-online-market

10
The online education market in India is highly fragmented due to the

presence of several vendors offering varied products and
services. With the extension of service offerings, technological
advancements, and an increase in mergers and acquisitions, the
competition will get more intense.
Key vendors in this market are -
• Educomp Solutions
E2311
• NIIT
• IGNOU
Other prominent vendors analysed in this market research report are

Dexler. Edurite. Embibe. Infosystems, LearnNext,
HCL
Meritnation, Netaji Subhas Open University, Simplilearn,
Sikkim Manipal University, and TCY Learning Solutions,
OVERVIEW OF GUJARAT MARKET
Government of Gujarat has recently started a new program called "

eMpower - Electronic Manpower" for all students who wants to get
quality education as well as knowledge on various computer
programs, software's and technologies including Internet
and Social Media like Facebook, Twitter, Linked In, Google+
(Google Plus). Orkut. Email Account. Blogging. Surfing etc.
The Gujarat Council of Elementary Education,

Government of Gujarat under the Sarva Shiksha Abhiyan
sought to implement ICT labs in 15,493 government schools spread
across the state of Gujarat. The aim was two-fold:
•
To equip the young generation of the province with computing skills
and provide them access to a wide variety of modem educational
resources such as multimedia based educational content. The
goal was to equip them with the skills and knowledge
required to set a strong foundation at an early stage of
their education so that they are well-prepared for higher
education and their future To
reduce student, drop out ratio by making
the process of teaching and learning engaging for students. The
program aims to improve school attendance by building
the interest of students in school studies.
.

11
The Computer-Aided Learning (CAL) project of the Gujarat

Government is one of the largest ICT in Education project in
the country. Hence, the goverment of Gujarat opted for a
transparent tender bidding process to select the best
technologies and implementers to complete this vast
project. Following a strict selection process, the Gujarat
government roped in leading education applications and
software providers, along with NComputing to deploy
77.465 NComputing X550 virtual desktops, and eLearning
applications and education software.!!
ICT (Information and communication technology) has an impact on nearly
every aspect of our lives - from working to socializing, learning to
playing. The digital age has transformed the way young people
communicate, seek help, access information and leam. We must
recognise that young people are now an online population and
access is through a variety of means such as computers. TV and
mobile phones. ICT will help to increase the scope of learning as well
as educational administration.
SANDHAN, initiative by Government of Gujarat, offers an

extensive platform for the use of Audio Video tools, multi-media
to teach in an innovative and interesting manner. Out of 16 Satellite
Channels, 11 Channels have been allocated to Education Department by
Government of Gujarat. Live and recorded Lectures have been
broadcasted through these channels.12
T! https://www.ncomputing.com/en/resources.customer-success/859861/elearning-comes-
students-15493 government-schools-gujarat 1- http://digitalleaming.eletsonline.com/2017/09/auja rar
-education-sector-scaling-new-height/

CHAPTER #
MAJOR EDUCATION
INSTITUTES
Top Educational Institutes

CHAPER CONTENT
World Major Players in Online Education India's Major Players in

Online Education
21
WORLD MAJOR PLAYERS IN ONLINE EDUCATION
1. Coursera
Coursera officially launched in January 2012. and it was started by two
Stanford professors by Andrew Ng and Daphne Koller. With over 25
million students and $146. 1 million raised in funding. Coursera
is the biggest MOOC/online education provider in the
world. It has over 150 university partners from 29 countries and
2.000+ online courses. Beyond single courses, Coursera offers its
own credential, which is know as a Specialization, and it also
offers fully-online Masters degrees. Coursera is also expanding
into B2B via its Coursera for Business product.
2. edX
Founded by Harvard University and MIT in 2012, ed X is a
non-profit organization. It's the second largest MOOC
provider in the world with over ten million students. It offers over
1.500 courses and boasts more than 100+ university partners.
EdX offers a number of different types of certificates programs:
MicroMasters (which offer a pathway to credit), XSeries,
Professional Certificate, and Professional Education. Earlier this
year, edX got into the degree game with a new Online Masters in
Analytics degree from Georgia Tech.
3. Futurelearn
Future Leam is a UK-based MOOC provider. It is wholly owned by
Open University. It was launched at the end of 2012 and now has
more than six million registered users. FutureLearn has over 100
partners creating courses on its platform. Seventy-one of those partners are
primarily located in Europe, but it also has a few
universities
universities in other countries, including the United States,
Australia and South Korea. FutureLear offers its own
credential program, which is known as FutureLearn Programs.
Last year it also announced six completely online post-grad
degrees in partnership with Australia's Deakin University.
4. Xuetang X
Xuetang X is China's first and biggest MOOC platform. It was
founded in 2013 by the Tsinghua University under the supervision
of the China Ministry of Education Research. It's probably the
fastest growing MOOC platform. When Class Central interviewed
Xuetang X's Chairman of theBoard back in October 2016, the
platform had five million users. Now that number has

13
crossed seven million registered users, Back in October
2016, the platform had over 400 courses. It's built upon a
heavily customized version of Open edX. Xuetang X also
has a cloud LMS product that is used by universities across
China, and which is currently used by 1.5 million Chinese students.
5. Udacity
Udacity is a tech unicom, and it partners with technology companies to

create Nanodegrees that train students for a particular job. In recent
times, it has launched an Al Nanodegree with IBM Watson and a Self-
Driving Car Engineer Nanodegree. The co-creators of the latter
include car companies like Mercedes Benz, BMW. and McLaren. These
Nanodegrees cost, and they can take a few months to complete.
Courses that are part of the Nanodegree are available for free, and
Udacity currently has close to 200 free online courses.
Udacity has also partnered with Georgia Tech to create and

launch a low cost, completely online Masters in Computer Science
degree. At this moment there are more than 4.000 students enrolled in the
Master's program. Udacity was founded by Stanford professor
Sebastian Thrun, the man behind Google's self-driving car
project. He is currently the president of Udacity and the
CEO of a flying car company called Kitty Hawk.
6. Kadenze
Kaden ze is a MOOC platform that specializes in the field

of creative and arts education. It partners with some of the best
art institutions and universities around the world to launch online courses. It
was co-founded by Ajay Kapur, a classically trained Indian musician and
computer scientist. He is Associate Dean for Research and
Development in Digital Arts at the California Institute of the Arts
(Cal Arts). In October 2013 he taught a course called "Introduction to
Programming Musicians and Digital Artists" on Coursera.
for
However, he soon realized that some of the things he wanted to
do with arts education were not possible with Coursera, so he created
his own platform. Kadenze has also launched its own certificate
initiative, which is called Kadenze Programs. The first course in
the program is free, but the rest are not. Students can also earn
academic credit for many Kadenze courses/programs.
7. Canvas Network
Canvas Network might not have the big names, but they do have a number
of free online courses taught by community colleges and other institutions
around the world. I have seen a few Canvas
S.V. INSTITUTE OF MANAGEMENT, KADI (BATCH

2016-18)
Network courses move over to big providers like Coursera. Many of

their courses still offer completely free certificates. Canvas Network
is based on the Canvas LMS, which was developed by Instructure.
8. Standford Languita
Stanford has been self-hosting courses for a long time now. It uses
Open edX. the open source
Version of edx.
9. Miriada X
Mirsada X is a regional MOOC platform that has launched over 600

courses in Spanish and Portuguese. These courses are created by its
100 university partners, which are located in Spain. Argentina, Peru,
Colombia, Mexico, Brazil, Chile, and other Spanish and Portuguese
speaking countries. With over three million students, it is one of
the largest MOOC platforms out there.
10. MexicoX
MéxicoX is a MOOC platform funded by the Mexican government, and
it has more than 40 partners (universities and institutions from the
Federal Public Administration). It has million
over one
registered learners, 85% of whom are located in Mexico.
| 2.2 |
INDIA'S MAJOR PLAYERS IN ONLINE EDUCATION
|
1. SWAYAM SWAYAM, short for Study Webs of Active-learning

for Young Aspiring Minds." is the official MOOC platform for India.
Under SWAYAM, professors of centrally-funded institutions in
India such as Indian Institutes of Technology (Il Ts). Indian
Institutes of Management (IIMs). and central universities — will
offer online courses to citizens of India. Currently, the SWAYAM
platform hosts 350 free online courses. 2. NPTEL The National
Programme on Technology Enhanced Learning (NPTEL) is a project
funded by the Ministry of Human Resource Development (MHRD) of India.
It has been putting video courses
** https://www.class-central.com/report/mooc-providers-list/
S.V. INSTITUTE OF MANAGEMENT, KADI (BATCH 2016-

18)
15
online from the IITs (Indian Institutes of Technology) for a

long time now. In some sense, this is similar to MIT's
OCW. In fact, The NPTEL YouTube channel gets twice
the number of views that MIT OCW gets. After MOOCs
became popular, NPTEL also launched a separate
MOOC-like platform on which it offers hundreds of free online
courses, mostly in the field of engineering
3. Khan Academy khan Academy is a non-profit educational

organization created by educator Salman Khan with an aim of
providing a free, world-class education for anyone, anywhere. It
produces short lectures via YouTube videos. All resources
are free of cost to anyone around the world and its videos
are translated into 36 languages including English as their main
language. As of 2015. it has more than 5.000 courses. In 2012, the
founder of the Khan Academy was listed among the Time 100 Most
Influential People. Recently in 2015. it partnered with Disney &
Pixar Animation Studios to launch Pixar in a Box on Khan
Academy. They also partnered with NASA. The Museum of
Modern Art, The California Academy of Sciences, and MIT to offer
specialized content.
4. Tata Interactive Systems Tata Interactive (TIS) has 25 years

of experience in custom learning solutions and is one of the most
reputed leaders as well in the same field. It is one of the top E-
learning companies in India to provide all kind of online education
at one place. With a team of over 350 multi-disciplinary specialists,
it has won 100 international awards and was featured as the top 20
training outsourcing companies globally for the last 7 years,
5. Ask II Tians Aditya Singhal and Nishant Sinha of IIT Delhi founded
askllTians, to cater primarily to students of India and Middle East who
are preparing for engineering entrance exams like IIT-JEE or
AIEFE. It is one of the parts of main online tutoring and educational
website called Transweb Educational Services.
6. Apna Course Apna Circle is an E-Learning platform that

provides in-demand video courses delivered by their top
Instructors. All provided courses are targeted towards working
professionals who wants to enhance their skills to advance
their career. It is a product of Spearhead EduOnline Pvt
Ltd. It

18)
16
received the Startup of the Year Award by Silicon India in 2014 and is
recognized as the best E Learning Companies in India by the World
Education Congress in 2014. 7. Simplilearn Launched in the year
2009 by Krishna Kumar. Simplileam, as its name suggests, is
an online education portal with the aim of simplifying the
learning for working professionals. The website offers more
than 400 courses in vivid areas including IT, digital marketing.
Programming, big data, and analytics etc. What does one look for while
taking any course? Certificates and recognition, isn't it? At Simplilearn
you get the certificate which is well recognised for the course
taken by you at different platforms.
8. Edukart Founders' being Mr. Ishaan Gupta, Mr. Vijay Shekhar

Sharma, and Mr. Mayank Gupta, the app was founded in the year
2011 for the purpose of providing Indian and International courses
such as MBA Executive MBA, MSc, MCA, BA, BCom,
BBA and others. The website is known for online distance
learning. It offers various undergraduate and post graduate courses
for high school students including several degrees,
diploma,courses for entrance examinations and certification
courses from sundry recognised universities and other
educational bodies.
9. Vedantu: Are you looking for online personalised teaching

website while sitting at home? If yes, vedantu may be the right
one to cater your needs. Founded in the year 2011 by Anand
Prakash, Vamsi Krishna, Pulkit Jain, and Saurabh Saxena,
vedantu aims to provide online tech-based education to students of
grade 6 to 12 coming from various backgrounds. The unique feature
about Vedantu is the option available with students to choose from a
number of teachers accessible.
10. Nayi Disha Founded

in the year 2012 by Kushal Bhagia
and Kartik Aneja, alumni of BITS Pilani, the company Nayi
Disha engages the pre-schoolers in various learning models. They
make different involving
educational applications for students
all over the world. They build educational games which
can be played on the computer for pre-schoolers to
promote learning while playing using motion sense
technology.
14 hitp://www.lamwire.com/2017/01/10-indian-eduction startups-2017/148036

17
CHAPTER #
RESEARCH METHODOLOGY
CHAPER CONTENT
Introduction about Title
Objectives of Research
Research Methodology
Limitation of Research
3.1
INTRODUCTION ABOUT TITLE
TITLE OF THE PROJECT
"A customer preference and perception towards online education

in Ahmedabad city"
The title of the project is taken by us because of increased internet usages

as well as people are more preferring online education because of
convincing feature and all time availability of internet. The title of our
project was focuses on what people prefer whether online
education or regular education and to check perception regarding
online education.
OBJECTIVES OF RESEARCH
PRIMARY OBJECTIVE:
To know most preferred way of education To know why

people preferring online education over offline education
•
SECONDARY OBJECTIVE:
•
•
•
•
•
To study the opinion of students, teachers and parents regarding
online education To know the future scope of online education
To know advantages and disadvantages of online and offline education To
know why people don't prefer online education To know
whether it will be treated as same as offline education or not

18
3.3
RESEARCH METHODOLOGY
RESEARCH DESIGN:
In this research, we have used descriptive design. In this design we

It involves the collection of
have used cross sectional design,
information from any given samples of population
elements only once. Cross sectional design is further
divided in two type's single cross sectional and multiple
cross sectional. We have used multiple cross sectional design.
SOURCES OF DATA:
PRIMARY DATA:
The collection of primary data during the course of doing

experiments in an experimental research but in case we do
research of the descriptive type and perform survey whether
simple survey of census survey. Then we obtain primary data
either through a direct communication with respondent or
questionnaire
SECONDARY DATA:
For this research secondary data was collected through

various sources like. Websites. Journals, Magazines.
Articles, Books and Project reports are the main sources
for secondary data in this research.
DATA COLLECTION METHOD:
There are mainly two methods of primary data collection

survey method and observation method. We have used survey
technique for data collection in our research,
POPULATION:
Population for this study is the target population like.

Parents. Students and Teachers who took decision while
choosing college or school.

19
SAMPLING METHOD:
In Nonprobability sampling technique the chances of

selection of all elements of population are not equal and
Convenience Sampling Method means sample drawn at the
convenience of the interviewer people tend to makes the selection at
familiar location and choose respondents who are like themselves.
SAMPLING FRAME:
The sample for the research is taken only from Ahmedabad city only.
SAMPLING SIZE:
The sample size of the survey is 163.
DATA COLLECTION INSTRUMENT:
For this research choose "Questionnaire" as a tool for primary

data collection and Internet access" for the secondary data
collection. It include: Multiple Choice Questions. Open/Close
Ended Question and Nominal/ordinal/Likert Scale Question type of
questions
ANALYSIS TOOLS:
The analysis tools used in this research is SPSS and Microsoft Excel 2016
software.
STATISTICAL TESTS:
These are the statistical test used in this research

Descriptive statistics, Chi-square and T-test.
LIMITATIONS OF RESEARCH
.
•
The research is only applicable to the Ahemdabad
area. The research is done on the basis of data provided
by the respondents. The questionnaire is designed based on our
research objectives.
CHAPTER #
LITERATURE REVIEW
CHAPER CONTENT
Literature Review
4.2
Research Gap
LITERATURE REVIEW
INTRODUCTION:
Online education is a form of education which is delivered and

administered using the internet. Online education can be divided into
several categories depending on the amount of online learning that is
incorporated into the course, ranging from traditional face-to-face
learning to blended learning to exclusive online courses. Discover
the difference between synchronous and asynchronous online
learning and how each impacts the instructor and students.
DETAIL STUDY:
Reddy et al. (2001) conducted a study on students experience

with virtual campus. The objective of this survey study was to
analyze the attitude of the learners towards resource-based learning
and to critically examine the utilization of the resources provided by
the university and to suggest measures for improving the
effectiveness of resource-based learning.
The questionnaire that was mainly structured with a few close-
ended (objective type) and open-ended questions was sent to the
students of various tele-centers. Out of 1266 learners. 443 (35%) have
returned the filled in questionnaires. Around 14 of the respondents
of them felt that they could
replied positively. Majority (68%)
construct their own individual knowledge base: 60% of
them liked the flexibility in study routes: 46% improved
their study skills: 29% could think more; 28 % found it
interesting and stimulating: 43% enjoyed the independence, and
29% liked the choice of reading.
However, 25% of the respondents answered in the

negative. They did not very much enjoy resource based
learning mentioning that they needed more guidance on what to do and
how to do; they also expressed that pursuing courses through VC found
tiresome and time consuming and feel drowning
in a sea of information.
Jamlan (2004) has conducted a study on "Faculty

Opinions towards Introducing e-Learning at the University of
Bahrain". To assess faculty opinions on e-learning, a
questionnaire was sent to 30 faculty members of the University's
College of Education to determine how they perceive e-learning,
and how they might choose to integrate it into their everyday
teaching activities.

18)
21
Data was collected and analyzed by using descriptive statistics.

Results indicate that faculty generally perceive e-learning as a
positive force in helping students' achieve their learning objectives.
Answers to this questionnaire indicated areas of weakness like
specifically those baseline technological and human resource
prerequisites that are necessary to support e-learning are not yet
available at the University of Bahrain. Other baseline prerequisites
were: staff training, well prepared online courses and learning
materials, sufficient groundwork for the smooth transition from
traditional modes of learning towards e-learning delivery, and the
implementation of a more robust technological infrastructure to
support all the technical aspects necessary to launch and sustain e-
learning,
Hiroshi (2005) conducted a study titled "Questionnaire-based

Evaluation of e-learning Program Operated in National Institute of
Public Health" in Japan. For the sake of more development of
the e learning program in NIPH, monitoring by questionnaires of
all trainees was carried out in 2005. Number of subjects posted
was 298 and the valid response rate was 72%. The results were
as follows: 1) A large number of trainees were key staff engaging in the
works of public health, environmental hygiene and social welfare and they
pointed the advantage of the e-learning program joinable at any time and
at any place: 2) Sixty percent of trainees entered the e-leaming
site while off duty: 3) Most of trainees learned for the purpose of
improving of their own skills and not as the result of orders from
their superiors: 4) They had a sufficient internet technical environment for
e-learning: 5) Seventy percent of trainees who had completed at least
one course of this program were satisfied with this program; 6)
Though the certificate from the courses were recognized only in few
workplaces, trainees could
utilize their experiences from this
program in their work; 7) Fifty percent of trainees advised
their co-workers to apply for this program.
Newhouse et.al (2006) undertook an exploratory project titled

"supporting mobile education for pre service teachers to develop
skills and experience in using digital technologies among teacher
trainees to support their teaching in schools. An additional survey
was given to students at the end of the semester to ascertain the
effect of their experience with the technology. The students were
required to rate statements from strongly disagree (1) to strongly agree
(4). The outcomes of the project were positive however, it was not
clear whether mobile education is a preferred solution when
considering the range of digital device options available. The
results indicate that students felt the use of a laptop computer
assisted them in their learning, by providing increased access to
resources and helping them to be independent and better
organized. The feeling that it enhanced communication with the
lecturer or with other students was not strong.

Smart & Cappel (2006) carried out a study titled "Students.

Perceptions of Online Learning: A Comparative Study".
This study examined students' perceptions of integrating
online components in two undergraduate business courses
where students completed online learning modules prior to
class discussion
The results indicate that participants in an elective course rated the

online modules significantly better than those in a required course.
Overall, participants in the elective course rated the online
modules marginally positive while those in the required course rated them
marginally negative. On the basis of
the outcomes they suggested that instructors should be selective in the way they
integrate online units into traditional, classroom-delivered courses. This
integration should be carefully planned based on leamer
characteristics.course content and the leaming context. For most
participants of the study (83 percent), this was their first
experience completing an online learning activity or module. In
addition, the largest dissatisfaction factor reported among the
participants was the time required to complete the online
modules. Future research is encouraged to explore: (1)
how previous experience with technology and online
learning affects students' attitudes towards and success with
e-learning and (2) the effects of interspersing online units that
are considerably shorter in length into the traditional classroom
model.
Alaa (2007) conducted a study to find out the readiness of faculty

members of Egyptian University to develop and implement e-learning.
to
In this study, a survey was developed, validated, and carried out
examine the readiness of academic staff at South Valley
University in Egypt to develop and implement e-learning in
their teaching. The survey was also used to determine how
support systems and procedures for staff could be further
developed to enable the University to make the most effective and
appropriate use of leaming technologies to enhance the student and
staff experience.
The results revealed that the majority of respondents, who came from a
wide range of faculties across the University, considered
themselves to have limited competence and little
experience in e-learning. However, they perceived e-learning to be
useful in general and to have the potential to support their teaching-
related activities in particular.
Anna Ya Ni (2011) did research on "Comparing the Effectiveness of

Classroom and Online Leaming:

Teaching Research Methods" she found on her research study

compares the effectiveness of online and classroom learning,
attempting to go beyond grades and to include a logical
assessment of interaction, effectiveness in achieving learning
objectives, and student persistence. The results of this study
indicate that although student performance is independent of the
mode of instruction, certain courses (such as Research Methods
in Administration) are more challenging to students who persist in
the virtual environment than in the classroom. Furthermore,
participation may be less intimidating and the quality and quantity of
interaction may be increased in online classes.
George Lorenzo (2012) in his research paper of "A Research Review

about Online Learning: Are Students Satisfied? Why do Some
Succeed and Others Fail? What Contributes to Higher Retention
Rates and Positive Leaming Outcomes?" did research to find out what
are the foundations of student satisfaction or dissatisfaction with
online courses? Why do online learners succeed and others fail or
drop out? What kind of instructional designs. pedagogical
practices, and administrative standards contribute to the
development of effective online courses with high retention rates
and positive student learning outcomes? Outcome of the research is the
traditional face-to-face environment, unique
circumstances surround every leamer, every instructor, every course, every
department, everyprogram, and every institution. So, logically
speaking. an effective path to take for building any successful online
learning course or program one in which students are satisfied and do not
drop out requires, at the very least, a focus on the individual
student to a position in which his or her educational needs, skills,
access, and personal circumstances are identified. Then, based on
this thorough identification, the appropriate levels of advisement content
and interaction must be consistently applied to the student's course
of study throughout his/her online education experience.
D
LIL
Michael Hammond (2013) the research on "A Review Of

Recent Papers On Online Discussion In Teaching And Leaming
In Higher Education found in his study These papers give useful insight into
the nature of and the claims made for asynchronous online discussion, as
which learners are more likely to
well as the conditions under
engage with each other. Researchers express broad
agreement that the argument for using asynchronous online discussion
rests in a commitment to interaction between leamers and adherence to
a social constructivist approach to teaching and learning. Interactivity
is seen as enabled by the permanent storage of text,
accessible anytime from anywhere. The literature looks at the
implications for teaching and learning and largely rejects a
technological determinism or technological romanticism. Most
of the research avoids linking the use of the technology to easily
quantifiable leaming gains, most instead describes technology's
contribution to teaching and learning Thus, researchers often
report on learners' perception of benefits and drawbacks in using
LI

asynchronous online discussion, and it not surprising that

these perceptions are difficult to describe and measure.
These papers tend to avoid asking whether asynchronous
online discussion is a good thing and instead try to identify the
difficulties in getting started and the ways in which discussion can best
be conducted to support learning.
Tuan Nguyen (2015) did research on " The Effectiveness of Online
Learning: Beyond No Significant Difference and Future Horizons" the
effectiveness of distance and online learning. it would be observed that
about 92% of all distance and online education studies find that
distance and online education is at least as effective, if not better
than traditional education. About 3% of the studies compiled by the site
show the reverse that traditional face-to-face format is more effective, and
about 4% show mixed findings. However, given the issues of
selection bias that later studies pointed out and the lack of
rigorous methodology of the earlier studies, it is difficult to say
how meaningful these numbers really are.
Chia-Wen Tsai (2016) did research on "Research Papers

in Online Learning Performance and Behaviour" and this
research paper aims to give overall The increasing popularity and
number of online programs and course in higher education require
continued attention to the design of instructional environments to
enhance students' learning. The authors in this special issue
present several approaches, tools, and applications of
online learning and web-based learning technologies. This
special issue features 12 papers that each underwent at least two
rounds of review. As handheld devices are becoming popular and
widely used, educators could use them as a primary channel to
deliver knowledge. Online collaboration and computer-supported
collaborative learning (CSCL) are
hot issues in the field of online education.
Anna Sun and Xiufang Chen (2016) in his research paper Online
Education and Its Effective Practice A Research Review" studied
about the purpose of this paper is to provide practical suggestions
for those who are planning to develop online courses so that they
can make informed decisions in the implementation process. They
then examined how presented theories have applied to various aspects of
online course design and development. They first
examined the online environment over time, its evolvement,
and the technologic impacts on online education. In online teaching,
they focused our attention on the relationships between cognitive
and teaching presences to determine the best and most desirable
practices and strategies for online pedagogy. Within the realm of
online learning. they directed our attention on the creation of an
online learning community by means of promoting social
presence, interactions, and collaboration between the instructor
and students and among

25
students.
LITERATURE GAP
There is no research has been caried out on the customer preference

and perception towards online education in Ahmedabad city. So, in order
to fulfill this gap we had undertaken a research on "A customer
preference and perception towards online education in Almedabad
city" For this purpose and to fullfil the gap the research has been caried
out at Ahmedabad area.

26
CHAPTER #
DATA ANALYSIS
AND INTERPRETATION
1. Did you hear about online education ever before?
TABLE 5.1
Particular
Yes No
Frequency
112 5131 163 100

Total
GRAPH 5.1
Did you hear about online education?

No 31%
Yes
Yes
69%
INTERPRETATION:
Here the above question is qualifying question. In this research only

69% people knew about online education and other 31% don't know
about onlined education.

27
2. What would you prefer as a mode of education?
TABLE 5.2
Particular
Frequency
Offline/Traditional Education (Eg. On-campus, School. Physically Involved) Online/E-
learning Education (Non-Physical. Virtual Environment)
Total
GRAPH 5.2
Online
Offline
INTERPRETATION:
The above question asked to know what would they prefer as a mode
of education. As per our research 60% prefer offline education and
40% prefer offline education.
From the suggestion we can say that they prefer offline-On campus
and physically involved education becauses it gives physical
interaction between students and teacher that's why it is more
preferrable.

28
3. Do you think online education is an effective way of learning?

(If your answer is NO then go
to question no.5 direct).
TABLE 5.3
Particular Frequency %
Yes |
61 37 No 10263 Total 163 100
GRAPH 53
37%
Yes
No
INTERPRETATION:
The above question asked to know that how effective online education
for the people over offline education. As per our research 37%
say's its effective way of learning and 63% says that its not
effective way of learning. To get better understanding we
asked two more questions why they prefer e-learning over offline
education and vice versa.

4. Online educatin is an effective mode of education because
TABLE 5.4
Particular
Strongly
Agree Neutral Disagree
Total
Mean
Strongly Disagree
163
2.05
163
3
|
102
163
2.16
102
163
2.31
Offers an interactive frede of education Ease of access of information related to the
Course Students can learn at their own pace Enables learning at anytime and anywhere
Helps in developing learner's skills Courses are easy to navigate Students may have the
opportunity to mix what they learn with practical work
163
2.33
2.30
2.23
INTERPRETATION:
The above question asked to know why they think that

online education is an effective way of learning The first
offers an interactive way of education mean score is 2.05
which is near to 2 that means people
are agree on that statement. Ease of access of information related to course mean
means people also agree with the statement.
score is also 2 wliichi
Students can learn at their own pace. Enables learning at anytime and
anywhere, helps in developing leamer's skills, courses are easy to
navigate and they have opportunity to mix what they learned with
practical means score also 2 to 2.5 between that means it's almost
near to 2 so most of people agree on all the statement but less people
strongly agree and disagree
with the above statement.

30
5. Online education is not an effective mode of education because
TABLE 5.5
Particular
Agrte Neutral Disagree
Mean
Strongly Agree
Strongly Disagree
28
5615
163
1.93
163
2.17
163
2.27
Students need to feel comected to their school Lack of interaction between classmates
and instructor Lack of real time feedback to questions and assignments Classroom
environments helps student to learn more Needs perfect computer and Internet skills
More expensive than traditional education Bandwidth and Internet speed could
represent some problems
163
|
163
2.38
163
2.43
2.50
INTERPRETATION:
The above question asked to know why people don't prefer online
education over traditional education. From the given options to people
thinks that students need to feel contacted to their school, lack of
interaction between classmate and instructor, lack of real time
feedback to question and assignments, classroom
environment helps student to learn more are mean score
is 1.93, 2.17. 2.27 and 1.88 respectively and which is near
to 2 so, above all the statements people are agreed that
these things can't be leamed via online education.
On the other hand, needs perfect computer and internet skill,
more expensive than traditional education and bandwidth and
internet speed could represent some problems are mean score is
2.38, 2.43 and 2.50 respectively which is stands between 2 to 3 and
so people are agreed as well as neutral on their decision so, we can
say that these things also can't be learned via e-learning.

31
6. Do you think online education will help in overcoming the

problems of higher education?
TABLE 5.6
Particular Frequency
%
|
Yes
92
56
May be
29
No
24
1
15
Total
100
GRAPH 5.6
No 15%
Maybe
Yes
56%
Maybe
No
INTERPRETATION:
The above question asked to know what people think

about online education will solve the problem of higher
education. 56% respondent node that it will change higher
education problems.30% people neither agree or disagree with
the statement.
32
7. Do you think online education can help in improving the

quality of higher education?
TABLE 5.7
|
Particular Frequency %
Yes 55 34 May be 91T
No
17
Total
GRAPH 5.7
No 10%
Yes 34%
Maybe
Maybe 56%
INTERPRETATION:
The above question asked to know that the online education will
improve the quality of education or not. In our research 34%
people are agreed and 10% people are not agree with the
statement. And 56% people are neither agree or disagree,
that's means the online education might improve quality of
education.

33
8. Do you think online education graduates/students will gain more skill

than traditional
education ?
TABLE 5.8
Particular
Yes
66
May be
Frequency
40 34T 6339 163 100
No
Total
GRAPH 5.8
No
Yes
39%
Maybe
NO
Maybe 21%
INTERPRETATION:
The above question is comparative based and the above question asked to
know will students gets more skills from online education than traditional
education. As per our research 40% respondents are agreed that
students will get more skills from online education while 40% also
disagree that online education will not provide better skill than
traditional education system. And 21% people are neither agree to
disagree on this statement.
9. Do you think online education graduates/students will be

acknowledged and accredited as
equally as traditional learning students from professional bodies and
employers?
TABLE 5.9
Particular Frequency |
%
Yes
58
May be
74
45
No
19
Total
100
GRAPH 5.9
No 1966
Yes 36%
Maybe
Maybe 45%
No
INTERPRETATION:
The above question asked to know that people will treat online
educated student as same as traditionally got educated
student. In our research 36% agree that student will be
treated as equal as traditionally educated person. 20%
respondent not agree with out statement and rest 45%
respondent neither agree or disagree with statement.

35
10. Do you think that online education graduates/students will have

equal chances of recruitment
as on-campus students?
TABLE 5.10
Particular
Frequency
Yes
59
May be
No
40
Total
163
GRAPH 5.10
No 25%
Yes
36%
Yes
Maybe
NO
Maybe 3976
INTERPRETATION:
The purpose of asking above question is that, will employer treat online
educated student as same as traditionally
got education student.
In our research 36% respondent says yes, that they will be
treated as equal as on campus students recruitment. While 25%
people not agree that they will not be treated same as on campus
placements done. Where 40% respondents neither agree or
disagree on that student will be treated same during recruitment.
DEMOGRAPHIC DETAILS
TABLE 5.11
Serial No.
Demographics
Frequency
Male
96
59
Female
67
Gender
Total
163
100
Below 18 Years
26
16
19-30 Years
48
29
31-40 Years
30
Age
22
13
41-50 Year's Above 51 Years
Total
163
100
Student
37
Self-Employed Profession
28
17
Occupation
Services
38
23
Business
12
Total
163
100
SSC
13
HSC
45
28
Graduate
Education
Post Graduate and Above

26
Total
163
37
CHAPTER #
INFERENTIAL STATISTICS
Mean Standard Dev.

21.9
Male
Female
Strawberry
Raw Data
Descriptive Statistics
6.1 DESCRIPTIVE ANALYSIS
TABLE 6.1
Descriptive Statistics
Particular
N
Mean
Skewness
Kurtosis
Sid. Deviation Statistic
Statistic
Statistic
Statistic
Statistic
Sid.
Std. Error
Error
378
Gender
163
494
-1.890
1.41 2.74
Age
163
1.205
365
.338 -234
.190
378
Education
163
2.72
.190
-.987
Occupation
163
2.62
1.467
.195
.190
-1.444
.378
INTERPRETATION:
In our research the standard deviation is not equal to 1.

Skewness is less than 3. Kurtosis is not equal to 0. that
means x M Z: the data is not normally distributed and further
test can be applied.
S.V. INSTITUTE OF MANAGEMENT. KADI (BATCH 2016-
18)
38
6.2 CHI-SQUARE
TABLE 6.2
Hypothesis
Significance Value
Result
HO: Mode of education and genders of the respondent are independent

each
other Hl: Mode of education and genders of the respondent are
dependent
286
Accepted
each other
HO: Mode of education and age of the respondent are independent

each other
.020
Accepted
Hl: Mode of education and age of the respondent are dependent each
other
HO: Mode of education and education of the respondent are

independent each other H1: Mode of education and education of the
respondent are dependent
001
Rejected
each other
HO: Mode of education and occupation of the respondent are

independent each other
004
Rejected
Hi: Mode of education and occupation of the respondent are
dependent each other
INTERPRETAION: For Chi-square
HO: Mode of education and gender of the respondent are independent each
other
Interpretation: Here the significance value is 0.286 which is greater than

0.05, so null hypothesis is accepted, it means there is no significance
difference between mode of education and gender of the respondent
HO: Mode of education and age of the respondent are independent

each other Interpretation: Here the significance value is 0.020 which
is greater than 0.05, so null hypothesis is accepted, it means there is
no significance difference between mode of education and age of the
respondent.

39
HO: Mode of education and education of the respondent are independent

each other Interpretation: Here the significance value is 0.001
which is less than 0.05, so null hypothesis is rejected, hence there
is significance difference regrading mode of education and
education of the respondent.
HO: Mode of education and occupation of the respondent are

independent each other
Interpretation: Here the significance value is 0.004 which is less than
0.05. so null hypothesis is rejected, it means there is significance
difference between mode of education and occupation of the
respondent
6.3 INDEPENDENT SAMPLE T-TEST
TABLE 6.3: Independent Sample T-Test with online education is an

effective mode of
education and education of respondents
Significance Value
Result
Hypothesis
HO:1 There is no difference between offers an interactive mode of
education and education of the respondent
.974
Accepted
359
Accepted
714
Accepted
HO:2 There is no difference between ease of access of information
related to the course and education of the respondent HO:3 There
is no difference between students can learn at their
own pace and education of the respondent HO:4 There is no difference
between enables learning at anytime and anywhere and education of the
respondent HO:5 There is no difference between helps in developing
learner's skills and education of the respondent
Accepted
.193
Accepted
HO:6 There is no difference between courses are easy to

.160
Accepted
navigate and education of the respondent HO:7 There is no difference
between Students may have the opportunity to mix what they
learn with practical work and education of the respondent
-
1974
974
Accepted

TABLE 6.4: Independent Sample T-Test with online education is not an

effective mode
of education and education of respondents
Hypothesis
Significance Value
Result
HO:1 There is no difference between Students need to feel

.807
Accepted
connected to their school and education of the respondent
HO:2 There is no difference between Lack of interaction between

929
Accepted
.916
Accepted
.041
Accepted
classmates and instructor and education of the respondent HO3 There is
no difference between Lack of real time feedback to questions and
assignments and education of the respondent HO:4 There is no difference
between Classroom environments helps student to learn more and
education of the respondent HO:5 There is no difference between
needs perfect computer and Internet skills and education of the
respondent HO:6 There is no difference between more expensive
than traditional education and education of the respondent HO:7
There is no difference between bandwidth and Internet speed could
represent some problems and education of the respondent
358
Accepted
466
Accepted
.006
Accepted
INTERPRETAION: For Independent Sample T-Test with

online education is an effective mode of education and
education of respondents
HO:1- There is no difference between offers an interactive mode of education and education of
the
respondent
Interpretation: Here the significance value is 0.974 which is more

than 0.05 so null hypothesis accepted and alternative hypothesis
rejected, it means that there is no difference between offers an
interactive mode of education and education of the respondent.
HO:2-There is no difference between ease of access of information related to the

course and education of
the respondent

rejected, it means that there is no difference between ease of access of
information related to the course and education of the respondent.
41
HO:3- There is no difference between students can learn at their own pace and
education of the respondent
Interpretation: Here the significance value is 0.714 which is more than

0.05 so null hypothesis accepted and alternative hypothesis rejected. it
means that there is no difference between students can leam at their
own pace and education of the respondent
HO:4- There is no difference between enables learning at anytime and anywhere

and education of the
respondent

rejected, it means that there is no difference between enables learning
at anytime and anywhere and education of the respondent.
HO:5- There is no difference between helps in developing learner's

skills and education of the respondent
0.05 so null hypothesis accepted and alternative hypothesis rejected,
it means that there is no difference between helps in developing
leamer's skills and education of the respondent.
HO:6- There is no difference between courses are easy to navigate and education of
the respondent

0.05 so null hypothesis accepted and alternative hypothesis rejected, it
means that there is no difference between courses are easy to
navigate and education of the respondent.
HO:7- 7 There is no difference between Students may have the opportunity

to mix what they learn with practical work and education of the respondent

means that there is no difference between Students may have the
opportunity to mix what they learn with practical work and

INTERPRETATION: For independent Sample T-Test with

online education is not an effective mode of education and education
of respondents
HO:1- There is no difference between Students need to feel connected to

their school and education of the respondent

rejected, it means that there is no difference between Students
need to feel connected to their school and education of the respondent
HO:2- There is no difference between Lack of interaction between classmates &

instructor and education
of the respondent Interpretation:

Here the significance value
is 0.929 which is more than 0.05 so null hypothesis
accepted and alternative hypothesis rejected, it means
that there is no difference between classmates & instructor
and
HO:3. There is no difference between Lack of real time feedback to

questions and assignments and education of the respondent
rejected, it means that there is no difference between Lack of real
time feedback to questions and assignments and education of the
respondent
HO:4- There is no difference between Classroom environments helps

student to learn more and education of the respondent
Interpretation: Here the significance value is 0.041 which is more than 0.05 so
null hypothesis accepted and alternative hypothesis rejected. it means that
there is no difference between Classroom environments helps student to
learn more and education of the respondent
HO:5- There is no difference between needs perfect computer and Internet skills
and education of the
respondent

means that there is no difference between needs perfect computer and
Intemet skills and education of the respondent

HO:6- There is no difference between more expensive than traditional

education and education of the
respondent

0.05 so null hypothesis accepted and alternative hypothesis rejected,
it means that there is no difference between more expensive than
traditional education and education of the respondent
HO:7-7 There is no difference between bandwidth and Internet speed could represent
some problems and education of the respondent
rejected, it means that there is no difference between bandwidth and
Internet speed could represent some problems and education of the
respondent
CHAPTER #
FINDINGS AND SUGGESTIONS

FINDINGS AND SUGGESTIONS
✓ Most of people in our research are aware about online education but
there are certain people
who still unaware about online education, ✓ In our research most
preferred mode of education is Offline/physical way and only 40%
people
preferred online education. Only few people think that online education is
an effective way of learning and most people
still prefer offline education. ✓

The respondent who think that
the online is an effective way learning they give reasons
like,
offers an interactive mode of education, ease of access of information
and enable learning at
anywhere and anytime. ✓ The those who thinks that the online education is
not an effective way of learning they give
reasons like, students need to feel contacted to their school, lack of
interaction between classmate and instructor and lack of real time
feedback to questions and assignments these are
the main reason but still there many apart from this. ✓ Some
suggestions we got from respondent's like.
• The class room environment will help student to grow
May be this way is the great opportunity for those who should keep
the education
continue and knowledge (Job Perspective) Online Education is a good
platform for the people who are not able to complete their studies which
they had left due to any reason because due to that they can be easily be able
to get good position in a job. Online education is easy to capture and
anytime, anywhere and any subject will be learning the most part of
online education. Without physically attachment with teacher we can't
learn properly. And we wanted to accept all the foreign learning styles, but
we should see our resources that we
have. Online
education will help the student to learn perfectly with
giving more knowledge.

45
CHAPTER #
CONCLUSION
| 8
|
CONCLUSION
The increased presence of people on internet inspire us to

prepare project on online education. That is the reason we
prepare this project to check whether people are aware about online
education or not and what they think about online education and what
they prefer as mode of education online education
or offline/traditional education.
Throughout the report we observe that still people prefer

offline way of education because its provide one to one
interaction between student and teachers, moreover it also
provide real time interaction in the classroom.
While in online education you will get ease access of information,

anywhere and anytime but you won't get real time interaction
like on campus study. But it has lot of advantages like,
student have opportunity to learn while they are working.
Even we asked question like that it will treat same while recruiting new
people. Will they have same skills like offline educated person has.
Will they get same acknowledgement and credit like on campus
student is getting. So, these all questions asked whether
online education will change the way education we learning or
not.
The answer we got for the above question is most of people are agree that
it will help to overcome the problem of higher education like, expensive
fees, full time study. need attend every class, and poor
infrastructure of colleges and schools, etc. problem will be solved via online
education
Only few respondents are agreed that it will improve the quality of higher
education which is lack right now in the market. In our research only few
respondents are agreed that online education gainer will get more skill than
on campus leamer.
Only few people are agreed on that online educator will be

acknowledged and accredited same like on campus student via
employer and professional bodies. Because to get certificate of
education is now easier than traditional education system. Whereas
few respondent also agree that they will get same chance like on
campus student is getting right now.
If we conclude full report, then we can say that online education and offline
education has their own advantages
and disadvantages
according to the requirement of the students because
some student want education while working and some student wants
education full time so, both has different priorities.

BIBLIOGRAPHY
RESEARCH PAPERS:
Chen, A. S. (2016, September 9). Online Education and its Effective Practice: A
Research Review.
Journal of Information Technology Education: Research, 15. Retrieved from
http://www.informingscience.org/Publications/3502
Dipika Maju mder, M. H. (2013). Newspaper Reading Habits of Private University

Students. IOSR
Journal of Business and Management, 12(1), 87. Retrieved from
http://www.lossjournals.org
Dr. V. N. Nagashetti, A. Y. (2015). News Paper Reading Habits Among The Students of
Municipal Arts
and Commerce College. International Journal of Advanced Research in Eduation
& Technology (UARET), 2(3), 206. Retrieved from http://www.ijaret.com
Hammond, M. (n.d.). A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN

TEACHING AND
LEARNING IN HIGHER EDUCATION. A Review of Recent Papers on Online
Discussion in Teaching and Learning in Higher Education.
Lorenzo, G. (2012, September). A Research Review about Online Learning: Are

Students Satisfied?
Why do Some Succeed and Others Fail? What Contributes to Higher Retention Rates
and Positive Learning Outcomes? The SOURCE on Community College issues,
Trends & Strategies
trieved from http://dieitalcommons.apus.edu/internetlearnine/vol1/iss1/5
Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant

Difference and Future
Horizons. MERLOT Journal of Online Learning and Teading, 11(2). Retrieved from
tuan.d.nguyen@vanderbilt.edu
NI, A. Y. (2011). Comparing the Effectiveness of Classroom and Online Learning:

Teaching Research
Methods. Journal of Pubic Affairs Education, 19(2), 199-215.
NIELSEN, R. K. (2015). THE DECLINE OF NEWSPAPERS AND

THE RISE OF DIGITAL MEDIA. The Reuters
Institute for the Study of Journaism, 37. Retrleved from http://www.lbtauris.com
Parikh, J. (2014). Readers' Perceptions of Leading Vernacular
Dailies in Ahmedabad, (Gujarat, India).
Onüne Journal of Communication and Media Technologies, 4(2), 73.
Prabha Basavaraj Swamy, 0. K. (2015). The Role of Small and Medium Newspaper in
Development: A
Case Study of Suddimoola Newspaper. GIRA - GLOBAL
JOURNAL FOR RESEARCH ANALYSIS, 419), 167.
Singh, D. A. (2014). Present Trends of Newspapers in India (A qualitative study).
An Internationally
Indexed Refereed, 5(1), 1. doi:15/01/2014
Solanki, J. (2013). People's Experience Towards Divyabhaskar Newspaper in Surat City.

PARIPEX -
INDIAN JOURNAL OF RESEARCH, 2(2), 171.
Sunil Patel, H. B. (2013). An Emperical Study of Consumer Behavioron Financial
Dallies. IRD INDIA,
2(2), 6.
S.V. INSTITUTE OF MANAGEMENT. KADI BATCH 2016-18)

Tsal, C.-W. (2016, January). Research Papers in Online Learning Performance and
Behaviour.
International Review of Research in Open and Distributed Learning, 17(1).
Vavla, L. (2009). Benefits of Using Newspapers, Magazines and

Books In Classroom. 2[2), 12.
BOOKS:
“Business Research Methodology" by Naval Bajpai,
published by Person
WEBSITES:
https://www.weforum.org/agenda/2016/09/is online
learning the future-of-education/ http://www.online
education.net/articles/general/what-is-online education.html
https://en.wikipedia.org/wiki/Education
https://www.gminsights.com/toc/detail/elearning market-
size https//www.chronicle.com/article/Online-Education is Now-a/237993
https://eclass.telcrete.gr/modules/document/filephp/TP271
/Additional%20material/docebo elearning-trends-report-
2017.pdf https://www.technavio.com/report/india-education
technology-online-market https://www.technavio.com/report/elobal-
education-technology-e-learning market
https://www.technavio.com/report/India-education-technology online-
market
http://digitallearning.eletsonline.com/2017/09/gujarat-education-
sector-scaling-new heights/ https://www.class-
central.com/report/mooc-providers-list/

A consuster Peterence and Percepton Towards Online Educatonin Ahmedabad oty
A Consumer Preference and Perception Towards

Online Education in Ahmedabad city
We are students of S.V. Institute of Management Kadi and presently doing a research
on "A consumer preference and perception towards online education. I request
you to kindly fill the questionnaire below and as sure you that the data generated shall be
kept confidential.
Required
Email address *
Your email
Name *
Your answer
Gender * O Male
Female
Age*
O
Below 18 Years
O
19-30 Years
O
31-40 Years 41-50 Years Above 51 Years
hips/docs.google.comlormade/1FAPOLSEXY 9000-5imbocNOnoDXsyOSCEVTRO
HAIBA ORA Newtorm
1:5
4/29/2018
A Consumer Peterende and Percepton Towards Online Education in Ahmedabad aty
Educational Background OSSC

HSC Graduate
Post Graduate and Above
Occupation*
O
Student
Self-Employed
O
Profession
Service
Business
1. Did you hear about online education ever before? *
Yes O No
2. What would you prefer as a mode of education?
O Offline/Traditional Education (Eg. On-campus,

School, Physically Involved)
O
Online/E-Learning Education (Non Physical, Virtual
Environment)
3. Do you think online education is an effective way of

learning? (If your answer is NO then go to question
No.5 direct) *
Yes O NO
hups/docs.google.comlama.de/1FAIpQLSMxYjbbooC-51mbaNOndDXYOSHEVTRO
HAITA ORA Mewtorm
4/29/2018
A Consumer Peference and Percepton Towards Online Education in
Ahmedabad aty
4. Online education is an effective mode of education because

Skip it if your answer is NO' in above question and Attempt next question
Strongly Strongly Agree Agree
Neutral Disagree
Disagree
Offers an interactive mode of

education
Ease of access of information related to the course

Studeriis can learn attheir own pace
Enables leaming at any time and anywhere

o o o oo o
o o o o oo o
Helps in developing learner's skills
Courses are easy to navigate
Students may have the opportunity to mily what they learn with practical work
https://docs.googt, писыгти статтау 1FAlphastnix TribecaC-5 1rnichnati

xavosiEVTECHAxecoFANviewtorry
A Consumar Peference and Perception Towards Online Education in
Ahmedabad oty
5. Online education is not an effective mode of
education because:
Strongly Agree
Strongly
Agree
Neutral
Disagree
Disagree
Students need to feel connected to their school
Lack of interaction between

classmates and
acom
0
0
0
Lack of real time feedback to questions and

0
0
0
OOo oo
0
0
Classroom environments helps students to learn more
Oo oo
0
Needs perfect computer and Internetskills

0
en relaciones
More expensive than traditional education
0
0
0
Bandwidth and Internet speed could represent some

o
0
6. Do you think online education will help in overcoming

the problems of higher education? *
O Yes
Maybe O No
7. Do you think online education can help in improving

the quality of higher education?*
O Yes
O Maybe
O NO
| THERE I5nLTE THE TITLE FAITRIETY
- TH T
RUE EITH HA
TRAVEL TIT
4/29/2018
A Consumer Peference and Percepton Towards Online Education in Ahmedabad
aty
8. Do you think that online education graduates/students will

gain more skills than traditional education?
O Yes O No O Maybe
9. Do you think online education graduates/students

will be acknowledged and accredited as equally as
traditional learning students from professional bodies
and employers?
Yes
ОMaybe
O No
10. Do you think that online education graduates/students

will have equal chances of recruitment as on-campus
students? *
O
Yes
ОMaybe
O No
Suggestions
Your answer
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Comprehensive Project Report-II
On
A customer preference and perception towards online
education in
Ahmedabad city
SUBMITTED TO:
S. V. INSTITUTE OF MANAGEMENT, KADI KADI SARVA

VISHWAVIDYALAYA UNIVERSITY, GANDHINAGAR
Under the guidance of Prof. Bhavik Panchal
SUBMITTED BY:
NO.
EXAM NO.
BATCH
321
2016-18
316
2016-IS
NAME Bhavik Parmar Devang Modh Harish Parmar
Ghanshyam Sarasariya Sujeet Thakur
322
2016-18 2016-18 2016-18

351
Submitted in the partial fulfilment for the requirement of
the award of the degree of
MASTER OF BUSINESS ADMINISTRATION (MBA)
(2016-2018)
STUDENT'S DECLARATION
We, Bhavik, Devang, Harish, Ghanshyam and Sujeet, hereby

declare that the Comprehensive Project Report - Il entitled "A
customer preference and perception towards online
education in Ahmedabad city" is a result of our own work and our
indebtedness to other work publications, references, if any, have
been duly acknowledged.
Date: -
-
Place:
Students Name
Signature
Blavik Parmar
Devang Modh
Harish Parmar
Ghanshyam Sarasariya
Sujeet Thakur
INSTITUTE'S CERTIFICATE
Certified that this Comprehensive Project titled "A customer

preference and perception towards online education in
Ahmedabad city" is the bono-fide work of Bhavik, Devang.
Harish, Ghanshyam and Sujeet (321, 316, 322.__and 351), who
carried out the research under my supervision. I also certify
further, that to the best of my knowledge the work reported
herein does not form part of any other project report or
dissertation on the basis of which a degree or award was conferred
on an earlier occasion on this or any other candidate.
Dr. Bhavin Pandya, Professor & Head of department S.V. Institute
of Management - Kadi
Prof. Bhavik Panchal Project Guide, Assistant Professor S.V. Institute of
Management - Kidi

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Comprehensive Project Report-II

S. V. INSTITUTE OF MANAGEMENT, KADI KADI SARVA

Under the guidance of Prof. Bhavik Panchal

2016-18 2016-18 2016-18

Submitted in the partial fulfilment for the requirement of

MASTER OF BUSINESS ADMINISTRATION (MBA)

We, Bhavik, Devang, Harish, Ghanshyam and Sujeet, hereby

Certified that this Comprehensive Project titled "A customer

Dr. Bhavin Pandya, Professor & Head of department S.V. Institute

Industrial activity plays an important role in economic

As a part of Our Academic requirement of MBA program, we have

Secondly, it has major effects on offline/regular education system.

We have referred many magazines, websites, and newspapers to

उद्यमेन हि सिध्यन्ति कार्याणि न मनोरथैः ।

नास्ति विद्या समं चक्ष नास्ति सत्य समं तपः |

न हि सुप्तस्य सिंहस्य प्रविशन्ति मुखे मृगाः।। नास्ति राग समं

द:खम नास्ति त्याग समं सखम ||

The feeling of accomplishment and exhilaration that escorts the successful

We are thankful to our Head of the Department Dr. Bhavin Pandya

We are gratified to Prof. Bhavik Panchal. Assistant Professor of S.V.

The purpose of this comprehensive project is to enable us to

We all knew without education we are nothing so to get

In this project report we compared both online education and

In our research we did global analysis of online education providers as

We also did inferential statistics, chi-square and T-test to know deep

Chapter 1: Introduction About Education Industry

Introduction About Online Education

Overview of World Market

Chapter 2: Major Education Industry

World Major Players in Online Education

Chapter 3: Research Methodology

Chapter 4: Literature Review

Chapter 5: Data Analysis and Interpretation

Chapter 6: Inferential Statistics

Chapter 7: Findings and Suggestions

INTRODUCTION ABOUT EDUCATION INDUSTRY

Introduction About Education Industry

Online Education Types

Education is the process of facilitating learning, or the

A right to education has been recognized by some

Education began in prehistory, as adults trained the young

Plato founded the Academy in Athens, the first institution of higher

In China, Confucius (551-479 BCE), of the State of Lu, was the

S.V. INSTITUTE OF MANAGEMENT. KADI (BATCH 2016-18)

After the Fall of Rome, the Catholic Church became the

Elsewhere during the Middle Ages, Islamic science and

The Renaissance in Europe ushered in a new age of scientific and

In most countries today, full-time education, whether at school

population growth, UNESCO has calculated that in the next 30 years

INTRODUCTION ABOUT ONLINE EDUCATION

What is online education?

Online education is a type of educational instruction that is delivered via the

programs including driving to school. planning their schedule

ONLINE EDUCATION TYPES

Although online education is often similar to on-campus instruction, it can

100% Online Education - Fully-online degrees are earned from

S.V. INSTITUTE OF MANAGEMENT, KADI (BATCH 2016-18)

KADI SARVA VISHWAVIDYALAYA UNIVERSITY. GANDHINAGAR

✓ Hybrid Education - Hybrid education allows students to pursue a

Online Courses. While online courses

No matter which type or types of online education one chooses to pursue,

BENEFITS OF ONLINE EDUCATION