A COMPARATIVE STUDY ON E- LEARNING VS

TRADITIONAL LEARNING
DECLARATION
ACKNOWLEDGEMENT
 CHAPTER - I

INTRODUCTION AND CONCEPTUAL FRAME WORK

Communication is fundamental to children’s development; children need to be

able to understand and be understood. Communication is the foundation of
relationships and is essential for learning, play and social interaction. Communication
is paramount in education. Whether it is teacher to student, student to student, teacher
to teacher, teacher to parent, teacher to admin or admin to parent, or vice versa,
communication is needed to make sure our students are successful. Communication is
something that doesn't always happen. Sometimes is a lack of time, a lack of
resources, a lack of knowing how to get the point across or a language barrier.
Technology can help improve communication in education.

Language use in specialized areas like engineering, computer science, trade and
commerce, management studies and even politics, is receiving more and more
attention from researchers and from professionals alike. Language is the ‘verbalization
of thought’ and is neither straightforward to process nor to break down into
manageable pieces. Humans themselves spend decades and many thousands of
conversations to fully acquire all the intricacies of any given language.

When communication is effective, both the student and the teacher benefit.
Communication makes learning easier, helps students achieve goals, increases
opportunities for expanded learning, strengthens the connection between student and
teacher, and creates an overall positive experience. In general, people want to be
heard. If a teacher shows interest in a student’s opinions, that student will feel that
their thoughts or ideas are appreciated. This increases self esteem and confidence. A
confident student is less likely to second guess his answers on tests, and a self-assured
student is more likely to speak up in class. Class participation leads to increased
learning for the entire class. Teachers who reward student communication and class
participation will notice an improvement in overall class performance. A teacher can
gauge the effectiveness of a lecture by student feedback. By asking questions, a
teacher can determine if students were able to retain the imparted information. If there
are lacks of responses from the class, it is likely that the students were unable to
understand the lecture. This can lead to poor performance on exams.

EDUCATION
Education helps the child to adjust to this changing world here the knowledge
of technology helps in modernizing society. Education means learning. Learning
means change in behavior. Change comes from learning experiences. Learning
experiences can be felt through sense organs. In technical sense education means, it is
a process by which society through its different institutions deliberately transmits its
cultural heritage to its young. It is accumulated values, knowledge and skills from one
generation to another. Education is a product of experiences. Agencies that impart
education are school, home, press, radio, T.V, religion cinema. Learning through
sense organs as follows: 1 % of knowledge is gained through taste, 1.5% of
knowledge through touch, 3.5% of knowledge through smell, 11% of knowledge
through hearing, 83% of knowledge through seeing. The knowledge gained is as
follows: 10% of what we read, 20% of what we hear, 30% of what we see, 50% of
what we hear and see, 80% of what we say, 90% of what we say and do. I hear - I
forget, I see -I remember, I do -I learn and understand. Dutch humanist Erasmus
discouraged memorization as a technique of learning. He said children should learn
through pictures. The term visual education is used by Nelson. Greeks and Romans
used symbols and pictures. Edgar Dale said that use of technology is an antidote for
the disease of verbalism. Froebel said that “child should learn from things around him.
Russian condemned the use of words and stressed things. Montessori stressed that
knowledge should be given through fine sense organs. Pestalozzi put Russian’s theory
into practice by his object method. Kothari commission and NPE 1992 stressed on use
of improvised apparatus.

There was a very remarkable trend in the field of Education during four
decades. It is use of Educational Technology in the field of Education. Erich Ashley
talks of four revolutions in Education.
 1. Revolution of shifting the task of Educating the young ones from parents to
teachers and from house to school
2. Revolution of adoption of the written word as a tool of education.
3. Revolution as a result of inven6tion of printing and availability of books and
other teaching learning material.
4. Revolution on account of the development in electronics, chiefly involving
radio, T.V. Cassette recorder and Computer.

The development and use of Educational Technology is relatively a recent

phenomenon. In the pre- industrial phases, the instructional process relied heavily
upon simple things like the slate, the horn book, the black board, and chalk. It was
limited to a single text book with a few illustrations Educational Technology was
considered synonymous to simple aids like charts and pictures.

The year1873 may be considered a land mark in the early history of technology of
education or audio-visual education. In the beginning of the 19 th century there were
notable changes in industry. However these industrial changes did not make
substantial impact on education. Ever since the start of school broad casts by British
Broad Casting Corporation in 1920, it has made rapid strides in making sound
contribution to formal education. Open circuit television began to be used primarily
for broad casting programs for entertainment in 1950. Since 1960, television is used
for educational purpose. Since 1974, computers are increasingly used in education in
schools, colleges and universities.

The 20th century is said to have experienced a communication revolution that is

affecting the world situation, not least the world of learning at the Centre of that
revolution are communication technologies. Some are long established like radio, T.V.
and Telephones. Others such as satellites, micro computers and video recording on
tape or video disc are quite new. Among the older ones radio and television broad
casting have been improved, adapted, put to new uses or linked with newer
communications technologies. They have also been improved by techniques that
enhance recording, text screening and printing and the editing and manipulation of
recordings.
 There have been spectacular recent developments in Telecommunication links that
carry signals for telephone, broad casting and other purpose. The rapid evolution of
computer technology resulting from developments in microchip technologies has
made possible the storing of information at levels of complexity and its transmission
at speeds that challenge the imaginations. Information revolution implies the use of
technology especially electronic devices in communicating information, knowledge
and skills.

The effectiveness of a piece of information depends upon the medium through

which it is imparted. Electronic media affect the sensibilities greatly because they tend
to massage the senses. Thus the medium is not only the message but also the massage
because it massages the sensory organs and stimulates them to respond actively.
Therefore, it is important that the mass media be utilized in the class room teaching.
So that the students may obtain sensory stimulation as a part of the process of
instruction.

In early times the teacher was the only medium of communication for children.
He taught his students orally. Now new mass media like radio and T.V. are
increasingly used in education. They reach large members and also help in improving
the quality of education. Schools and colleges for long have been the sole medium for
imparting information and aiding in the acquisition of knowledge. But with the
technological development and fast expanding knowledge new avenues of education
have come up. The NPE 1992 observed that the media has profound influence on the
minds of children. Mass media are helpful in the spread of compulsory education and
in making instruction more effective and meaningful.

Radio is the most significant medium for education in its broadest sense that
has been introduced since the turn of the century. As a supplement to classroom
teaching its possibilities are almost unlimited.

In the USA in 1923 there were programmers in accounting, from New York
programmers in arithmetic. By1952, 20states in U.S.A. had provision for education
broad casting around the same time about 98%of the schools in UK were equipped
with radio and there were regular daily programmers Bombay station put out items of
special interest to school children occasionally. Madras had regular school broad casts
for half an hour on all weekdays.

The programmers for schools produced by Akasavani station are for children of
primary classes, children of secondary and higher secondary classes, preparing lessons
for secondary and higher secondary classes before examinations programmers for
teachers and general enrichment programmers for children. The planning of these
programmers is under taken with great care and by persons of repute.

After the invention of T.V. it is also used effectively in the field of education.
Now T.V. has become child’s third parent and a first teacher. T.V. is a very powerful,
informative socializing and mobilizing force. Developed countries like U.K. and
U.S.A. started direct television instruction.

For the first time, T.V. for instructional purpose was used in the USA. Several
instructional television programmers on Physics, Maths and Chemistry were
developed and telecast T.V. is an important central media in providing functional,
formal and non-formal education to masses. It is through television that stimulating
and thought provoking views of renowned statesmen, scientists, educationists, artists,
and teachers can be shared by all. T.V. also helps in understanding the social, political
and scientific advancement of a country.

One of the most effective and attractive mass media films is also used for educational
purposes. An educational film has been described as the greatest teacher because it
reaches not only through the brain but also through the whole body. It has very
powerful influence on the minds of the children and in shaping their personality. The
main aim of educational films is to elevate and educate them according to the patterns
and principles set by the society. A good educational film should help the students to
develop a sense of citizenship. The children’s film society of India was established in
1955 as an autonomous body. Its aim is to provide children and the young people,
films with clean and healthy entertainment.

Information Technology in Education

 Development is a continuous process. Each new development of larger social
relevance brings new opportunities to the respective field. The field of education has
no exception to this. To provide and get education is one of the characteristic that
differentiate human beings from other living things, and for better education human
beings are continuously improving their teaching-learning tools and techniques.
Revolution of the human society had its impact on education. The development of
information and communication technology (ICT) have brought psychological,
sociological as well as technological changes in the field of education. The present
boon of ICT has its own very special impact on education. This impact of ICT is
noticeable in formal and informal education, traditional and professional education as
well as at all levels of education. The most recent influence of the ICT in the field of
education is recognized as e-learning. E-learning has many other nomenclatures such
as computer assisted instruction, computer-based training, online education, web-
based training, etc. E-learning is therefore quite some time new. It has brought new
opportunities to education in all ways including libraries.

E-LEARNING
E-learning is commonly referred to the international use of networked
information and communication technology in teaching and learning. The number of
other terms are also used to describe this mode of teaching and learning. These
include online learning virtual learning, distributed learning network and web-based
learning. Fundamentally, all these referred to educational processes which utilize
information and communication technology to mediate asynchronous as well as
synchronous learning and teaching activities. On closer scrutiny, however, it will be
clear that these labels refer to slightly different educational processes and as such they
cannot be used synonymously with the term e-learning. These comprise lot more than
online learning virtual learning, distributed learning, networked or web-based
learning. As the letter “e” in e-learning stands for the word “electronic”, e-learning
would incorporate all educational activities that are carried out by individuals or
groups working online or offline and synchronously or asynchronously via network
or standalone computer and other electronic devices1.

Individualized self-paced e-learning online refers to situations where an

individual learner is accessing learning resources such as database or course content
online via an Intranet or the Internet. A typical example of this is a learner studying
alone or conducting some research on the Internet or a local network. Individualized
self-paced e-learning offline refers to situations where an individual learner is using
learning resources such as a database or a computer assisted learning package offline
(i.e. while not connected to an Intranet or the Internet). An example of this is a learner
working alone off a hard drive, a CD or DVD.

Group-based e-learning synchronously refers to situations where groups of

learners are working together in real time via an Intranet or the Internet. It may
include text-based conferencing and one or two-way audio and videoconferencing.
Examples of this include learners engaged in a real time chat or an audio-
videoconference. Group-based e-learning asynchronously refers to situations where
groups of learners are working over an Internet or the Internet where exchange among
participants occurs with a time delay (i.e., not in real time). Typical examples of this
kind of activity include online discussions via electronic mailing lists and text-based
conferencing within learning management systems.

In the present age of information technology, the learning sector has not
remained untouched. With the use of ICT, E-learning has placed into academic
system. E-learning has been accepted by corporate sectors as corporate E-learning is
faster growing. E-learning is making similar impact in education also. E-mail is
popularly accepted by the users similarly E-banking, E-commerce, E-business, E-
trading and providing new dimension in technology while E-learning is newly coined
terms.

1
Romiszowski, A. (2004). How’s the e-learning baby? Factors leading to success or failure of an educational
technology innovation, Educational Technology, 44(1), 5-27.
 There may be separate e-learning for distance education, which includes text,
based material as well as electronic media.
Certain important aspects to be considered are:

 E-learning is broader than on-line.

 Distance learning is broader than E-learning
 Electronic media represents CD-ROM and DVD (off-line media)
 Non-electronic media represent print media.
 E-learning through electronic media (CD-ROM and DVD)
 Distance learning through electronic and non-electronic media. (CD-ROM +
DVD + Print Media)

According to UNESCO, e-learning is described as “The tool and the processes to

access, retrieve, store, organize, manipulate, produce, present and exchange
information by electronic and other automated means. These include hardware, digital
cameras, phones, faxes, modems, CD and DVD players and recorders, digitized
video/radio and T.V. programs database programs and multimedia programmes”.

NEED OF E-LEARNING

The need for e-learning has as many different answers as the number of
different perspectives that people have. E-learning is seen as desirable form of
perspectives. The specific need relate to, quite significantly determines approach to e-
learning. It is, therefore, important to carefully analyze these and choose a position.
Outline some of these below:

 Teacher’s shortage: In many disciplines, shortage of qualified teachers is a

problem plaguing most educational institutions. The quality of the available
teaches is another major concern. Given the financially attractive opportunities in
the industry and poor academic environment that is seen in most of the educational
institutions, teaching jot is among the lowest in the preference list for many. While
 hardly anyone looks at e-learning as an alternative to traditional teaching, in this
context. It is seen to expand the reach of the available teachers.
 A3 (any time, any place, any pace) learning 9: As mentioned earlier, for the need
to come together at a fixed place at a fixed time is a major constraint. This is
particularly true for those pursuing courses in part time mode, the just-in-time
learners, adult learners, etc. the freedom to connect to the course setup at any time
of once choice and from any place is a major incentive for e-learning. It also
enables learners to take to studying when feels is the best time for them to study
and hence provides for adapting the TLP to the learner’s individual characteristics.
 Enhanced learning experience: This is very important, but often ignored and
under-explored aspect. When exploited effectively, e-learning enables a high
degree of personalization and a wide range of instructional methods. Powerful
simulation environments, multimedia capability and high-end visualization support
enables a learner to relate to the subject much more deeply and hence understand
well.
 Content creation: India, despite her IT prowess, is still a poor contributor of
content in the Web. Part of the reason is that very few of our teachers are online.
While one ones use online courseware from sources such as MIT Open Course
Ware (OCW), one rarely consider contributing work to share with the world.
Adopting e-learning enables and encourages one to do this naturally, some once
work is already online, perhaps with a limited reach and once are comfortable with
this, it is a small step to reach out to the world.
 Enhancing quality of teaching: When one gets into practicing e-learning to any
significant degree, one will be creating much of the course material electronically.
These are a lot more reusable compared to written notes, used otherwise. These
can also be shared with other teachers, can be improved over the years using user
feedback and hence results in better quality of material2.
 More systematic feedback and evaluation: Bringing assessment and other
activities under e-learning enables to gather much more detailed feedback on
2
Kumaresen, S. C. (2002). Quality training for library and information professionals. University News, 40
(23), 1-4
 various aspects of the course. These include quality of questions, quality of
content, qualitative judgment on students’ performance etc. these can be used to
enhance the quality of instruction at an institutional level3.

Learning Environments: An effective deployment of e-learning would address many

concerns including content creation, content delivery, assessment, collaboration and
communication between faculty and students and among students etc. in addition,
support for online assessment would need mechanisms to keep track of marks per
student per assessment and also computing suitable weighted total. A learning
management system, LMS, is an integrated application that provides all these and
more or less than one umbrella. With one login, one can see and access all relevant
aspects of a course. From an administrative perspective, one would need mechanisms
to control access to the course allowing valid students and faculty. In general, a person
can be a student of some subject and a faculty in another. Thus most LMSs today
provide a user login mechanisms supporting role based access control.

HUMAN COMPUTER INTERACTION

Human Computer Interaction focuses on the interactions between human and

computer systems, including the user interface and the underlying processes which
produce the interactions. The contributing disciplines include computer science,
cognitive science, human factors, software engineering, management science,
psychology, sociology, and anthropology. Early research and development in human-
computer interaction focused on issues directly related to the user interface. Some
typical issues were the properties of various input and output devices, interface learn
ability for new users versus efficiency and extensibility for experienced users, and the
appropriate combination of interaction components such as command languages,
menus, and graphical user interfaces (GUI). Recently, the field of human-computer
interaction has changed and become more devoted to the processes and context for the

3
Taneja, V. & Parashar, S. (2011). E-Learning. Alfa Publications, New Delhi, 101-103.
user interface. Functionality of a system is defined by the set of actions or services
that it provides to its users. However, the value of functionality is visible only when it
becomes possible to be efficiently utilized by the user. Usability of a system with a
certain functionality is the range and degree by which the system can be used
efficiently and adequately to accomplish certain goals for certain users. The actual
effectiveness of a system is achieved when there is a proper balance between the
functionality and usability of a system.

Human-Computer Interaction: Definition, Terminology

The rapid growth of computing has made effective human-computer interaction

essential. HCI (human-computer interaction) is the study of how people interact with
computers and to what extent computers are or are not developed for successful
interaction with human beings. Utilizing computers had always begged the question of
interfacing. The methods by which human has been interacting with computers has
travelled a long way. The journey still continues and new designs of technologies and
systems appear more and more every day and the research in this area has been
growing very fast in the last few decades. The growth in Human-Computer Interaction
(HCI) field has not only been in quality of interaction, it has also experienced different
branching in its history.

Instead of designing regular interfaces, the different research branches have had
different focus on the concepts of multimodality rather than unimodality, intelligent
adaptive interfaces rather than command/action based ones, and finally active rather
than passive interfaces.

Gustav Evertsson describes Human Computer Interaction is about designing computer

systems so the user can carry out their activities productively and safely. It is not how
easy something is to use, it is about how usable it is. Or, a broader definition of HCI
is;
“Human Computer Interaction is a discipline concerned with the design, evaluation
and implementation of interactive computer systems for human use and with the study
of major phenomena surrounding them”4.

“ It is a wide variety of different kind of people and not just technical specialists as in
the past, so it is important to design HCI that supports the needs, knowledge and skills
of the intended users”.

As its name implies, HCI consists of three parts: the user, the computer itself, and the
ways they work together.

User: By "user", we may mean an individual user or a group of users working

together. An appreciation of the way people's sensory systems (sight, hearing, touch)
relay information is vital. Also, different users form different conceptions or mental
models about their interactions and have different ways of learning and keeping
knowledge. In addition, cultural and national differences play an important part.

Computer: When we talk about the computer, we're referring to any technology
ranging from desktop computers, to large scale computer systems. For example, if we
were discussing the design of a Website, then the Website itself would be referred to
as "the computer".

Devices such as mobile phones or VCRs can also be considered to be ―computers.

Interaction: There are obvious differences between humans and machines. In spite of
these, HCI attempts to ensure that they both get on with each other and interact
successfully. In order to achieve a usable system, you need to apply what you know
about humans and computers, and consult with likely users throughout the design
process. In real systems, the schedule and the budget are important, and it is vital to
find a balance between what would be ideal for the users and what is feasible in
reality.

4
Evertsson Gustav(2001), “Human Computer Interaction”, pp.6-8
Human-Computer Interaction studies how people design, implement and use computer
interfaces. HCI has become an umbrella term for a number of disciplines including
theories of education, psychology, collaboration as well as efficiency and ergonomics.

Figure 1.1: some of the disciplines involved in the field of Human- Computer
Interaction

The Goals of HCI

The goals of HCI are to produce usable and safe systems, as well as functional
systems. Usability is concerned with making systems easy to learn and easy to use. In
order to produce computer systems with good usability developers must attempt to:

 Understand the factors that determine how people use technology

 Develop tools and techniques to enable building suitable systems
  Achieve efficient, effective and safe interaction
 Put user first

Underlying the whole theme of HCI is the belief that people using a computer system
should come first. Their needs, capabilities and preferences for conducting various
tasks should direct developers in the way that they design systems. People need not
change themselves in order to fit in within the system. Instead, the system should be
designed to match their requirements.

HCI Technologies

Gustav Evertsson describes HCI design is about designing the computer system for
the people and not the people for the computers. There are a lot of important factors
that have to be considered by designers. Example of factors is:

 Physiology such as the human behavior and mental processes

 Organizational such as the influence of one individual in a group with the other
member as attitude and behavior
 Ergonomics such as how people interact with different artifacts

HCI design should consider many aspects of human behaviors and needs to be useful.
The complexity of the degree of the involvement of a human in interaction with a
machine is sometimes invisible compared to the simplicity of the interaction method
itself. The existing interfaces differ in the degree of complexity both because of
degree of functionality/usability and the financial and economical aspect of the
machine in the market. For instance, an electrical kettle need not to be sophisticated in
interface since its only functionality is to heat the water and it would not be cost-
effective to have an interface more than a thermostatic on and off switch. On the other
hand, a simple website that may be limited in functionality should be complex enough
in usability to attract and keep customers. Therefore, in design of HCI, the degree of
activity that involves a user with a machine should be thoroughly thought. The user
activity has three different levels: physical, cognitive, and affective. The physical
aspect determines the mechanics of interaction between human and computer while
the cognitive aspect deals with ways that users can understand the system and interact
with it. The affective aspect is a more recent issue and it tries not only to make the
interaction a pleasurable experience for the user but also to affect the user in a way
that make user continue to use the machine by changing attitudes and emotions toward
the user.

CHALLENGES FACED BY THE E-LEARNERS

The development of E-learning has thrown up new problems focused on the

copyright and intellectual property rights implications of electronic text. Students,
researchers, staff, employees and other end users affiliated with virtual university or
digital libraries should be allowed to print-on-paper excerpts of digitally available
works on the same conditions according to which they may make photocopies of print
material. The library authority has to discuss seriously with publishers on this aspect
in order to evolve some mechanism profitable to users, publishers as well as authors.
Users may be charged for each access, downloading from servers and/or each kind of
digital library collection15. This would provide a reverse for publishers, authors and
libraries.

Security aspect is the most pressing challenge of digital affairs. The Piracies of
database, viral invasions, and parallel satellite networking stress are some of the issues
for digital libraries are confronted as a way of routine.

Other major challenges are:

 There is no mechanism available to establish standards for internet materials,

instruction, design and quality of interaction.
 Study materials are accessible only by specified students; licensing problems
are unlikely to be serious barrier.
 Since course materials are instructionally designed, it hardly provides for
individual variations and further revision.
  Dangers of increased learner isolation as students learn from the screen, and
not through much interaction with their peers and teachers.
 Crossing national boundaries creates logistical and organizational problems of
distance teaching institutions. The facilities available and aptitude level of
European students and developing countries are different.
 Operating overseas can also expose one to the all problems of any international
business, exchange rate fluctuations, restriction on foreign exchange, and the
export of money from the country of operation to pay for services, sources
from another jurisdiction, political turmoil, civil unrest and war etc.
 Information providers are more interested in profit than quality services.
 Lack of organization of information on Internet.
 Not all sites are updated regularly.
 Absence of monitoring mechanism to evaluate the course ware.
 Lack of awareness about the use of electronic equipment.
 Lack of human interaction, it is difficult to judge how much a student
understood a particular topic. In teacher student face-to-face interaction, the
teacher can know the level of understanding of each student and accordingly he
can try to explain the problem with suitable examples. At present the
interactivity in learning is not very much developed.
 Lack of expertise not to many vendors/experts is available in the country and
abroad as well. Overseas vendors charge too much and also reluctant to import
techniques/technology.
 Access to Internet in developing countries including India, may not be easy or
widespread, in comparison to the developed countries.
Lack of motivation, in a classroom instruction the teacher and students interact in
discussing and understanding the subject spontaneously, which creates motivation
among the students towards learning. In e-learning, due to lack of motivation
sometimes it may appear dull.

ADVANTAGES OF E-LEARNING
 E-learning is beneficial to education, corporations and to all types of learners. It
is affordable, saves time, and produces measurable results. E-learning is more cost
effective than traditional learning because less time and money is spent travelling.
Since e-learning can be done in any geographic location and there are no travel
expenses, this type of learning is much less costly than doing learning at a traditional
institute.

Flexibility is a major benefit of e-learning. E-learning has the advantage of

taking class anytime anywhere. Education is available when and where it is needed. E-
learning can be done at the office, at home, on the road, 24 hours a day, and seven
days a week. E-learning also has measurable assessments which can be created so the
both the instructors and students will know what the students have learned, when
they've completed courses, and how they have performed.

Students like e-learning because it accommodates different types of learning

styles. Students have the advantage of learning at their own pace. Students can also
learn through a variety of activities that apply to many different learning styles
learners have. Learners can fit e-learning into their busy schedule. If they hold a job,
they can still be working with e-learning20. If the learner needs to do the learning at
night, then this option is available. Learners can sit in their home in their pajamas and
do the learning if they desire.

E-learning encourages students to peruse through information by using

hyperlinks and sites on the worldwide Web. Students are able to find information
relevant to their personal situations and interest. E-learning allows students to select
learning materials that meet their level of knowledge, interest and what they need to
know to perform more effectively in an activity. E-learning is more focused on the
learner and it is more interesting for the learner because it is information that they
want to learn. E-learning is flexible and can be customized to meet the individual
needs of the learners.

E-learning helps students develop knowledge of the Internet. This knowledge

will help learners throughout their careers. E-learning encourages students to take
personal responsibility for their own learning. When learners succeed, it builds self-
knowledge and self-confidence in them. Some other major advantages are:

(a) Self paced

(b) Time and location flexible

(c) Cost effective

(d) Global teaching phenomenon

(e) Large knowledge domain to choose

(f) Life time learning options

(g) More streamlined and focused

(h) Diversified field to select from

(i) Sharing of knowledge is easier

(j) Labour savings: Save in training salaries

(k) Access to large amounts of information can be obtained at low incremental cost

(l) Enhance academic productivity

(m) Systematic.

DISADVANTAGES OF E-LEARNING

One disadvantage of e-learning is that learners need to have access to a

computer as well as the Internet. They also need to have computer skills with
programs such as word processing, Internet browsers, and e-mail. Without these skills
and software it is not possible for the student to succeed in e-learning. E-learners need
to be very comfortable using a computer. Slow Internet connections or older
computers may make accessing course materials difficult. This may cause the learners
to get frustrated and give up. Another disadvantage of e-learning is managing
computer files and online learning software. For learners with beginner-level
computer skills it can sometimes seem complex to keep their computer files
organized. Without good computer organizational skills learners may lose or misplace
reports causing them to be late in submitting assignments. Some of the students also
may have trouble installing software that is required for the class.

E-learning also requires just as much time for attending class and completing
assignments as any traditional classroom course. This means that students have to be
highly motivated and responsible because all the work they do is on their own.
Learners with low motivation or bad study habits may fall behind. Another
disadvantage of e-learning is that without the routine structures of a traditional class,
students may get lost or confused about course activities and deadlines causing the
student to fail or do poorly.

Another disadvantage of e-learning is that students may feel isolated from the
instructor. Instructions are not always available to help the learner so learners need to
have discipline to work independently without the instructor's assistance. E-learners
also need to have good writing and communication skills. When instructors and other
learners aren't meeting face-to-face it is possible to misinterpret what was meant.
Some other major disadvantages are:

(a) Not immediate feedback.

(b) More load for faculty to prepare instructions.

(c) Infrastructure requirements.

(d) More confusion due to lack of direct interaction.

(e) Requires more maturity and self discipline.

(f) Dropout rates are more; a lonely way to study.

(g) Not all aspects of training can be covered using e-learning techniques, e.g.
Disciplines.

(h) Lack of social impact of peer group in learning and personal development.
ESSENTIALS FOR E-LEARNING

INTERACTIVITY AND PARTICIPATION

The most important thing in e-learning is to ensure that there should be a high
degree of interactivity and participation. That means designing and conducting
learning activities in such a way that it should result in engagement with the subject
matter and fellow students. Coursework should focus on assignments and projects that
are relevant and realistic in nature. It should involve plenty of opportunities for input
from the instructor and fellow students.

The factor that strongly affects the amount of student interaction and
participation is the level of instructor involvement. If the instructor regularly posts
messages in the discussion forum or provides comments to students via email, this
increases student involvement and participation in a course. So a cardinal rule of good
online teaching is that the instructor must participate to get students to do likewise.

MODERATING AND FACILITATING

E-learning requires good moderating and facilitation skills. Moderating

involves encouraging students to participate in discussion forums and conferences,
ensuring that certain students don't dominate, keeping discussions focused on the topic
at hand, and summarizing/ synthesizing the highlights of discussions. Facilitation
means providing information that will help students to complete their assignments,
suggesting ideas or strategies for them to pursue in their course work, and getting
students to reflect on their responses and work.

FACULTY COLLABORATION
 E-learning offers many opportunities for student interaction and it also
provided many possibilities for collaboration among teachers and students. Basically
the following kinds of collaborations can be thought of:

• Teacher to teacher collaboration

• Teacher to student collaboration

• Student to student collaboration

There is no face-to-face interaction like traditional classroom hence nobody

feels ashamed or hesitation to present his/her opinion. It helps to modify or correct
once fault.

STUDENT EVALUATION

One aspect of e-learning process that often generates considerable concern for
teachers is evaluation of student performance. They worry that they will not be able to
assess student understanding or participation properly. But this is a myth. Actually
student evaluation can be done far more effectively online than in a traditional
classroom setting because of the ease of creating online tests and other forms of
assessment32. Online tests can successfully hide students’ as well as teachers’ identity.
So the biasness or personal inclination factors can be reduced to a great extent.

E-LEARNING: AN EMERGING PEDAGOGICAL APPROACH

E-learning refers to learning that is facilitated using digital tools and contents.
It involves some form of interactivity, which may include online interaction between
the learner and their teacher or peers. According to Kaplan-Leiserson e-learning
covers wide set of applications and processes such as web-based learning, computer-
based learning, virtual classrooms, and electronic collaboration. It includes the
delivery of content via Internet, Intranet/Extranet (LAN/ WAN), audio- and videotape,
satellite broadcast, interactive TV, and CD-ROM. In other words, e-learning is
concerned with learning facilitated and supported through the use of information and
communications technology (ICT). It can cover a spectrum of activities from
supported learning, to blended learning (the traditional and e-learning practices), to
learning that is entirely online. Whatever the technology, however, learning is the vital
element. E-learning is no longer simply associated with distance or remote learning,
but forms part of a conscious choice of best and most appropriate ways of promoting
effective learning.

Summary of Interpersonal Theory and the Role of Interpersonal Goals

Following the basic assump.ion that interpersonal behavior is motivated, we

have discussed the principles of one approach to interpersonal theory. First of all,
interpersonal behavior can be mapped onto a two-dimensional space whose axes
correspond to connection with others and autonomy as an individual. Second, this
organization follows from fundamental motives that underlie all of interpersonal
interaction. Finally, since each behavior is driven by a goal to accomplish some
interpersonal end. we can make certain predictions about what the ideal ends would be
and how people will feel when these ends are met or frustrated.

Interpersonal goals play an important role in the dynamics of human-human

interaction. When two people cone to an interaction, they are charged up with their

individual interpersonal motives and subsequent goals afforded by the situation. No

matter why people have come together, and no matter what the business at hand might

be. intcractants are driven to try to make the interaction play out as consistently as

possible with their views and values of how such interactions should work. Kiesler

(1996) calls this process "transactional negotiation." as it is a process that must be

dynamically decided together. F.ach interacting makes behavioral invitations to create

or maintain the interpersonal tone they know or desire. Bids along the agency axis to

influence may be a raised tone of voice, vehement insistence on one's own view, or a

raised fist. Bids along the agency axis to he influenced may be an averted eye gaze.
slouched posture, or asking for help. Bids along the communal axis to connect may be

smiles, a back-channeling nod. or stating what a great idea the partner has. Bids along
the communal axis to stay separate may be crossed arms, a disinterested shrug of the

shoulders, or an abrupt change in the conversation to a less personal topic. In return,

interaction partners send their own messages via how they accept or reject the bids of

their partners, whether they satisfy or frustrate their goals. The cycle then continues.
This (usually) unspoken push and pull, whether harmonious when goals complement
each other or in struggle when goals are in conflict, must always occur between two
people e as they decide together how their interaction and/or relationship will proceed.
Interpersonal goals, therefore, play a prominent role in driving the responses and
behaviors of those engaged in human-human interaction.

Interpersonal Goals ami Human-Computer Interaction

Returning to the main focus of this study, to investigate how human-human

interactions are different from huninn-nompurer interactions, let us now consider
interpersonal goals in the context of h urn an -computer interaction. As discussed
above, there are three different types of goals that people (cumulate during their
interactions with other people. Some of these types of goals overlap in human-
computer interaction as well. For example, because people use computers to do things,
to organize information, to create diagrams and presentations, to pla\ games, to
mediate communication with other people, and so on. it is straightforward that
business-ai-hand goals are prominent and central to people's interactions with
computers. In addition, because error-checking and making sure ihe user and the
computer agree on their input and output is such an integral part of human-computer
interaction, discourse-focused goals are also central to people's interactions with
computers. However, the prominence of interpersonal goals when interacting with
computers is not so clear. When a person is interacting with another person, he or she
is motivated to bring about some degree of connectedness (whether distant or
connected) ard establish what the relative status will be. When interacting with
computers, however, it does not seem thai such motives and goals would be relevant.
It was hypothesized that people are not motivated to negotiate a degree of
connectedness or status with a computer, that people do not formulate and act on
interpersonal goals with computers.

As an example, let us consider King et al.'s (2002) telephone voice interface

that helps motivate people to keep to an exercise regimen. Melanie is participating in a
health improvement program that includes daily physical activity. Each evening, she
gets a call from an automated phone interface that asks her about her physical activity
that day. If Melanie is not accomplishing the exercise goals she has set, the interface
works with her to figure out why. It also records her responses to be reviewed by
Melanie and a coach later. The interface's voice is well simulated and sounds quite
human. The business-at-hand goals are to keep her on task with her exercise program
and solve any problems that may come up day to day. Similar y. Metafile's discourse-
focused goals to be understood by the interface cause her to spea* slowly and clearly.
However, one would hypothesize that Melanie does not have interpersonal goals with
the interface. She will not try Co get empathy from the interface for how bus> she has
been that day. nor will she care whether the interface itself sees her as competent.
There is something inherently nonhuman about her interaction with interface, and it is
important to understand what that is all about.hands, affective facial expressions, and
personality trait-like behavior, and are becoming more and more able to aci as though
they have senses and emotions. What would Shakespeare have to say about that?

There has been a trend in reeni research to identify examples, some quite
intriguing and counter-intuitive, of ways in which people react to computers as they
would react to humans. Reeves and Nass. for example, have become well known in
the interface design realm as proponents of the view that people follow the same "laws
of social behavior" when interacting with computers as they do when interacting with
other people. In their popular 1996 boot The Media Equation, they make the following
claim: "Media equals real life. In short, we have found that individuals' interactions
with computers, television, and new media are fundamentally social and natural, just
like interactions in real life." They founded a research group that uses methods from
social psychology to amass empirical evidence for this media equation. Their
approach, as they describe it, is to lake successful experiments from social
psychology, replace the human actors with computer actors, re-run the experiments,
get the same results, and conclude that people react to computers just as they react to
people. They claim that the mechanisms that drive these responses are our
evolutionary predicament of being naturally selected to interact with humans but not
with 20 century technology (Reeves& Nass. 1996) and our automatic mindless
reactions dial occur when social schemas arc activated by minimal information (Nass
& Moon. 2000).

However, in the year 2002 and within any reasonable projections of

technological development, man-made technology and human beings are simply
different on many dimensions. It is important that we begin to think critically and
theoretically about what it really means to interact with human beings and what
aspects will be more or less difficult to replicate in silico. This is important for two
fundamental reasons. The first issue concerns the implications for psychological
understanding. Because these new technologies challenge us in ways never seen
before in history, we have an opportunity to think in new ways about what it means to
be a social human being. The second issue concerns the technology itself and its
impact on people. While the capacity to develop social technologies is rapidly
evolving, designers are still in need of basic conceptual frameworks for thinking about
the design of technology that impacts people's social lives, as well as how such
technology affects people and changes the landscape of our social world.

In this dissertation, I address this issue by investigating how interactive

exchanges with computers might be different from interpersonal interactions with
humans. I take a motivational approach situated within a school of psychological
thought called Interpersonal Theory. This approach looks at individuals' interpersonal
behaviors in terms of the motives and goals that drive them. Behavior in human-
human interpersonal communication, one of the most complex activities in which
people engage, is driven by a complicated set of cognitive and social motives. One
type is interpersonal goals, goals that direct people to negotiate the tenor of the
relationship itself - goals to connect with, stay separate from influence, or yield to
other people. The main hypothesis was that, while some types of goals in human-
human and human-computer interaction may overlap, people may not have such
interpersonal motives oriented toward computers.

This was tested with a human-computer interaction paradigm in which

participants had a text-based conversation with a computer that gave scripted
preprogrammed responses In half foe cases, participants were told that they were
interacting with a computer, while in the other half of the cases participants were told
(with deception) that the responses they received were coming from another person. It
could then be investigated how this manipulation of cognitive framing - whether
people believed they were interacting with a person or a computer - would affect what
people said during these conversations. In addition, participants were preselected
according to their own individual interpersonal motives (assertive versus
nonassertive), and the behavior exhibited by the computer itself was manipulated to
have characteristics of interpersonally motivated behavior (again, assertive versus
nonassertive). This would make it possible to explore how individuals' own salient
interpersonal motives and the interpersonal goal-oriented behavior •rom a partner may
influence the dynamics of the conversations. The hypothesis was supported, showing
that interpersonal goals seemed to drive behavior when people thougit they were
interacting with people but not when they thought they were interacting with
computers.

An outline of this dissertation is as follows. The rest of this chapter discusses

what interpersonal goals are and provides an overview of the experiment. The second
and third chapters describe the method; and results respectively of the experiment. In
the fourth chapter. I discuss how these results support the central thesis, as well as
implications and future questions for both psychology and technology design.
Three Types of goals that Drive Behaviour in Conversation

Behind every action that a person takes is some intention driving it. the goal
that the person is trying to accomplish. Hobbes & F.vans (1980) define a goal as, "a
conceptualization of a specific state or class of slates in the world another or in [the
self) that a person, consciously or unconsciously, strives to attain." The goal may be a
complex one that entails many stages of planning, such as writing a dissertation, or it
may be a simple one. such as relieving an itch by scratching it. Furthermore, people's
goals and their success or failure ai accomplishing them can have important emotional
consequences (Emmons. 1989). When goals are accomplished, the corresponding
emotions are most likely to be positive. This positive emotion may reinforce the
behavior and increase the likelihood that the actor will set a similar or related goal
again in the future. When goals are not attained, people often react with frustration.
This may lead people to reassess their goals. renew their determination, or simply
respond negatively.

Behavior in conversation is. of course, driven by goals. As interpersonal

interaction is a complex process, individuals generally have multiple goals, some
public, some private, some shared, and sone unshared- Many authors (e.g.. Clark.
1996; Hobbes Si Evans, 1980) suggest that each of the different goals thai people can
have in a conversation fall into three main categories. In order to illustrate these
categories, let us look at a specific example of interpersonal interaction. Imagine two
good friends. Patricia and Linda, who spend a lot of time together and enjoy each
others’ company. Some lime this weekend, they would like to see a movie together
and are trying to decide which movie and what time. During that conversation, there
are three parallel and intersecting sets of goals they are each working to accomplish.
First of all, there are business-at-hand goals. These are the goals relevant to the task
the interact ants have come together to accomplish, the purpose of the (ask interact
ants are Jointly involved in, or a plan Interact ants are jointly evolving. For Patricia
and Linda the primary business-at-hand goal is to come up with a mutually agreed
upon movie and time. They work together to accomplish this goal by sharing
information and preferences. The second type of goal is discourse-focused goals. They
are the goals involved in making sure that the communication itself goes smoothly and
both interaction understand one another. For Patricia and Linda, discourse-foe used
goals would be accomplished, for example, by checking to make sure statements are
understood and repairing any errors made. Finally, a third type of goal is interpersonal
goals. These are the goals that drive people to set and maintain the interpersonal tone
of the conversation. Because Patricia and Linda are friends, their interpersonal goals
in this interaction are likely to be to keep the conversation friendly while trying to
make sure that the desires of both are optimally satisfied. They may do this by reading
each other's facial expressions, drawing on their prior knowledge of each other's
preferences, each staying open to hearing the other's case, and dynamically expressing
desires and staying receptive to the other's until a mutually congenial agreement or
compromise is found, Each of these types of goals - business-at-hand, discourse-
focused, and interpersonal - multiply determine what will happen over the course of a
conversation.

The focus of the present study is interpersonal goals. These goals are named
such because they are inter-personal, between people. Therefore, they seem a likely
candidate for targeting differences between human-human and human-computer
interaction. Let us now discuss Interpersonal Theory, a framework for understanding
what interpersonal goals are.

The Interpersonal Approach to Personality

Interpersonal approaches to personality and psychopathology began in the

I940's and 1950"$ with theorists such as Horne> (1945), Lear> (1957), and Sullivan
(1953) who reacted against psychoanalysis and behaviorism. Prevailing is the
personality theories of that era (Horowitz, 2002; Wiggins, 19%). According to this
approach, personality was seated within the individual, the result of forces, drives, and
instincts, such as sex and aggression, inherent to the self Behaviorism, on the other
hand, had reduced social interaction to stimulus-response events. The new wave of
interpersonal theorists observed that personality is both internally driven and the
emergent product of interactions with other individuals in the social world.
Interpersonal interactions could be broken down into interaction units. Person A's
action as a stimulus that elicits Person B's reaction. By studying what might drive A"s
action, how and why B responds in a particular manner, and how these interaction
units might progress over the course of an interaction, a relationship, or a lifetime,
much could be learned about the processes involved in personality, interpersonal
dynamics, and psychopathology. While there have been many different interpersonal
approaches to personality.

Horowitz (2002) clarifies one o( the main assumptions that underlies all of
interpersonal theory - interpersonal behavior is iroiivaled. Lcar> (1957) points out that
people do not merely "emit" actions in each other's presence, that when Person A
initiates an interaction unit with Person B. we can assume that A's behavior is goal-
driven and purposeful. Such goals may not be consciously accessible to the actor,
however, they reflect a "readiness" or "set" within the person to behave in a particular
way. Interpersonal goals should be a reactive interaction (Caspi and Bern. 1990) of
both the actors internal wishes or schemas and what occurs in a given situation.
Furthermore, the satisfaction or frustration of these interpersonal goals should have
important emotional consequences. For example, when goals are satisfied, the actor
should feel positive emotion, and when goals are frustraied the actor should feel
negative emotion.

Suppose we want to organic these behaviors semantically or determine the

main themes or dimensions of meaning that run through the different behaviors and
then use those dimensions to approximate the meaning of each. Certainly
interpersonal behaviors vary along many different dimensions, but perhaps there are a
few dimensions that are particularly salient and account for much of the variation in
meaning. If we could identify those dimensions, we could construct a graph, locale
each behavior on the graph to describe its approximate meaning, and then compare
different behaviors to one another, Two similar behaviors like "A welcomes B" and "a
takes care of D" would be close to each other, whereas two dissimilar behaviors like
"A avoids B" and "A welcomes B" would be far apart.
 Many researchers have used statistical procedures such as factor analysis and
multidimensional scaling to approximate what these dimensions may be. These
methods may involve participants' ratings of their own interpersonal traits or the
interpersonal behaviors they observe in a given relationship, or objective observations
of discrete interpersonal behaviors over the course of interactions. Whatever the input,
the goal is always to find which self-ratings or observed behaviors tend to occur
together, which tend to never occur together, and the continuum of co-occurrence in
between. LaForge and Suczek (1955) and Leary (1957) first found that interpersonal
traits could be organized on two dimensions- Later investigators (e.g.. Berzins. 1977;
Bierman. 1969; Carson, 1969; DeVoge & Beck. 1973; Wiggins, 1982) concluded
similarly that two dimensions adequately capture the information contained in the
original matrix of correlation coefficients of any of the interpersonal processes under
investigation. The exact amount of variance explained by the first rwo dimensions
depends upon the particular method, the items selected for study, and the context of
the study. Therefore. dimensions beyond the second do add nuance to the meaning of
the elements, but the first two dimensions seem to provide a decent first-
approximation. We can use these two dimensions, then, as a heuristic tc help us think
abstractly about interpersonal behaviors.

Statistical procedures do not name the dimensions, of course, though in most of

these analyses the most salient dimensions seem to always correspond to the same
conceptual constructs. One dimension usually corresponds to connectedness.
affiliation, love, warmth, and nurturancc. The other dimension usually corresponds to
influence, control, dominance, power, or status. Based on terms coined by Bakan
(1966). these dimensions are referred to broadly as "communion" and "agency "

respectively. Communion, as the horizontal axis, ranges from "connected, loving, or

close" to "disconnected, indifferent, or distant." Agency, as the vertical axis, ranges
from "influencing, controlling, or dominating" to "yielding to influence, relinquishing
control, or submitting." Many behaviors are described by a combination of these two
dimensions. This space is generally called the interpersonal cireumplev and is
illustrated in Figure I along with some descriptors that characterize the various regions
of the space.

Principle #2: Interpersonal Behaviors are Driven by Corresponds Interpersonal

Motives

It is important that these two dimensions keep appearing in analysis after

analysis. One possible reason is that they correspond 10 the broad classes of human
motivation (Horowitz, 2002). Because individuals each have their own personal
internal processes,

NEED AND IMPORTANCE OF THE STUDY

Education is a process and acts also as an instrument to bring out the innate behavior
of the individual. The destiny of a nation lies in its classrooms. The strength of our
nation depends on the teacher’s ability to rear well-educated, responsible, well-
adjusted youth who will step forward when the adult generation passes on to
retirement. The students of today are the youths of tomorrow and future citizens of the
country, therefore it is the responsibility of parents, teachers, society and government
to see that they are physically, mentally, emotionally and educationally healthy. The
needful steps taken at this period ensures a healthy democracy in the country.

Teaching and learning are the major part of the education. Teaching and learning
through computer or any other electronic gadgets is the educational revolution. But in
recent days class room traditional teachings lost its value among students. Young
school students are very interested in using computers, laptops, tablets and mobile
phones etc., through these electronic gadgets have create opportunities for more
learning, whether it may good and academic or bad and illegal through websites.

Young teens are not aware of the threats through websites or illegal blogs. So that they
are affect very much like addiction. Most of young schools going children are wasting
their time playing games, social networks, browsing unwanted websites. It is the big
threats to the society, this problem must be solved good teacher parents relationship.
Young students must know the importance and value of traditional teachings and
communication.

STATEMENT OF THE PROBLEM

Nowadays, computers play a very important role, that is to say, as a communication

tool between people. This introduces the interface between human and machines as a
key player, therefore the importance of these interfaces. Human-computer interaction
reduces face to face contract and eye conduct and emotions. Computers help human
beings to learn more information than traditional class rooms. But these electronic
learning and communication through computers or laptop and mobile reduces human
behavioural aspects. Young students must learn how to behave with others while in
family functions or societal functions. Students behavioural learning is big task for the
educationist and social thinkers.

Now day’s young children are affected by the psychological problems, because they
need love and affection of the parents, teacher support and social contribution for their
positive growth to become good citizen. Electronic gadgets communication is hurdles
to know the good behaviour and it motivated self centred thoughts and complexes like
inferiority or superiority. The present study is an attempt to know importance of
human-human communication compare to human-computer communication. This
study helps to know students perception for giving importance to human
communication or human-computer communication.

OBJECTIVES OF THE STUDY

The researcher framed the following objectives for the study

1. To study perception of the students for class room communication and

computer based e-learning

 2. To analyses the advantages and disadvantages of the class room

communication and computer based e-learning communication.

3. To give suitable suggestions to improve students’ avoiding computer based e-

learning communication.

METHOD OF STUDY

The steps of procedure in research are an element, common to all methods of

research while, different methods of research have different distinguishing features. In

this present study, the investigator applied normative survey as a method. The

normative survey method studies, describes and interprets what exists at present.

SAMPLE

This study will use an uncontrolled quota sampling method to recruit 120 students in

Andhra Pradesh. There are four school have been selected namely XXXX secondary

school, XXXX girls Hr. Sec. School, XXXX Hr. Sec. School, XXXXX girls Hr. Sec.

School AP. Each school consist of 30 students and therefore 60 boys and 60 girls were

chosen for the study. All respondents had aged more than 15 years to 17 years.

Research Tool Used

An investigation into social websites affecting school students . prepared and

validated by the investigator.

Limitation
 1. Though there are so many psychological variables influencing Formal

education the investigator has chosen the academic self image of the subjects taken for

the study

2. The back ground variables chosen are Gender, Type of Management,

Medium of study, Locality, Family income per month back ground variables

available.
 CHAPTER- II

REVIEW OF RELATED LITERATURE

There are several studies which show that positive impacts of the technological
gadgets and services. Other studies reveal the negative impacts of these tech-products.
Some of the studies take both the positive and negative impacts of these technologies
into consideration and some others show a balanced approach regarding the use of the
tech-gadgets and services.

2.1 Positive Impacts of Technology

In fact the use of the tech-gadgets and services by the present generation has a positive
impact on IT markets and therefore it is beneficial for the economy. Tcch-dcvices and
yarning may have positive effects on investigating skills, strategic thinking and
creativity potential of the individuals. These tech devices and services are better
sources for learning for the youth and these are the sources of fun and emcrtainment
which help them distract from daily stresses of life. The digital behaviour of the vouth
makes them sit at one place lor a long period of time and the eye. hand and mental
coordination is maintained during that period. To cross the levels slep by slep in the
games may improve the engineering skills among the youth and it may also help in
building up good attitudes of moving ahead in life in spite of any obstacles. Following
studies support the positive effects of Ihe tcch-gadgels and services.

Internet continues to grow beyond our belief. About 32.7% of the world's population
has access to the social networking sites like Face book. Twitter. Linked-ln. YouTube.
Flicker, blogs. wikis, and many more which let people of all ages rapidly share their
interests of the moment with others everywhere. So the interconnectedness throughout
the world is growing rapidly due to internet use (Tsitsika & Janikian. 2013).

When students use laptops and other tech-devices by the instructor's advice they are
connected to course learning objectives. The classroom learning and engagement of
the young students can be impacted positively by [he use of these digital devices
(Samson. 2010).

Individuals who are engaged in high level of technical activities through the digital
devices are better in performing cognitive tasks. The effective use of the gadgets may
have positive impacts on cognitive thinking and also makes them master multitasking
(Ophir. Nass & Wagner. 2009).

In the medical set up the use of digital devices may help to a great extent. Easy
storage. searching and sharing of patient information through the computers and
accessibility of knowledge regarding recent health related inventions through internet,
have made the work of the medicos easier (Sellen & Harper. 2002).

2.2 Negative Impacts of Technology

Although the use of tech- gadgets and services has many positive impacts, they arc
hort lived. In long run it has negative impacts on the individuals. The digital activities
make the youth strong in technical skills but make them weak in real life practical
skills. It takes the young mass away from the reality helping them to live in their
imaginary world. Due to the time spent on the devices the youth are refrained from
some outdoor activities with friends and family. The indulgence in violent games may
create more violence in their mind. The more they use the gadgets, the more they are
crazy about it which may distract them from study. During the lime of playing games
when they can't achieve the set target, it may raise their anxious level higher. After all
addiction to the devices may develop unhealthy lifestyle. poor time management and
poor eating habits among the youth. Following studies highlight some of the negative
effects of the tech-devices and services.

It would have been a lot better if the drawbacks or the negative impacts of the use of
flic digital services would have been known before some years. As the use of the
digital services has negative impacts students should minimise the use of these tools
and should aware about its use (Walsh. 2012).
The voracious use of tech services has negative impacts on the youth. Due to these
effects youth want to do things faster, easier and cheaply. Everybody wants to do
things according to their own schedule and pace, failing in which thev become
anxious. Face to face communication is avoided by the young mass, which is not good
for the society (hrickson, 2012).

Generation-Y i.e. the present generation is psychologically addicted to the social

Medias like face book. Twiner, Linked In etc. The addiction causes intra-psychic
conflicts such as intolerance and relapse among the youth (Cabral. 20II).

Internet gaming and shopping is causing depressive symptoms among the college
students. Implementation of programmes is needed to detect and decrease these
activities among them (Cotton, 2001).

The addictive internet use has negative impacts on mental health. There is a positive
relationship between Internet addiction and psychiatric disorders like depression,
bipolar disorder, obsessive-compulsive disorder, attention deficit disorder. etc. So the
addictive internet use should need clinical help (Young. 1998).

Excessive internet use not only generates disorders but it can sometimes be distressing
and disabling (Shapira et al., 2003). Technological addiction is growing day by day in
the countries like Italy. Pakistan, Czech Republic. Indian youths are no less than them
in technological addiction. Online games have caused serious health problems in
China (BBC,2007), Korea (Hur. 2006) and Taiwan (Lee. 2007). About 10% of China's
more than 30 million internet gamers are said to be addicted (Ko, Yen. Yen. Lin &
Yang. 2007).

Excessive technology- use may affect academic performance, relationships, as well as

overall development among youth. Such baffling technology use has been identified
as technology addiction and has many negative impacts on health and social behaviour
(Young. 2004).

Technology has Both Positive and Negative Impacts

Some studies focus on both the positive and negative consequences of use of the lech-
devices and sen ices and provide a balanced approach regarding the use of the same.
Technology is an integral part of our everyday life as people are dependent on it from
all over the world for communication, organization and employment etc. One cannot
stay away from technology even for a day. Not even a single day goes without a cell
phone in hand or without laptop and net surfing. Although technology being at its best
there are bask problems that follow us everywhere and generally it has drawbacks in
the areas of health, public safety and education (Saez. 2010).

Students should be encouraged to develop in a technological world. The necessity of

social networking, computer games or digital habits of them should be understood by
the elders. But simultaneously the consequences of those habits should also be
studied- It is better to study the relationship between technology, child development
and the popular culture. Parents should facilitate a healthy and balanced relationship
between technology and their children helping them to use the social media effectively
(Mitchel. 2012).

The studies in ihe field of internet addiction are conducted by expertise of multiple
fields like academicians and health professionals, etc. The impacts of the same should
be investigated and the problems relalcdto interne! addiction should be addressed. By
doing the above we can overcome the negative impacts of internet technology and can
use it for development rather overtaken by it(Chou. Condron & Helland. 2005).

As human beings are regularly trying to reinvent themselves and adopting new and
improved ways of lifestyle, this phenomenon has increased the use of technological
gadgets and services up to the extreme. The use of these tech products has a positive
impact on the mass market consumption. Side by side the never-ending conflict of pop
culture is advancing through these activities of the individuals (VYaikins, 2003).

Technology is a double edged sword. From [he above reviews, it is clear that the
youth of today are the principal consumers of technology. This mixed set of research
findings led to think how the youth is using the technology to bring about positive
changes in their lives and avoids the negative consequences of using technology
excessively. Based on the review of literature, the statement of the problem has been
formulated.

Impact of Technology on Health and Life-Style

Now we understand that use of any lechnoiogy has an effect on the mental health and
the life style directly or indirectly and the effect may be positive or negative. When
the use takes the form of addiction then the impact may be negative upon both. The
following statements also show the same. Prof. Phil Reed (2013). Professor of
Psychology in Swansea University's

College of Human and Health Sciences claims the net addiction as the cause of the
depression, social isolation, and disrupted sleep of the present generation. He also

argues that the same has many other negative impacts on their health. Psychologist Dr
Kimberly Young began to study the topic of technology addiction as long ago as 1995
and wrote about it in a book called "Caught in the Net" in 1998. She compares online
addiction to drugs or alcohol because internet provides the addicted people with the
same kind of high leading ihe dependency on it to feel normal. A study conducted in
the year 2013 by Swansea and Milan University shows that when Ihe addici come
offline, they get negative mood swings. increased levels of depression and
impulsivity. Countries like US. China. Australia, Singapore, Japan, and South Korea
have sounded the warnings that internet addiction represents a significant health threat
(Boothroyd. 2014).

Amripal Karur, .Rajeev kumur (2005)

The aim of this study was to analyze the use of the Internet and related issues among
the teachers and students of engineering colleges of Punjab. India. The present study
demonstrates and elaborates the various aspects of Internet use such as. frequency of
Internet use, most frequently used place for Interne! use, purposes for which the
Internet is used, use of Internet services, ways lo browse the information from the
Internet, problems faced by the users and satisfaction level of users with the Internet
facilities provided in the colleges. The result of ihe survey also provided information
about the benefits of the Internet over conventional documents. It was found lhat the
Internet had become a vital instrument for teaching, research and learning process of
these respondents

Asemi and Riyahiniya (2006) conducted a survey on awareness and use of digital
resources in the libraries of Isfahan Universily of Medical sciences. Iran.Results of the
study are; 70% students are aware of digital resources available in the university
databases, 87.2% of students feel that the available digital resources meet their
information needs. Authors conclude that users are facing some problems like low
speed connectivity and shortage of inadequate hardware facilities,

Husain Al- Ansari (2006) investigated of internet use by the faculty including
purpose for use. its impact on teaching and research, internet resources that they use.
and the problems faced while using the internet a questionnaire, expert-received and
pilot-tested was used to collect data from the faculty coming from four colleges of
Kuwait University i.e. Arts, social science, sciences and responses rate of 62.6
percent.

In this study he found that large majorities have been using the computer and mail,
colleagues, slow speed, lack of time and lack of access from home are the major
problems. Most of Ihem are interested in improving the internet use skills through
formal training.1

Nwagwu ei al.(2006), showed that about 73% of respondents considers internet

information as useful, while much less as this 44.4% reported finding internet
information as trustworthy. The results of this study show that there are very few
University libraries in Pakistan with access to the Internet and there is a desperate
need to develop functional IT infrastructure in the Universities of both private and
public sectors.

Rajeswari .0 (2006) The author discusses the importance of the web based information
resources with specific reference lo c-books .e-journals and UGC internet. It also
highlights the various web based Information services used by Faculty . Research
scholars and students of Padmavathi Manila University . It was observed through
personal experience faculty could enhance their participation in national and
international conferences manifold by availing E mail facility.

Mahajan (2006) conducted a study on Internet use by researchers in Punjab

University. Chandigarh, which analyzed the convergence of information and
communication technologies as embodied by the Internet which has transformed the
present day society into a knowledge society. It was stated that the Internet is
considered lo be the most valuable among other computer technologies available to
the society.

Nazim, Mohd, Saraf, Sanjiv(2006) : The study reports the results of a survey
conducted at Banaras Hindu University (BHU) to determine the extent to which
Internet users are aware and make us; of the Internet. Efforts are on to find the
information searching habits of Internet users. Data were collected using a
questionnaire and follow-up interviews with the Internet users of three institutes and
six faculties. Results show that all respondents are using Internet because of quality
information they got through the Internet. Majority of respondents use Internet for
research work because the university library has provided access to a large number of
databases and online journals. Filly percent of respondents search information through
the search engines, whereas thirty-five percent prefer to go through the specific
wcbsile/L'RL. Google and Aliavista are more widely used search engines compared to
others due to their wide coverage and user-friendly interface. About seventy percent
of respondents prefer to take print oiit before making use of Internet material as
compared lo those who prefer online or CD. Thirty-five percent of respondents
believe that Internet is most useful because they find valuable information all the time.
It has also been observed that slow speed, high Internet charges, lack of training and
lack of organized information are some of the factors that affect the use of Internet.
Presents recommendations to improve the use of Internet, including a well planned
Internet literacy program and preparation of subject gateways
Prabliatsingh Rajput and gopal singh .landon (2007) study describes a survey of
the internet resources and services by the users of institute of engineering and science
labs Academy. Indore the questionnaire methods are to solicit the opinions of different
user groups. He examines the purpose of internet usage. Most used internet services
difficulties faced by the users while using internet services and satisfaction of users
about facilities available in ITS finally highlight the suggestions made by the users for
improvement of internet services at IES, Indore.

Madhusudhan (2007) conducted a survey on Internet use by research scholars at

Delhi University, which revealed that most respondents used search engines more than
subject gateways or web directories to locate information. Negative attitudes as well
as conservatism act as barriers to effective Internet use.

Malikarjun and Survsh gudimani (2008) conducted a survey to understand student's

usage of intemel and computer technology .their experience with technology and their
aptitudes and expectation about technology resource and identity areas for
improvement that all the respondents are using computer and online services in the
library.

METHODOLOGY

3.1 THE PROBLEM

The investigator has identified the following problem for her research work.
 “TALKING TO PEOPLE VERSUS TALKING TO COMPUTERS

INTERPERSONAL GOALS AS A DISTINGUISHING FACTOR”

The problem has been defined and objectives have been performed for the

proper investigation. To find out the nature of the problem and the factors related to it

hypothesis have also been formed.

POPULATION AND SAMPLE:

By this the investigator means the Higher Secondry School Students of

Government, Aided and Private School in Trichy District.

Sample

The sample has been limited to 120 students only

METHOD OF INVESTIGATION

The identified problem is to be studied by following survey method of

research. However as it has been planned to find the influence of the human-human

interaction and human-computer interaction on the development one along with

the chosen background variables for a present study is likely to come under

descriptive research.

SURVEY METHOD OF RESEARCH

The survey is a non – experimental descriptive research method. Survey can be

useful when a researcher wants to collect data on phenomena that cannot be directly

observed (such as opinions on library services). Surveys are used extensively in

library and information science to assess attitudes and characteristics of a wide range

of subjects. In a survey, researchers sample a population Basha and Harter (1980)

state that “a population is any set of persons or objects that possesses at least one

common characteristic. “Examples of populations that might be studied are 1) all 1999

graduate of GSLIS at the university of Texas, or 2) all the users of UT General

libraries. since, populations can be quite large, researchers directly question only a

sample. (Ie.a small proportion) of the population.

DESCRIPTIVE RESEARCH

Also known as statistical research, describes data and characteristics about the

population or phenomenon being studied. Descriptive research answers the questions

who, what, where, and how..

Although the data description is factual, accurate and systematic, the research

cannot describe what caused a situation. Thus, descriptive research cannot be used to

create a causal relationship, where one variable affects another. In other words,

descriptive research can be said to have a low requirement for internal validity.

The description is used for frequencies, averages and other statistical

calculations. Often the best approach, prior to writing descriptive research, is to

conduct a survey investigation. Qualitative research often has the aim of description

and researchers may follow up with examinations of why the observations exist and

what the implications of the findings are.

In short descriptive research deals with everything that can be canted and

studied. But there are always restrictions to that. Your research must have an impact
to the lives of the people around you. For example, finding the most frequent disease

that affects the children of a town. The reader of the research will know what to do to

prevent that disease, thus people will live a healthy life.

RESEARCH DESIGN

For the target population, the probable differences due to gender, class, type of

the management, medium of study, locality, family income monthly the background

have been fixed.

1. The tools necessary for data collection are to be prepared and validated.

2. Based on the background variables chosen the population has to be

stratified and sample is to be drawn by random.

3. After the stratification tools are administered to the chosen sample with

proper instructions.

4. The collected data are to be classified and tabulated and the master table is

to prepared.

5. The stated hypothesis is tested with the help of the master table by applying

suitable statistical techniques.

6. Finally the inferences are to drawn to arrive at findings.

3.6 TOOL PREPARATION

The investigator perused the tools available in the market. Some of the tools are

available for this ‘social websites affecting’. However as the tools were standardized

on a different population the investigator has decided to prepare and validate her own

tool.
3.7 DRAFT TOOL

All the prepared items for all the dimensions have been pooled together to

form the draft tool for “AN INVESTIGATION OF TALKING TO PEOPLE

VERSUS TALKING TO COMPUTERS INTERPERSONAL GOALS AS A

DISTINGUISHING FACTOR” The draft tool consists of 20 item for each item the

respondents are asked to give Agree level as given below.

CHAPTER - IV

ANALYSIS AND INTERPRETATIONS

INTRODUCTION
 After administering the tools and collecting data the data have to be processed

and analyzed in accordance with the outline laid down for the purpose at the time in

developing the research plan. Analysis of the data is the most skilled task of all the

stages of the research. It is essential for a scientific study and for ensuring that the

relevant data for making contemplated comparison and analysis. The making

contemplated comparison and analysis. The term analysis refers to the computation of

certain measures along with searching for patterns of relationships that exist among

data group. This is done with the help of the statistics.

Kothari, C.R.says “Analysis of data in a general way involves a number of

closely related operations, which are performed with the purpose of summarizing the

collected data and organizing these in such a manner that they answer the research

question”.Statistical analysis is the mathematical process of gathering, organizing,

computing, analyzing and interpreting numerical data and is one of the basic phases of

the research process.

The first two steps, gathering, organizing and computing of data being over, it

is now necessary for the researcher to go in for analyzing and interpreting. In this

study, the investigator has study both descriptive and inferential statistical procedures

to analysis the data. First they collected raw data were fed into the computer. The

mean, percentages,‘t’ values and ‘f’ values ratio were calculated using the appropriate

formulae.

Hypothesis:
Disturbance in the class room teachings and also disturbance through attractive
advertisements in the computer learning

Table – 4.

Comparative Table for opinion of respondents about disturbance in class room

teachings and computer learning

I have felt some disturbances while the teaching Advertisements or attractive pictures
is going on disturbing the e-learning
S. No Agreed level No. Of Percentage Agreed level No. Of Percentage
Respondents Respondents
1. Disagree 65 54.1% Disagree 24 20%
2. No opinion 10 8.4% No opinion 16 13.3%
3. Agree 45 37.5% Agree 80 66.7%
Total 120 100% Total 120 100%

Source: Primary Data

The above table explains that 54.1% of the respondents disagree with the statement
that I have felt some disturbance in class room teachings. Majority of 66.7% of the
respondents agree with the statement that Advertisements or attractive pictures
disturbing the e-learning.

It is comparing two statement results that could be understood that class room
communication is having more impact on students.

Hypothesis:
Class room teaching gives more good and academic matters only because teachers
know what types of teaching has given as input for student development Vs computer
e-learning gives more information for student development.

Table – 4.

Comparative Table for opinion of respondents about whether teachers know what
types of teaching given as input or computer provides maximum information for the
development of student.

Teachers know what type of teaching has given E-learning or computer not only provide
as input for student development good or academic information
S. No Agreed No. Of Percentage Agreed No. Of Percentage
level Respondents level Respondents
1. Disagree 18 15% Disagree 31 25.8%
2. No opinion 23 19.2% No opinion 12 10%
3. Agree 79 65.8% Agree 77 64.2%
Total 120 100% Total 120 100%

Source: Primary Data

The above table shows that 65.8% of the respondents agree with the statement that
teachers know what type of teachings has given as a input for student development.
64.2% of the respondents agree with the statement that e-learning or computer not
only provide good or academic information.

It is understood that class room communication is the teaching method provides good
and academic information to the students. Young students does not having ability to
distinguish between good and bad or social and anti-social information.

Hypothesis:
Which communication gives more wrong guidance to the students whether class room
teaching or computer based e-learning

Table – 4.

Comparative table for opinion of respondents about opportunities in wrong guidance

to the students

Class room communication does not give wrong Computer communication may lead
guidance to the students wrong information or leads wrong
websites
S. Agreed level No. Of Percentage Agreed No. Of Percentage
No Respondents level Respondents
1. Disagree 08 6.7% Disagree 30 25%
2. No opinion 37 30.8% No opinion 12 10%
3. Agree 75 62.5% Agree 78 65%
Total 120 100% Total 120 100%

Source: Primary Data

The above table shows that 62.5% of the respondents agree with the statement that
class room communication does not give wrong guidance. 65% of the respondents
agree with the statement that computer communication may lead wrong information
or leads wrong websites.

It is understood from the above table class room communication is the only correct
learning method for the student development.

Hypothesis:
Examples helps student to understand but whether class room teaching gives more
examples or computer based e-learning give more examples.

Table – 4.

Comparative table for opinion of respondents about which mode of teaching and
learning gives examples to understand the students

Teacher can give examples and it helps to Computer communication gives all the
understand information but cannot give example on
its own.
S. Agreed level No. Of Percentage Agreed No. Of Percentage
No Respondents level Respondents
1. Disagree 10 8.3% Disagree 32 26.7%
2. No opinion 15 12.5% No opinion 22 18.3%
3. Agree 95 79.7% Agree 66 55%
Total 120 100% Total 120 100%

Source: Primary Data

The above table shows that 79.7% of the respondents agree with the statement that
teacher can give examples and it helps to understand. 55% of the respondents agree
with the statement computer based e-learning gives all the information but cannot give
example on its own.

It is understood from the above table teachers can give examples but computer cannot
give examples on its own.

Hypothesis:
Which type of communication gives opportunity to Understanding body language

Table – 4.

Comparative table for opinion of respondents about understanding body language of

the sender

Human communication helps to understand body Computer does not give opportunity to
language of the sender identify body language (emotions).
S. Agreed level No. Of Percentage Agreed No. Of Percentage
No Respondents level Respondents
1. Disagree 16 13.4% Disagree 21 17.5%
2. No opinion 26 21.7% No opinion 18 15%
3. Agree 78 65% Agree 81 67.5%
Total 120 100% Total 120 100%

Source: Primary Data

The above table reveals that 65% of the respondents agree with the statement that
human communication helps to understand body language of the sender. 67.5% of the
respondents agree with the statement that computer does not give opportunity to
identify body language.

It is perceived that human communication is only way to understand the emotions and
body language of the sender but computer communication does not have impact on
body language communication.

Hypothesis:
Which type of communication has more opportunities for wrong guidance whether
human communication or computer based communication

Table – 4.

Comparative table for opinion of respondents about possibilities of wrong guidance

through human communication or computer based communication

Human communication (friends)have possibility E-learning may go wrong websites or

to wrong guidance wrong social networks
S. agreed level No. Of Percentage Agreed No. Of Percentage
No Respondents level Respondents
1. Disagree 48 40% Disagree 48 40%
2. No opinion 33 27.5% No opinion 11 9.2%
3. Agree 39 32.5% Agree 61 50.8%
Total 120 100% Total 120 100%

Source: Primary Data

The above table explains that maximum 40% of the respondents disagree with the
statement that human communication (friends) has possibility to wrong guidance.
50.8% of the respondents agree with the statement that e-learning may go wrong
websites or wrong social networks.

It is perceived that computer based e-learning have more possibilities to access for
wrong websites or wrong social networks.

Hypothesis:
Which communication explains the concepts and its future scope whether class room
teaching or computer based communication

Table – 4.

Comparative table for opinion of respondents about which types of communication

explains future scope

Human communication (teaching) explains the Computer based e-learning gives all
concepts and its future scope information but it may not give future
scope for the concepts.
S. Agreed level No. Of Percentage Agreed No. Of Percentage
No Respondents level Respondents
1. Disagree 35 29.7% Disagree 18 15%
2. No opinion 22 18.3% No opinion 9 7.5%
3. Agree 63 52.5% Agree 93 77.5%
Total 120 100% Total 120 100%
Source: Primary Data

The above table shows that 52.5% of the respondents agree with statement that human
communication (teachings) explains the concepts and its future scope. 77.5% of the
respondents agree with the statement that computer based e-learning gives all
information but it may not give future scope for the concepts.

It is perceived that class room teachings is only way student gets future scope of the
concepts.

Hypothesis:
Which type of communication motivates thinking process of the students

Table – 4.

Comparative table for opinion of respondents about which type of communication

motivates thinking process

Human communication (teaching) motivates Computer or e-learning does not motivate

thinking and learning process. thinking process
S. Agreed level No. Of Percentage Agreed No. Of Percentage
No Respondents level Respondents
1. Disagree 13 10.8% Disagree 20 16.7%
2. No opinion 10 8.4% No opinion 21 17.5%
3. Agree 97 80.8% Agree 79 65.8%
Total 120 100% Total 120 100%
Source: Primary Data

The above table shows that 80.8% of the respondents agree with the statement that
human communication (teachings) motivates thinking and learning process. 65.8% of
the respondents agree that computer based e-learning does not motivate thinking
process.

It is understood that class room teaching motivates thinking and learning process
compare to e-learning method.

Hypothesis:
Which type of communication motivates social and behavioural interaction

Table -4.

Comparative table for opinion of respondents about which type of communication

motivates social and behavioural interaction

Human communication motivates social and e-learning promotes lack of social and
behavioural interaction behavioural interaction
S. Agreed level No. Of Percentage Agreed No. Of Percentage
No Respondents level Respondents
1. Disagree 20 16.7% Disagree 15 12.5%
2. No opinion 26 21.7% No opinion 15 12.5%
3. Agree 74 61.6% Agree 90 75%
Total 120 100% Total 120 100%
Source: Primary Data

The above table reveals that 61.5% of the respondents agree with the statement that
human communication motivates social and behavioural interaction. 75% of the
respondents agree with the statement that e-learning promotes lack of social and
behavioural interaction.

It is understood that computer based e-learning motivates lack of social and

behavioural interaction compare to human communication.

Hypothesis:
Which type of communication is effective whether class room teaching or computer
based e-learning

Table – 4.

Comparative table for opinion of respondents which communication more effective

Human communication effective based on the e-learning is not effective while compare
efficiency of message sender to class room teaching
S. Agreed level No. Of Percentage Agreed No. Of Percentage
No Respondents level Respondents
1. Disagree 22 18.3% Disagree 23 19.2%
2. No opinion 14 11.7% No opinion 21 17.5%
3. Agree 84 70% Agree 76 63.3%
Total 120 100% Total 120 100%
Source: Primary Data

The above table explains that 70% of the respondents agree with the statement that
human communication effective based on the efficiency of message sender. 63.3% of
the respondents agree with the statement that e-learning is not effective while compare
to class room teaching.

It is perceived that majority of the respondents agree that human communication

more effective compare to class room teachings.

No. of Std. Statistical

gender Mean
students Deviation inference
I have felt Male 60 2.07 .972
 some
disturbances T = 2.775
while the
Df = 2
teaching is Female 60 1.60 .867
going on. .008<0.05
significant

Teachers know
what type of Male 60 2.05 .790 T = -8.540
teaching has Df = 2
given as input 0.000<0.05
for student Female 60 2.97 .258
development significant

Class room Male 60 2.45 .622 T = -1.939

communication
does not give Df = 2
wrong 0.147>0.05
guidance to the Female 60 2.67 .601
Not
students
significant

Teacher can T = 0.743

Male 60 2.75 .571
give examples
and it helps to Df = 2
understand 0.162>0.05
Female 60 2.67 .655
Not
significant

Human Male 60 2.48 .748 T = -0.758

communication
Df = 2
helps to
0.284>0.05
understand Female 60 2.58 .696 Not
body language
significant
of the sender
.986 .620

Human Male 60 1.95 .872 T = 0.620

communication Female 60 1.92 .850 Df = 2
 (friends)have 0.986 > 0.05
possibility to Not

Human Male 60 2.57 .722

communication T = 0.212
(teaching)
Df = 2
explains the
concepts and 0.722>0.05
its future Female 60 2.33 .795
Not
scope.
significant

Human
communication Male 60 2.27 .880 T = 1.683
(teaching) Df = 2
motivates 0.119>0.05
thinking and Not
Female 60 2.17 .886
learning significant
process.

Human
Male 60 2.82 .537
communication T = 1.972
motivates Df = 2
social and 0.000<0.05
Female 60 2.58 .743
behavioural significant
interaction

Human T = -0.693
Male 60 2.47 .791
communication Df = 2
effective based Female 60 2.57 .789 0.560>0.05
on the Not
efficiency of significant
message
 sender

Research hypothesis

There is a significant difference between gender of the respondents and their opinion

about human-human interactions.

Null hypothesis

There is no significant difference between gender of the respondents and their opinion

about human-human interactions.

Statistical tools

t-test was used in the above table

Findings

The above table shows that there is no significant difference between gender of the

respondents and their opinion about human-human interactions. The calculate value is

greater than the table value. Hence the research hypothesis is rejected and null

hypothesis is accepted .

CHAPTER-V

FINDINGS AND SUGGESTIONS

Major Findings

1) 54.1% of the respondents disagree with the statement that I have felt some
disturbance in class room teachings.
2) Majority of 66.7% of the respondents agree with the statement that
Advertisements or attractive pictures disturbing the e-learning.
3) 65.8% of the respondents agree with the statement that teachers know what
type of teachings has given as a input for student development.
4) 64.2% of the respondents agree with the statement that e-learning or computer
not only provide good or academic information.
5) 62.5% of the respondents agree with the statement that class room
communication does not give wrong guidance.
6) 65% of the respondents agree with the statement that computer communication
may lead wrong information or leads wrong websites.
7) 79.7% of the respondents agree with the statement that teacher can give
examples and it helps to understand.
8) 55% of the respondents agree with the statement computer based e-learning
gives all the information but cannot give example on its own.
9) 65% of the respondents agree with the statement that human communication
helps to understand body language of the sender.
10) 67.5% of the respondents agree with the statement that computer does not give
opportunity to identify body language.
11) 40% of the respondents disagree with the statement that human communication
(friends) has possibility to wrong guidance.
12) 50.8% of the respondents agree with the statement that e-learning may go
wrong websites or wrong social networks.
13) 52.5% of the respondents agree with statement that human communication
(teachings) explains the concepts and its future scope.
14) 77.5% of the respondents agree with the statement that computer based e-
learning gives all information but it may not give future scope for the concepts.
15) 80.8% of the respondents agree with the statement that human communication
(teachings) motivates thinking and learning process.
16) 65.8% of the respondents agree that computer based e-learning does not
motivate thinking process.
17) 61.5% of the respondents agree with the statement that human communication
motivates social and behavioural interaction.
18) 75% of the respondents agree with the statement that e-learning promotes lack
of social and behavioural interaction.
19) 70% of the respondents agree with the statement that human communication
effective based on the efficiency of message sender.
20) 63.3% of the respondents agree with the statement that e-learning is not
effective while compare to class room teaching.

SUGGESTIONS

COMPUTER USAGE BASED SUGGESTIONS

Many students rely on the accessibility of information on social media specifically and

the web in general to provide answers. That means a reduced focus on learning and

retaining information.

Students, who attempt to multi-task, checking social media sites while studying, show

reduced academic performance. Their ability to concentrate on the task at hand is

significantly reduced by the distractions that are brought about by YouTube, Facebook

or Twitter.

The more time students spend on social sites, the less time they spend socializing in

person. Because of the lack of body signals and other nonverbal cues, like tone and
inflection, social networking sites are not an adequate replacement for face-to-face

communication. Students who spend a great deal of time on social networking are less

able to effectively communicate in person.

The popularity of social media, and the speed at which information is published, has

created a lax attitude towards proper spelling and grammar. The student’s ability

affects in writing because they write without relying on a computer’s spell check

feature. Computer based communication affects students basic knowledge and skills It

is suggested that reducing computer usage and concentrate on other types of learning

methods like reading books or any other curricular activities.

Computer base communication has increased the opportunities and quality of

collaboration for students. They are better able to communicate meeting times or share

information quickly, which can increase productivity and help them learn how to work

well in groups.

Computer based communication teaches students skills they’ll need to survive in the

business world. Being able to create and maintain connections to many people in

many industries is an integral part of developing a career or building a business.

By spending so much time working with new technologies, students develop more

familiarity with computers and other electronic devices. With the increased focus on
technology in education and business, this will help students build skills that will aid

them throughout their lives.

The ease with which a student can customize their profile makes them more aware of

basic aspects of design and layout that are not often taught in schools. Building

resumes and personal websites, which are increasingly used as online portfolios,

benefit greatly from the skills obtained by customizing the layout and designs of

social networking profiles.

The ease and speed with which users can upload pictures, videos or stories has

resulted in a greater amount of sharing of creative works. Being able to get instant

feedback from friends and family on their creative outlets helps students refine and

develop their artistic abilities and can provide much needed confidence or help them

decide what career path they may want to pursue.

HUMAN - HUMAN COMMUNICATION BASED SUGGESTIONS

Human to human communication is essential for student development because

behavioural aspects development is important ingredients for good citizen. So that
teacher and parents motivates students to have friendship with other student in the
class room.

Class room teaching is major portion to imparting the subject knowledge. So that
researcher suggests that teachers have improved their teaching in more interesting
way.

Computer based learning increase the self centred thoughts so that parents reduces the
usage of computer and make use of other skill development programmes like musical
instrument playing, swimming, and other games.
Computer based communication is the threats to eye. So parents must concentrate on
the usage of computer and other electronic gadgets. Parents take necessary steps to
reduces usage of electronic gadgets.

Conclusion:

Human is a social animal, because everyone depends on others. So human

communication and relationship is essential for social development. But computer
human interaction is master and the servant relationship. Computer is a machine, it is
purpose to serve the human. Computer is kind of servant like robot. Human
relationship is an assets and uncountable worth. So love your neighbour is the
teaching of all the religions. So teachers and parents concentrate on students
behaviour and motivate have good relationship in the school and society.

Adolescent plays an important role in society because they may be the backbone of
country so that society has the responsible to protect them. Besides society, parents
and teachers also play an important role to monitor the children use of internet.

RECOMMENDATION FOR FUTURE STUDY

Sample of correspondences can be vastness and the result can be use as a

generalization. Besides that, India is a multicultural country and most of the school

will consist of different race of students. So the questionnaire can be edit in multi

language let correspondences more understand what the actual question asking. When

they are understood questions then will not simply answer and the result will more

accurate.

For the further research, it is recommended that by study internet addiction

with more detail in psychology pathology. It is because this problem seems like quite
severe in now a day especially people who arc internet addiction may have depression

also. This is also the way to let society realize the severity of social disease as well as

psychology disorder.

In addition, il is also recommended that more variable can be taken into

consideration in order to determine the level of internet addiction. This studies is

conduct in secondary school so races, academic achievement and etc can be use to

determine the level of internet addiction will be alTect by those variable or not.

Moreover, this study is using quantitative method to find out the result, it is

recommended that using the both quantitative and qualitative method to collect data

and find out the result because using qualitative way can find out the actual thinking

and actual experience of sample so researcher can have In-depth investigation.

Moreover, the similar and related topic of research is recommended to do more in the

future as it is an important issue in the society.

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